THE IMPORTANCE OF READING IN TODAY’S DIGITAL AGE

Naila Widia Wahyu Javeda1, Reza Fandana2 1UIN Sultan Maulana Hasanudddin Banten, nailawidia599@gmail.com 2UIN Sultan Maulana Hasanudddin Banten, reza.fandana@uinbanten.ac.id
ABSTRACK
This study explores the impact of a one week English reading challenge designed to align with students’ digital media habits. Despite the increasing access to English-language content through digital platforms, Indonesian students consistently rank low in reading literacy, often due to a lack of motivation and engagement. Traditional reading activities are often disconnected from students’ daily lives, creating a gap between literacy programs and how students naturally consume content. This study aims to bridge that gap by encouraging students to read English content they encounter daily, such as song lyrics, subtitles, and social media captions. The study involves 22 university students observed over 15 weeks across five behavioral aspects: reading frequency, enthusiasm, speaking confidence, fluency, and peer interaction. Using a qualitative observational method, the study documents students’ development through weekly behavior-based scoring. The results show that most students consistently engage in reading, demonstrate high enthusiasm, and gradually improve in speaking confidence and peer interaction. However, speaking fluency remains a challenge, highlighting the need for more targeted support. The findings suggest that integrating language learning into students’ digital routines fosters stronger motivation and supports oral language development. This research implies that literacy instruction in the digital age should reflect students’ lived experiences and media habits to be effective. Future implementations may benefit from longer observation periods and more diverse content integration to sustain growth in both reading and communication skills   Keywords: Digital era literacy, Reading Interest, Reading habits, Benefits of reading, Improve English speaking skills

 DOI: 10.70376/jerp.

  

 

 

INTRODUCTION

In today’s digital era, students (Placeholder1)are immersed in a continuous flow of English-language content from Instagram captions and song lyrics to YouTube subtitles and online news that often serves as entertainment yet holds immense potential for enhancing literacy and language skills. Despite this pervasive exposure, Indonesia persistently ranks low in global literacy benchmarks. For instance, recent analysis of PISA results confirms that Indonesian students' reading literacy remains poor at both national and international levels.[1]

Likewise, studies by Pitri and Sofia (2022) highlight the strong correlation between limited facility access and low reading interest across Indonesian provinces. Furthermore, research by Nugrahanto and Zuchdi (2019) details Indonesia's persistent placement near the bottom in PISA’s reading rankings, spurring educational reforms like Permendikbud No. 23/2015 to integrate literacy habits into routine school activities.[2]

Global scholarship further underscores the critical link between intrinsic motivation and reading achievement. Agrawal et al. (2023) demonstrate that habit-forming digital interventions can significantly sustain engagement even months after a challenge ends.[3] In similar vein, Day et al. (2024) show that interactive e‑books notably improve vocabulary and comprehension by embedding active feedback.[4]

Locally, Ramadhani and Zaim (2023) affirm that PISA-aligned reading tasks pose challenges to Indonesian students signifying a need for contextualized instructional design. Meanwhile, Subaveerapandiyan and Sinha (2022) report that although Indonesian university students possess digital literacy, their preference still leans toward print a vital consideration for blended literacy approaches. 

Beyond motivation, well-being factors like resilience and belonging also influence reading performance: Mirizon et al. (2023) find that students' sense of belonging and eudaimonia bear significant relationships with reading comprehension using PISA data.[5] At the same time, gender differences persist: Tiarina et al. (2022) show female students significantly outperform males in reading puzzling texts.[6] Lastly, Fauzan et al. (2019) note that misconceived notions of literacy may impede interventions aimed at building sustainable reading cultures.[7]

Synthesizing these insights, it is evident that despite digital access, Indonesian students face challenges in motivation, well‑being, instructional alignment, and skill equity. Motivated by this gap, the current study introduces a one-week "English Reading Challenge," prompting daily engagement with relatable digital texts such as social media posts, subtitles, or lyrics to spark intrinsic motivation and build reading and speaking fluency. We examine two research questions: firstly, whether daily digital reading increases students' interest in reading, and secondly, whether it enhances confidence in English speaking. Guided by habit-forming theory (Agrawal et al. 2023) and motivational frameworks (Day et al. 2024), we hypothesize that integrating reading with students’ natural digital habits will positively impact both reading interest and speaking confidence.

