Dampak strategi membaca generatif cerita fiksi berbasis platform sastra digital noveltoon terhadap kreativitas mahasiswa The impact of generative reading strategy of fiction stories based on digital literature platform noveltoon on students' creativity
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Abstract
This study investigates the impact of a generative reading strategy for fictional stories, specifically utilizing the Noveltoon digital literature platform, on language knowledge and language creativity. A quasi-experimental method involving 220 university students was employed. Data analysis utilized a t-test and a one-way ANCOVA to examine the intervention's influence on students' language creativity when writing short stories and creating reading tabloids after engaging with fictional stories. The findings indicate that the generative reading strategy, integrated with the Noveltoon digital literature platform technology and online platforms, significantly enhances students' language knowledge and creativity compared to traditional reading methods. The enhancement in students' creativity is evident in their ability to produce original short stories and create engaging reading tabloids following the reading intervention. Specifically, the increase in language creativity was observed across the dimensions of fluency, flexibility, originality, and elaboration. This study suggests that integrating a generative reading strategy for fictional stories with technology use can substantially improve the quality of the learning process and the development of students' language creativity.
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Pratomo, N. W., Yanti, P. G., & Sukardi, S. (2025). Dampak strategi membaca generatif cerita fiksi berbasis platform sastra digital noveltoon terhadap kreativitas mahasiswa. Diglosia: Jurnal Kajian Bahasa, Sastra, Dan Pengajarannya, 8(4), 911-922. https://doi.org/10.30872/diglosia.v8i4.1262
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Sehandi, Y., & Bala, A. (2021). Membaca jejak proses kreatif penyair Nusa Tenggara Timur, John Dami Mukese. Diglosia: Jurnal Kajian Bahasa, Sastra, dan Pengajarannya, 4(1), 23–36. https://doi.org/10.30872/diglosia.v4i1.88
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Wang, Y. H. (2021). Exploring the effectiveness of adopting anchor-based game learning materials to support flipped classroom activities for senior high school students. Interactive Learning Environments, 29(3), 365–384. https://doi.org/10.1080/10494820.2019.1579238
Wilson, A., Rosedale, N., & Meiklejohn-Whiu, S. (2024). Piloting a T-shaped approach to develop primary students’ close reading and writing of literary texts. New Zealand Journal of Educational Studies, 59(1), 73–91. https://doi.org/10.1007/s40841-024-00310-0
Xu, S., Reiss, M. J., & Lodge, W. (2024). Comprehensive scientific creativity assessment (C-SCA): A new approach for measuring scientific creativity in secondary school students. International Journal of Science and Mathematics Education, 23(2), 293–319. https://doi.org/10.1007/s10763-024-10469-z
Yang, H., Gao, C., & Shen, H. Z. (2024). Learner interaction with, and response to, AI-programmed automated writing evaluation feedback in EFL writing: An exploratory study. Education and Information Technologies, 29(4), 3837–3858. https://doi.org/10.1007/s10639-023-11991-3
Zhang, J., Yang, Y., Ge, J., Liang, X., & An, Z. (2023). Stimulating creativity in the classroom: Examining the impact of sense of place on students’ creativity and the mediating effect of classmate relationships. BMC Psychology, 11(1), 1–12. https://doi.org/10.1186/s40359-023-01479-7
Zhukova, A., von Sperl, L., Matt, C. E., & Gipp, B. (2024). Generative user-experience research for developing domain-specific natural language processing applications. Knowledge and Information Systems, 66(12), 1–20. https://doi.org/10.1007/s10115-024-02212-5
