AN ANALYSIS OF STUDENTS’ DIFFICULTIES IN COMPREHENDING THE DIGITAL TEADING TEXT
Contributors
Febi Indah Larasati, Bita Dwi Rahmani
Keywords
Proceeding
Track
General Track
License
Copyright (c) 2025 Proceedings UHAMKA
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Abstract
The rapid changes in digital technology in higher education have shifted reading practices from print
to digital texts.While this digital text offers accessibility and convenience, previous studies have highlighted
several challenges, such as eye strain, reduced concentration, and distractions, particularly among English as a
Foreign Language (EFL) learners. This study explores the specific difficulties faced by eighth-semester students
of the English Education Department at the University of Muhammadiyah Prof. Dr Hamka (UHAMKA) in
comprehending digital reading texts. This study employed a sequential explanatory design that combined
quantitative and qualitative methods. Quantitative data were collected through reading comprehension tests
and questionnaires, while qualitative data were collected through semi-structured interviews. The findings
revealed that 78% of students demonstrated a medium level of reading comprehension and that 48 out of 55
students had difficulty understanding text through a digital tool. Five recurring difficulties have been identified,
including unstable internet connections, health-related issues such as eye strain and loss of concentration,
distractions from digital devices, and time-consuming navigation. Despite these obstacles, students preferred
digital texts over printed materials for their accessibility and convenience. The study underscores the need for
pedagogical strategies that strengthen digital reading skills and institutional policies that support equitable
access to digital resources