This research makes a novel contribution by capitalizing on everyday digital content as a legitimate learning medium an approach resonant with UNESCO’s call for culturally aligned literacy strategies . While this exploratory study is limited by its one week duration and sample size, it provides valuable pilot data for longer-term investigations, co-teaching models, and multidimensional instructional designs. It invites future research to assess extended challenges, mixed‑media content, well‑being variables, and collaborative pedagogies. Ultimately, this essay contends that aligning literacy efforts with students’ digital lifestyles can meaningfully elevate reading motivation and oral communication skills in the 21st century.

  

METHOD

This study adopts a qualitative approach with a descriptive-experimental method to observe the impact of a weekly reading challenge on increasing students’ reading interest and self-confidence in speaking. The participants of this study are all second-semester students from the Qur’anic Studies Program (Ilmu Al-Qur’an dan Tafsir – IAT) at UIN Sultan Maulana Hasanuddin Banten. The research focuses on changes in reading interest and improvements in students' confidence when speaking English.

The research was conducted in February 2025 at the UIN Sultan Maulana Hasanuddin Banten campus. The experimental activity involved a weekly reading challenge, where each student was required to read English language materials every week. These materials could include song lyrics, film or YouTube subtitles, social media posts, or other forms of light, interest-based reading.

Sampling was done using a purposive sampling method, specifically involving all second-semester students from Class D of the IAT program, who actively participated in the reading challenge. The main research instrument was experimental field notes, which were used to assess the development of students’ reading interest and their confidence in speaking whether in public settings or academic forums.

Data was collected through weekly reading documentation and behavioral observation. It was then analyzed using qualitative descriptive techniques, supported by a triangulation approach to ensure a comprehensive and valid understanding of how the weekly reading challenge contributes to strengthening students’ literacy habits and speaking skills within a higher education context.

 

DISCUSSION

Result

The results of this study indicate that the weekly reading challenge program, in which each student is required to read English-language materials every week, has had a significant positive impact on students at UIN Sultan Maulana Hasanuddin Banten, both in terms of increasing their interest in reading and their confidence in speaking English

This study aims to assess whether a short, structured reading period can increase students' interest in reading and strengthen their confidence in speaking English, and the findings show that the program has achieved both of these objectives.

The weekly reading challenge program was launched at UIN Sultan Maulana Hasanuddin Banten to instill the importance of reading for academic achievement and personal growth.

To assess the program's impact, we used observational data created to analyze their responses after reading, compared to changes in their current attitudes/enthusiasm. This combination allowed us to gain a deeper understanding of how the program affected students' reading habits, attitudes, and even speaking abilities.

Table 1: Frequency of reading over 15 weeks

Reading Frequency	Number of Weeks	Percentage (%)
Every week	14 weeks	93.3%
Several week	1 weeks	6.7%
Rarely	0 weeks	0%
Never	0 weeks	0%
Total	15 Weeks	100%

 

Over the course of 15 weeks, the overwhelming majority of students (93.3%) showed tremendous commitment to the reading program every week. This is not just a number, but a true reflection of their realization that reading is a necessity, not just an obligation. They not only attend, but consistently attend-week after week, without interruption, showing that this program has become part of their routine.

In just one week (6.7%), the enthusiasm dropped slightly to the “several weeks” level. It's not surprising - it's human nature to have ups and downs every now and then. It could be due to a busy class schedule, external factors such as health, or simply the need to take a break. What is clear is that there is not a single week where students do not read at all (never) or only do it occasionally (rarely). This is a commendable achievement.

Overall, this data conveys a strong message that the habit of reading can grow and endure, even in the digital age - provided it is given the space, time, and a fun approach.

 

Table 2 : Reading Enthusiasm

Experience Level	Number of Weeks	Percentage (%)
Very Enthusiasm	15 weeks	100%
Positive	0 weeks	0%
Neutral	0 weeks	0%
Negative	0 weeks	0%
Total	15 Weeks	100%

 

                                           

                              

                             This result was extremely encouraging for 15 weeks, all students showed great enthusiasm for reading. Not just “like” it, but they were very excited. Lively facial expressions, focused eyes, and body gestures that implied curiosity and full engagement were clear signs of that passion. It's not just “joining the program”, but really enjoying the process.

