Improving Language Creativity through AI-Assisted Generative Reading of Digital Fiction
Keywords:
generative reading strategies; Gen-AI; fiction story; language creativity; language knowledgeAbstract
The aspect of creativity is one of the main competencies needed by students to solve problems in real life. This study aims to investigate the effectiveness of the generative fiction story reading method assisted by Gen-AI technology and online platforms on students' language creativity levels. This study used a quasi-experimental method involving 250 high school students in Tangerang, Indonesia. Students were divided into two groups; the experimental group received an intervention of the Gen-AI assisted fiction story generative reading method, while the control group used the conventional fiction story reading method using print media. The data analysis used in this study was the t-test and one-way ANCOVA test to investigate the impact of the intervention on students' ability to continue the story and make a tabloid reading fiction story. The research findings show that Gen-AI assisted fiction story generative reading strategy and online platforms can improve students' language creativity more significantly than traditional reading methods. The increase in creativity is seen in all dimensions, such as the use of language, plot, characters, and complex events in the continuation of the story it produces. The increase in language creativity occurs due to the use of Gen-AI technology, online platforms, and stages of generative reading strategies (preliminary, personal, group, and reflective reading) in exploring creativity and accessing resources. Therefore, the generative reading strategy of fictional stories assisted by Gen-AI technology can improve language knowledge and creativity. This study implies that generative reading strategies must be integrated into the instructional design of learning to improve students' language creativity and the use of technology. The recommendation is that creative development must be accommodated in the curriculum design and learning practices at senior high school level.
https://doi.org/10.26803/ijlter.24.6.9
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