The Application of Multicultural Digital Texts to Enhance Reading Comprehension Strategies for English Literature Students at State University of Medan

Juli Rachmadani Hasibuan (Universitas Negeri Medan)
Syamsul Bahri (Universitas Negeri Medan)
Nazlah Syahaf Nasution (Universitas Negeri Medan)

Alinea: Jurnal Bahasa, Sastra, dan Pengajaran
Vol. 6 No. 3 (2026): Alinea: Jurnal Bahasa, Sastra, dan Pengajaran

The rapid growth of digital technology has transformed EFL reading activities, particularly through multicultural digital texts on various platforms. This research addresses the gap in understanding how different digital platforms support diverse reading strategies in EFL contexts. This study explores students' responses to multicultural digital texts in reading comprehension, identifies their reading strategies, and analyzes the educational benefits of different digital platforms. Using a descriptive quantitative design, the research involved 122 third-semester English Literature students at Medan State University. Data were collected via a pre-test survey and Google Form questionnaires after students engaged with Twitter/X (n=87), TikTok (n=86), TV News (n=89), and blog texts (n=160). Descriptive statistics (frequencies and percentages) and comparative analysis were used to examine responses, reading strategies, engagement, and literacy development across platforms. Results showed positive student reactions to multicultural digital texts. Students employed prediction, inference, comprehension monitoring, and credibility evaluation strategies. Each platform offered distinct contributions: Twitter/X enhanced digital literacy and critical assessment (51.2% verified credibility); TikTok fostered multimodal understanding and engagement (67.4% replayed content); TV News developed contextual and analytical interpretation (43.8% adjusted attention); blogs promoted deep reading and metacognitive awareness (45.3% sought clarification). Additionally, multicultural texts improved intercultural understanding and global consciousness. The study highlights the potential of integrating multicultural content with digital media to foster critical thinking and cultural awareness. Overall, the findings suggest that multicultural digital texts can make EFL reading comprehension more interactive, contextual, and digitally oriented, supporting the development of digital literacy, metacognitive strategies, and intercultural competence.