The Impact of Integrating Guided Reading Strategies Into Digital Reading Activities on Language Knowledge and Creativity
DOI:
https://doi.org/10.17507/tpls.1605.29Keywords:
guided reading strategies, digital reading, NOVELTOON digital platform, language creativity, language knowledgeAbstract
The purpose of this study was to investigate the impact of integrating guided reading strategies into digital reading activities using a digital platform NOVELTOON on language knowledge and creativity. The measurement of language creativity in this study was creativity in producing short stories from guided reading activities. This study, which involved 250 students in semesters two through seven at an Indonesian institution, employed a quasi-experimental method. Several instruments were used in this study, including a language knowledge test, a short story writing creativity scale, and semi-structured interview questions to determine students' responses to the intervention. Data analysis used a t-test to investigate differences in language knowledge levels and an ANCOVA. The research findings indicate that integrating guided reading strategies into digital reading activities using the NOVELTOON digital platform significantly improved language knowledge and creativity compared to those receiving conventional methods. Improved language knowledge was evident in reading comprehension and summarizing reading outcomes. Language creativity was evident in the ability to write short stories and create a reading magazine. Creativity in both works was evident in all aspects of creativity fluency, flexibility, originality, elaboration. Furthermore, several stages of guided reading strategies significantly contributed to language creativity: reflective reading or incubation, discussion or sharing, design, teaching, and individual portfolio. Therefore, the integration of guided reading strategies into digital reading activities using the NOVELTOON platform not only improves language knowledge but also enhances language creativity. The implication of this research is that guided reading strategies must be integrated with digital technology to optimize their role in enhancing language creativity and language competence.
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