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Alireza, A., & Karimnia, A. (2019). Investigating Iranian medical students’ second language reading motivation. Reading Psychology, 40(1), 1–24. https://doi.org/10.1080/02702711.2018.1482851
Amril, K. J., & Thahar, H. E. (2022). Pengembangan modul elektronik menulis teks cerpen berbasis project-based learning bagi siswa kelas XI SMA. Diglosia: Jurnal Kajian Bahasa, Sastra, dan Pengajarannya, 5(3), 715–730. https://doi.org/10.30872/diglosia.v5i3.489
Ballerini, V., Dominici, A., Ferracane, M. F., Menchetti, F., & Noirjean, S. (2024). Stimulating creativity and grit of high school students with creative STEM activities: An RCT with noncompliance. Quality and Quantity, 59(S1), 605–634. https://doi.org/10.1007/s11135-024-01992-w
Barandiaran, X. E., & Pérez-Verdugo, M. (2024). Generative midtended cognition and artificial intelligence: Thinging with thinging things. Synthese, 1–24. https://doi.org/10.1007/s11229-025-04961-4
Cheung, K. K. C., Pun, J., Li, W. K., & Mai, J. (2024). Exploring students’ multimodal representations of ideas about epistemic reading of scientific texts in generative AI tools. Journal of Science Education and Technology. https://doi.org/10.1007/s10956-024-10182-0
Choi, G. W., Kim, S. H., Lee, D., & Moon, J. (2024). Utilizing generative AI for instructional design: Exploring strengths, weaknesses, opportunities, and threats. TechTrends, 68(4), 832–844. https://doi.org/10.1007/s11528-024-00967-w
Dong, Y., Yu, X., Alharbi, A., & Ahmad, S. (2022). AI-based production and application of English multimode online reading using multi-criteria decision support system. Soft Computing, 26(20), 10927–10937. https://doi.org/10.1007/s00500-022-07209-2
Fathi, J., & Rahimi, M. (2022). Examining the impact of flipped classroom on writing complexity, accuracy, and fluency: A case of EFL students. Computer Assisted Language Learning, 35(7), 1668–1706. https://doi.org/10.1080/09588221.2020.1825097
Hebbecker, K., Förster, N., & Souvignier, E. (2019). Reciprocal effects between reading achievement and intrinsic and extrinsic reading motivation. Scientific Studies of Reading, 23(5), 1–18. https://doi.org/10.1080/10888438.2019.1598413
Hijazi, H., Gomes, M., Castelhano, J., Castelo-Branco, M., Praça, I., de Carvalho, P., & Madeira, H. (2024). Dynamically predicting comprehension difficulties through physiological data and intelligent wearables. Scientific Reports, 14(1), 1–17. https://doi.org/10.1038/s41598-024-63654-z
Kanonire, T., Lubenko, J., & Kuzmina, Y. (2020). The effects of intrinsic and extrinsic reading motivation on reading performance in elementary students. Journal of Research in Childhood Education, 34(4), 1–13. https://doi.org/10.1080/02568543.2020.1822961
Kawamura, K., & Okazawa, R. (2023). Reading what is not there: Ethnomethodological analysis of the membership category, action, and reason in novels and short stories. Human Studies, 46(1), 117–135. https://doi.org/10.1007/s10746-022-09658-y
Leonard, K. D., Hall, C., Cho, E., Capin, P., Roberts, G. J., Kehoe, K. F., Haring, C., & Peacott, D. (2025). Examining the effects of family-implemented literacy interventions for school-aged children: A meta-analysis. Educational Psychology Review. https://doi.org/10.1007/s10648-025-09985-3
Ma, L. (2025). Effects of literature circles activity on reading comprehension of L2 English learners: A meta-analysis. Humanities and Social Sciences Communications, 12(1), 1–12. https://doi.org/10.1057/s41599-025-04695-1
Potter, T. (2024). Comedy and masculine hegemony: Adapting masculinities in humorous children’s fiction. Children’s Literature in Education. https://doi.org/10.1007/s10583-024-09595-7
Rezapour-Nasrabad, R. (2025). Investigating the impact of mind mapping and speech on creativity in nursing students. BMC Nursing, 24(1), 1–10. https://doi.org/10.1186/s12912-025-03005-z