There was not a single week where they looked neutral, let alone unhappy (negative). Even the “positive” category doesn't quite describe their enthusiasm-they went above and beyond. What does this mean? The program has successfully touched the emotional and motivational side of students. They don't just read because they have to, but because they want to. In a digital age where attention is easily divided, being able to get students so engaged in the activity of reading is a great achievement. 

Table 3 : The Courage to Speak in Public

Experience Level	Number of Weeks	Percentage (%)
Very Brave	4 weeks	26.7%
Moderately brave	11 weeks	73.3%
Undecided	0 weeks	0%
Not brave	0 weeks	0%
Total	15 Weeks	100%

 

During the 15-week observation journey, students showed a very positive development in self-confidence. While only about 26.7% of the weeks they were fully brave, the remaining 73.3% of the weeks hey were moderately brave.

What does this mean? They're willing to try, they raise their hand, and they speak up even though they're still nervous. That's not weakness-it's growing courage. None of the weeks showed students not being brave at all. No one was frozen in silence, no one completely refused to speak. Even when they weren't fluent, they still chose to speak up, and that's to be applauded.

 

Table 4 : Speaking Fluency

Reading Frequency	Number of Weeks	Percentage (%)
Verry Current	0 weeks	0%
Fairly Current	6 weeks	40%
Less Current	9 weeks	60%
Not Current at All	0 weeks	0%
Total	15 Weeks	100%

From the observations, it appears that speaking fluency is still a major challenge for the students. Over the 15 weeks, there was not a single week that could be categorized as “very fluent”. However, this does not indicate failure rather it shows that they are in the process of learning.

For 40% of the weeks, they were already performing moderately fluently which means they were getting used to pronunciation, enunciating complete sentences, and gaining confidence when speaking. It's a sign that the seeds of their skills are starting to grow.

However, in the other 60% of weeks, they are still not fluent enough. Not because they are incapable, but because they may stammer, need time to think, or lack spontaneous speaking practice. This is perfectly normal, especially in an environment that may not fully support the use of everyday English.

It's important to note: there wasn't a single week where they weren't fluent at all. That means no one gave up. They kept trying to speak - even if it was haltingly, even if they had to repeat themselves, even when they had to guess words. This shows that their passion is greater than their shyness, and that is a strong foundation to build on going forward. With intensive guidance and practice, they have great potential to develop into much more fluent speakers.

Table 5 : Interaction Between Friends

Reading Frequency	Number of Weeks	Percentage (%)
Every week	0 weeks	0%
Several week	15 weeks	100%
Rarely	0 weeks	0%
Never	0 weeks	0%
Total	15 Weeks	100%

 

Throughout the 15 weeks of observation, students consistently showed initiative to interact with each other, although not to the extent that it could be said that they did so every week without fail. They were at the “quite often” level (100%), which means that they kept trying, sometimes confidently, sometimes shyly, but always making an effort to speak, ask, or respond in English with their friends.

Are they already very active like a community speaking club? Not yet. But there wasn't a single week where they were completely passive. There was no week of zero interaction. The fact that there is no rarely or never score shows that the learning environment is quite supportive of interaction between friends, although the intensity is still up and down. They are not fully active every week, but they are never silent.

This reflects that social interaction in a foreign language requires comfort and security and that is starting to grow among them. This is a strong signal that with a little more encouragement, an active and supportive community atmosphere can be created.

Discussion

During the 15 weeks of observation, one thing was clear: this program doesn't just work-it leaves a mark. Traces in the way students think, speak, and interact. Here are the evidences:

Reading Becomes a Habit, Not an Obligation

With 93.3% of weeks showing high consistency in reading (Every Week), students no longer read because they are told to they choose to do so. This shows that the program has succeeded in encouraging habit formation, not just momentary behavior. It was only 1 week that they dropped off a bit, and that's human. What's important is that they were never completely absent. This proves that their curiosity is alive, even growing.

Enthusiasm that Brings Activities to Life

More than a routine, students' enthusiasm is at the maximum level (100% Very Enthusiastic). There is no week where they feel “ordinary”, let alone uninterested. This enthusiasm is the natural fuel of reading. They don't just open books, they open minds and that's the true essence of learning.

Courage Grows Naturally

When it comes to public speaking, 73.3% of weeks are at the “moderately courageous” level and 26.7% are already “very courageous”. This is not a perfect number, but it illustrates an organic and honest process. Students go from trying, to getting used to it, to being brave. They don't stand still, they don't run away from opportunities. They face their nerves and keep talking that's courage.

