Beyond 5W + 1H: Deconstructing 'The Jakarta Post' through Fruit-Based Mnemonic Strategy in Reading Classes

Abstract

This study addresses the pervasive issue of ‘pedagogical fatigue’ among undergraduate students when engaging with complex, authentic English journalistic texts. Specifically, it explores the deconstruction of The Jakarta Post through a novel intervention termed the ‘Fruit-Based Mnemonic Strategy’ (Gastro-phonetic approach). Employing a qualitative case study design, the research involved ten purposively selected students—identified as LYF, DUR, RWX, SLX, HWW, EUR, BTN, NEP, IDD, and IHY—who initially exhibited significant cognitive barriers and disengagement during reading tasks. The intervention was conducted over 16 intensive sessions, utilizing sensory-anchored acronyms (such as: Watermelon, into Hazelnut) to bridge the gap between abstract 5W + 1H elements and student comprehension. Data were gathered through a dual-instrument approach consisting of pre- and post-tests, alongside structured questionnaires to monitor psychological shifts. The findings reveal a  notable improvement in linguistic competence, evidenced by a significant increasing in students’ analytical depth and their ability to deconstruct causal relationships within complex news leads. Qualitatively, the gastro-phonetic strategy functioned as a  affective scaffold, effectively  was associated with a shift from disengagement toward greater cognitive engagement. The study concludes that sensory-based mnemonics offer a viable pedagogical alternative for educators seeking to improve literacy outcomes in tertiary English language teaching (ELT). These results suggest that integrating relatable, mnemonic anchors can mitigate learner fatigue and foster a more resilient academic identity in non-native English speakers