Rustam, R., & Priyanto, P. (2022). Pembelajaran Tamadun Melayu Jambi berbasis outcome-based education (OBE) berorientasi produk kreatif. Diglosia: Jurnal Kajian Bahasa, Sastra, dan Pengajarannya, 5(2), 359–376. https://doi.org/10.30872/diglosia.v5i2.284
Rusyana, E., & Prakoso, T. (2024). Pengajaran apresiasi sastra Indonesia di perguruan tinggi terbuka dan jarak jauh. Diglosia: Jurnal Kajian Bahasa, Sastra, dan Pengajarannya, 7(Sp.Iss), 21–34. https://doi.org/10.30872/diglosia.v7isp.iss.941
Safrai, M., & Orwig, K. E. (2024). Utilizing artificial intelligence in academic writing: An in-depth evaluation of a scientific review on fertility preservation written by ChatGPT-4. Journal of Assisted Reproduction and Genetics, 41(7), 1871–1880. https://doi.org/10.1007/s10815-024-03089-7
Sehandi, Y., & Bala, A. (2021). Membaca jejak proses kreatif penyair Nusa Tenggara Timur, John Dami Mukese. Diglosia: Jurnal Kajian Bahasa, Sastra, dan Pengajarannya, 4(1), 23–36. https://doi.org/10.30872/diglosia.v4i1.88
Shafiee Rad, H. (2025). Reinforcing L2 reading comprehension through artificial intelligence intervention: Refining engagement to foster self-regulated learning. Smart Learning Environments, 12(1), 1–15. https://doi.org/10.1186/s40561-025-00377-2
Synnes, O., Romm, K. L., & Bondevik, H. (2021). The poetics of vulnerability: Creative writing among young adults in treatment for psychosis in light of Ricoeur’s and Kristeva’s philosophy of language and subjectivity. Medicine, Health Care and Philosophy, 24(2), 173–187. https://doi.org/10.1007/s11019-020-09998-5
Turčáni, M., Balogh, Z., & Kohútek, M. (2024). Evaluating computer science students’ reading comprehension of educational multimedia-enhanced text using scalable eye-tracking methodology. Smart Learning Environments, 11(1), 1–12. https://doi.org/10.1186/s40561-024-00318-5
Wang, C. (2024). Exploring students’ generative AI-assisted writing processes: Perceptions and experiences from native and nonnative English speakers. Technology, Knowledge and Learning. https://doi.org/10.1007/s10758-024-09744-3
Wang, Y. H. (2021). Exploring the effectiveness of adopting anchor-based game learning materials to support flipped classroom activities for senior high school students. Interactive Learning Environments, 29(3), 365–384. https://doi.org/10.1080/10494820.2019.1579238
Wilson, A., Rosedale, N., & Meiklejohn-Whiu, S. (2024). Piloting a T-shaped approach to develop primary students’ close reading and writing of literary texts. New Zealand Journal of Educational Studies, 59(1), 73–91. https://doi.org/10.1007/s40841-024-00310-0
Xu, S., Reiss, M. J., & Lodge, W. (2024). Comprehensive scientific creativity assessment (C-SCA): A new approach for measuring scientific creativity in secondary school students. International Journal of Science and Mathematics Education, 23(2), 293–319. https://doi.org/10.1007/s10763-024-10469-z
Yang, H., Gao, C., & Shen, H. Z. (2024). Learner interaction with, and response to, AI-programmed automated writing evaluation feedback in EFL writing: An exploratory study. Education and Information Technologies, 29(4), 3837–3858. https://doi.org/10.1007/s10639-023-11991-3
Zhang, J., Yang, Y., Ge, J., Liang, X., & An, Z. (2023). Stimulating creativity in the classroom: Examining the impact of sense of place on students’ creativity and the mediating effect of classmate relationships. BMC Psychology, 11(1), 1–12. https://doi.org/10.1186/s40359-023-01479-7
Zhukova, A., von Sperl, L., Matt, C. E., & Gipp, B. (2024). Generative user-experience research for developing domain-specific natural language processing applications. Knowledge and Information Systems, 66(12), 1–20. https://doi.org/10.1007/s10115-024-02212-5
Zou, D., Luo, S., Xie, H., & Hwang, G. J. (2022). A systematic review of research on flipped language classrooms: Theoretical foundations, learning activities, tools, research topics and findings. Computer Assisted Language Learning, 35(8), 1811–1837. https://doi.org/10.1080/09588221.2020.1839502