Improving Critical-Creative Reading Ability of Z Generation Students through Technologically Responsive Reflective Learning

Abstract

This Classroom Action Research (CAR) aims to describe the improvement of critically-creative reading ability of Z generation students by applying Technologically Responsive Reflective Learning. The subjects of the study were undergraduate students of Indonesian Department, Faculty of letters, Universitas Negeri Malang (UM) who took Informative Reading Text course in the even semester of 2016-2017 academic year. This CAR was conducted into three cycles in which each cycle contained four steps, namely planning, action, observation, and reflection. The research instrument were the task of reading-writing reviews and writing reflection journals. The research data was a score of student's reviews and reflective note. The data were analyzed quantitatively and qualitatively. The results showed that at the end of the cycle (third cycle), the average score of pretest reached 75 and postest was 88, with an increase of 13 points. Students who achieved a score of 70 (mastery) for postest were 84%. This means that Technologically  Responsive Reflective Learning significanly can improve the critical creative reading skills of Z-generation students. Student reviews have shown the level of criticality and creativity seen from the reviews title, the reviews opening, synopsis, evaluation of book quality, and reviews closing.