Abstract:
Reading comprehension is an essential skill that vocational high school (SMK)
students must possess to understand a range of authentic texts related to the world
of work, including digital business letters. This study aims to investigate students’
reading comprehension of digital business letters and identify the factors that
influence their comprehension, drawing on their learning experiences. This study
employs a qualitative approach using a case study method involving 30 students of
Class XI Office Management and Business Services Program at a vocational high
school in Ciamis Regency. Data were collected through participatory observation
and semi-structured interviews, then analyzed using thematic analysis. The results
show that most students were able to identify the main ideas and communicative
purposes of digital business letters due to the clear text structure. However, students
still struggled to understand detailed information, the content of the letters, and
business-related vocabulary. Vocabulary mastery is the most dominant factor
influencing reading comprehension, along with other factors such as reading
strategies, teacher explanations, and student participation in learning. Most students
still rely on translation apps and keyword searches to understand the text. Therefore,
reading instruction in vocational high schools needs to integrate authentic business
texts and strategic learning to support the development of students' reading
comprehension skills and readiness for the world of work.
