Article Per Year (5 Year)
p-Index From 2020 - 2025
0.444
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All Journal PREMISE: Journal of English Education and Applied Linguistics Wiralodra English Journal (WEJ)
Situmorang, Rayhan Khairunnisa
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Education Languange, Linguistic, Communication & Media Social Sciences Other

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COGNITIVE COMPETENCIES IN DIGITAL ENGLISH READING: A SYSTEMATIC REVIEW Situmorang, Rayhan Khairunnisa; Sulistyaningrum, Siti Drivoka
Premise: Journal of English Education and Applied Linguistics Vol 13, No 3 (2024): Premise Journal: e-ISSN 2442-482x, p-ISSN 2089-3345
Publisher : Universitas Muhammadiyah Metro

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24127/pj.v13i3.10447

Abstract

The rise of digital devices and content consumption has reshaped reading habits, potentially influencing the development of early reading skills. However, limited research addresses cognitive competencies in digital English reading, which enable readers to process, comprehend, and retain information online. This study aimed to investigate the presence of cognitive competencies in digital English reading materials and the challenges in developing them. A Systematic Literature Review (SLR) was conducted, excluding 47 articles and including 15 based on research criteria. Findings indicate that while cognitive competencies—such as critical thinking, problem-solving, creativity and innovation, situation analysis, decision-making, and pattern recognition—are integrated into English reading materials, they require further development in digital contexts. The study also identified challenges in developing cognitive competence, including cognitive load, material and pedagogical design, teacher and student expectations, technology and digital literacy, feedback and assessment, information overload, interdisciplinary and critical thinking skills, and the nature of literacy. Understanding the integration of cognitive competencies into digital resources is crucial for educators and stakeholders, as it aids in optimizing language learning experiences and developing targeted solutions to enhance language learning tools and strategies.
MORPHOLOGICAL AWARENESS IN STUDENTS’ READING COMPREHENSION: A CONNECTION WITH PHONICS INSTRUCTION Situmorang, Rayhan Khairunnisa; Dewanti, Ratna
Wiralodra English Journal (WEJ) Vol. 9 No. 1 (2025): Wiralodra English Journal (WEJ)
Publisher : Universitas Wiralodra

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31943/wej.v9i1.354

Abstract

The ability to read and learn a language is connected to morphological awareness. This research examines students’ understanding of morpheme identification, morphological structural awareness, and reading comprehension for EFL students using morphological awareness tests, reading comprehension tests, and video analysis. The video analysis focuses on phonics instruction, a process of teaching reading in which students learn to match sounds to letters, highlighting its potential to enhance morphological awareness. The findings show that students who perform well on morphological awareness tests also score higher on reading comprehension tests. The analysis of the video on phonics instruction reveals its role in enhancing morphological awareness through repetitive activities. These results emphasize the importance of integrating phonics instruction to develop morphological awareness and improve reading comprehension. A mixed-methods approach was employed, resulting in both quantitative and qualitative data. Quantitative data were obtained from morphological awareness and reading comprehension tests, while qualitative data were gathered from video analysis on a YouTube channel.
Co-Authors Ratna Dewanti SITI DRIVOKA SULISTYANINGRUM