Innovating critical reading through HOTS-based digital books: A mixed-methods study of the FIVES strategy among EFL university students
The growing demand for critical reading skills in 21st-century education requires innovative teaching approaches that not only develop comprehension but also foster higher-order thinking. However, many EFL students still perceive reading as a passive activity, limiting their ability to engage with complex texts. This study explored the effectiveness of HOTS-based digital books integrated with the FIVES strategy in enhancing students’ critical reading abilities. Using a mixed-methods design, 60 first-semester EFL university students from two institutions in Central Java were divided into experimental and control groups. Quantitative data were collected through pre-tests and post-tests, while qualitative insights were obtained via questionnaires and observations. The results showed a significant improvement in the experimental group’s post-test scores (from 71.47 to 85.68), as supported by an independent-samples t-test (p < 0.05) compared to a modest gain in the control group. Students also reported greater engagement and increased awareness of reading as an active, reflective process. These findings confirm the effectiveness of the FIVES strategy embedded in HOTS-oriented digital content and underscore the value of contextualized materials in fostering metacognitive reading skills. The study concludes that pedagogically grounded digital reading innovations can improve learning outcomes and shift students’ mindsets from passive decoding to critical comprehension.
Downloads
Akayoglu, S., Satar, H. M., Dikilitas, K., Cirit, N. C., & Korkmazgil, S. (2020). Digital literacy practices of Turkish pre-service EFL teachers. Australasian Journal of Educational Technology, 36(1), 85–97.https://doi.org/10.14742/ajet.4711
Alexon, A., Safnil, S., & Syafryadin, S. (2024). Teachers’ and students’ perception on using local-contents in English textbooks in EFL context. Cakrawala Pendidikan: Jurnal Ilmiah Pendidikan, 43(1), 102-115. https://doi.org/10.21831/cp.v43i1.51828
Aziz, M., & Rawian, R. (2022). Modeling higher order thinking skills and metacognitive awareness in English reading comprehension among university learners. Frontiers in Education, 7, 991015. https://doi.org/10.3389/feduc.2022.991015
Combs, R. (1992). Developing Critical Reading Skills through Whole Language Strategies.
Din, M. (2020). Evaluating university students’ critical thinking ability as reflected in their critical reading skill: A study at bachelor level in Pakistan. Thinking Skills and Creativity, 35, 100627. https://doi.org/10.1016/j.tsc.2020.100627
Hajare, M. A., Surve, S. M., & Patankar, P. S. (2016). Developing critical reading skills for active citizenship through constructivist approach. Interdisciplinary National Conference.
Izati, R. A., Lestari, L. A., & Setiawan, S. (2021). Digital Reading Engagement of Junior High School Students during the Online Learning. Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa & Seni Prodi Pendidikan Bahasa Inggris IKIP, 8(2), 181. https://doi.org/10.33394/jo-elt.v8i2.3876
Le, H. Van, Nguyen, T. A. D., Le, D. H. N., Nguyen, P. U., & Nguyen, T. T. A. (2024). Unveiling critical reading strategies and challenges: a mixed-methods study among English major students in a Vietnamese higher education institution. Cogent Education, 11(1), 2326732. DOI:10.1080/2331186X.2024.2326732
Li, M., Murphy, P. K., Wang, J., Mason, L. H., Firetto, C. M., Wei, L., & Chung, K. S. (2016). Promoting reading comprehension and critical–analytic thinking: A comparison of three approaches with fourth and fifth graders. Contemporary Educational Psychology, 46, 101–115. https://doi.org/10.1016/j.cedpsych.2016.05.002
McLaughlin, M., & DeVoogd, G. (2004). Critical literacy as comprehension: Expanding reader response. Journal of Adolescent & Adult Literacy, 48(1), 52-62. https://doi.org/10.1598/JAAL.48.1.5
Melati, E. (2018). FIVES: A Recent Strategy in Teaching Reading Comprehension. Proceedings of the Sixth International Conference on English Language and Teaching (ICOELT-6), 14–21.
Nuraeningsih, N., Andriyanti, E., & Sugirin, S. (2025). The impact of web and cultural text-based extensive reading instruction (Webculteri) model to reading comprehension, reading habit and intercultural awareness among university students in Indonesia. Multidisciplinary Science Journal, 7(9), 2025426. DOI:10.31893/multiscience.2025426
Pratama, A., Putri, R. R., & Fitrah, Y. (2024). Students’ critical thinking on reading comprehension based on contextual reading material: An experimental study. SALEE: Study of Applied Linguistics and English Education, 5(1), 258–270. https://doi.org/10.35961/salee.v5i1.1097
Rohayati, D., & Kosasih, F. R. (2023). E–writing activity using instant messaging to ignite EFL students’ critical thinking in writing English argumentation on a conservation issue. Interdisciplinary International Journal of Conservation and Culture, 1(1), 40–51. DOI:10.25157/iijcc.v1i1.2908
Shea, M., & Roberts, N. (2016). Fives: an integrated strategy for comprehension and vocabulary learning. Journal of Inquiry and Action in Education, 8(1), 6.
Singh, R. (2024). Navigating Through Education 5.0 Era: Imperative Competencies for Success. In Preconceptions of Policies, Strategies, and Challenges in Education 5.0 (pp. 33–50). IGI Global Scientific Publishing. DOI:10.4018/979-8-3693-3041-8.ch003
Song, X., Razali, A. B., & Jeyaraj, J. J. (2025). How project-based learning improves college EFL learners’ critical thinking skills and reading comprehension ability: A case study. Language Teaching Research,. DOI: 10.1177/13621688251352275
Thamrin, N. R., & Widodo, P. (2019). Developing higher order thinking skills (HOTS) for reading comprehension enhancement. Journal of Physics: Conference Series, 1179(1), 12073. DOI:10.1088/1742-6596/1179/1/012073
Tomei, L. A., Maine, J., Moussa, K., Holler, M. B., Hobbs, B., & Austin, S. (2024). The top 12 technologies for teaching and learning in the post-pandemic era. In Exploring technology-infused education in the post-pandemic era (pp. 1–95). IGI Global. DOI:10.4018/979-8-3693-2885-9.ch001
Xia, X. (2024). Evolving Curriculum Design in the Digital Age: Adapting to the Post-Pandemic Educational Landscape. Advances in Vocational and Technical Education, 6(5), 11–16. DOI: 10.23977/avte.2024.060502
Copyright (c) 2026 Habibi Nur Hidayanto Habibi, Bambang, Anam
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Jurnal Cakrawala Pendidikan, Jurnal Ilmiah Pendidikan, with ISSN: 0216-1370, is published by the Institute of Education Development and Quality Assurance (LPPMP UNY). Cakrawala Pendidikan has been recently has been re-accredited by Indonesian Ministry of Education and Culture decision Number 230/E/KPT/2022 which is valid for five years since enacted on 30 December 2022.
