UTILIZING CREATIVE READING TECHNIQUES IN ENHANCING ENGLISH LANGUAGE SKILLS IN JUNIOR HIGH SCHOOL

Abstract

This study aimed to explore how the implementation of Creative Reading Techniques enhances English language skills among junior high school students, focusing specifically on students' experiences and perceptions of creative reading activities in improving reading comprehension, critical and creative thinking, vocabulary development, reading motivation, classroom interaction, and productive language skills. A qualitative descriptive design was employed. The participants were twenty-five eighth-grade students of UPT SMPN 3 Enrekang, selected through purposive sampling. Data were collected using semi-structured interviews and open-ended questionnaires to obtain comprehensive information regarding students' learning experiences during the implementation of Creative Reading Techniques, and were analyzed using an interactive qualitative data analysis model comprising data reduction, data display, and conclusion drawing. The findings indicate that Creative Reading Techniques created meaningful learning experiences that actively engaged students in the reading process. Specifically, the implementation of visual supports, collaborative discussions, prediction activities, and reflective tasks helped students comprehend texts more effectively, develop critical and creative thinking, enrich vocabulary knowledge, increase reading motivation, participate more actively in classroom learning, and improve their confidence in speaking and writing. Although some students continued to experience difficulties with unfamiliar vocabulary and lengthy texts, they generally perceived the activities as enjoyable, engaging, and beneficial. The study concludes that Creative Reading Techniques represent a learner-centred instructional approach that supports the development of multiple English language skills and promotes active participation in meaningful learning experiences.