ThesisOpen AccessMetadata saja
2026•Skripsi, Thesis, Disertasi, dan Tugas Akhir
Reading comprehension was one of the most challenging skills for EFL learners, especially when dealing with descriptive texts that required strong vocabulary and visualization ability. This study investigated how realia-based activities improved this skill among eighth-grade students at MTs Ma'arif Roudlotut Tholibin, a boarding school in Metro, Lampung, where access to technology was limited. A total of 18 students from Class VIIIA participated in this research during the academic year 2025/2026. The study employed a Classroom Action Research design following the Kurt Lewin model, which was conducted in two cycles with three stages in each cycle: Planning, Action, and Observation and Reflection. Reading comprehension tests and observation sheets were used to collect the data, and the findings were verified through methodological triangulation. The results showed a significant improvement across both cycles. The class mean score increased from 62.56 in the pre-test to 70.22 after Cycle 1, and further improved to 76.33 after Cycle 2, exceeding the passing standard of 74. The percentage of students who achieved the passing score increased from 22.2 percent to 77.8 percent. In addition, student participation improved from 70 percent to 90 percent between cycles. These findings indicated that the use of real objects in the classroom was an effective and practical approach to improve students’ reading comprehension, particularly in educational settings with limited access to digital resources.
ThesisOpen AccessMetadata saja
2026•Skripsi, Thesis, Disertasi, dan Tugas Akhir
English speaking anxiety remains a major affective barrier among Indonesian EFL learners, compounded by sociocultural norms of face-saving and limited authentic speaking practice in traditional classroom settings. This study examined the role of digital literacy in reducing English speaking anxiety, identified the most effective digital literacy components, and synthesized key findings from prior research. A Systematic Literature Review (SLR) following the PRISMA 2020 protocol was conducted across Google Scholar and ERIC databases. From 1,490 initially retrieved records, 20 empirical articles published between 2020 and 2025 were systematically selected and analyzed. Data were analyzed qualitatively using Indonesia's National Digital Literacy Framework (Kominfo), which conceptualizes digital literacy through four pillars: Digital Skills, Digital Ethics, Digital Safety, and Digital Culture. Findings demonstrate that digital literacy reduces speaking anxiety through three interrelated mechanisms: alleviating performance pressure via asynchronous platforms; creating psychologically safe practice environments through AI-based tools; and fostering confidence through repetitive digital practice. Among the four pillars, Digital Safety emerged as most dominant (90% of studies), followed by Digital Skills as a universal prerequisite (100%), Digital Culture (35%), and Digital Ethics (20%). These findings confirm that digital literacy functions not merely as a technical competency but as a holistic affective support system for EFL learners. The study concludes that effective digital language instruction must be designed with learners' psychological needs at the forefront, integrating asynchronous formats, AI feedback, and structured pedagogical approaches within a culturally sensitive framework.