Still Growing Fluency

In the fluency aspect of speaking, 40% of the weeks showed sufficient fluency, while 60% were still classified as less fluent. This is the most challenging area. But remember: not one week did the students really “not speak at all”. They keep trying. They speak, albeit haltingly. And this is where all great speakers come from not from being fluent from the start, but from having the courage to keep trying.

Social Interaction in a Foreign Language Growing from Awareness, Not Compulsion

For 100% of the weeks, students consistently showed interaction between friends, although not at a very intense level. There was no week where they did not talk to their friends at all. This reflects that the program has successfully instilled the value of communicating in a collaborative context, not just an individual one.

These results of the observation provide a clear and encouraging picture of how the Weekly Reading Challenge has had a positive impact on students across the key aspects observed. Over the course of ten weeks, students not only showed a consistent level of participation in the program, but also gradually developed stronger reading habits and greater confidence in speaking English.

 

Their commitment to reading was evident, with many of them showing up week after week ready to engage with English texts whether in the form of song lyrics, video subtitles, or short articles. Even more importantly, their enthusiasm was genuine. It wasn’t just about completing a task; students showed interest, curiosity, and enjoyment in the process, which is a strong indicator that the reading challenge successfully sparked an internal motivation to read.

 

This growing familiarity with English texts appeared to carry over into the way students expressed themselves verbally. While not all students became fluent overnight, a visible increase in willingness to speak and take part in discussions emerged over time. The classroom slowly turned into a more dynamic space where students felt more comfortable experimenting with their spoken English. Though fluency remains an area for growth, their confidence arguably the most difficult part of language learning showed meaningful improvement.

In essence, the Weekly Reading Challenge has proven to be more than just a reading program. It has laid down the foundation for positive literacy habits, opened doors to language confidence, and created a space where students are allowed to grow at their own pace. With consistent support and continued encouragement, this kind of initiative has the potential to transform the way students engage with English both academically and personally.

 

CONCLUSION

This study aims to observe and understand the impact of the reading literacy improvement program in the digital era on the behavior and development of students' abilities in five main aspects: reading frequency, enthusiasm when reading, courage to speak in public, fluency, and interaction between friends. Based on the results of 15 weeks of observation of 22 students at UIN Sultan Maulana Hasanuddin Banten, a synthesis of data is obtained which shows that this program has a significant influence on the formation of positive habits and the improvement of students' communication skills.

Key findings showed that students had a very high level of consistency in reading, with 93.3% of weeks showing regular reading participation. Not only that, all students maintained a high level of enthusiasm in each week of observation, indicating that they were not just following the program, but were emotionally and intellectually engaged in it. The aspect of speaking courage also made encouraging progress, with 73.3% of weeks showing a high level of courage, although only 26.7% of weeks were classified as very courageous. This indicates a healthy and sustainable development process in building self-confidence.

However, speaking fluency is still an aspect that needs further attention. Most weeks (60%) showed students were still in the less fluent category. Nonetheless, no week showed a complete inability to speak, which means that students continue to try and show potential to improve. Interaction between peers in the context of English use showed excellent consistency, with 100% of weeks being in the moderate interaction category (several weeks), although not yet reaching the maximum level of interaction. This proves that the program has succeeded in creating an environment that supports social interaction based on the target language, although the intensity has not been evenly distributed

From the overall findings, it can be concluded that this program has a real positive impact on the formation of student learning characters in the digital era. The strength of the program lies in its ability to generate enthusiasm and foster good habits consistently, as well as creating a safe space for students to process courage and communication. The main weakness lies in the fluency aspect, which still requires more practical and experiential learning strategies (learning by doing). In addition, the level of social interaction that has not reached its peak suggests the importance of designing a more exploratory and challenging collaborative approach.

The implications of these results are highly relevant for the development of student literacy and communication curricula. Such a program is worthy of continuous integration in the learning process, with feedback-based modifications focusing on improving verbal fluency and interaction. Going forward, this study opens up opportunities for further exploration of the influence of external factors such as psychological background, supporting technology, and reflection-based evaluation methods on program effectiveness. This study also acknowledges the limitations of its limited population coverage and short time scale, so generalization of the results still needs to be done carefully. Nevertheless, the findings still make a meaningful contribution to understanding the dynamics of reading literacy and communication skills of university students in the digital era.

 

REFERENCES

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