Creative Comprehension on Literacy: Technology and Visual

Miranti Eka Putri

Faculty of Education, Universitas Islam Riau, Pekanbaru, Indonesia

Keywords:

Creative Comprehension, Technology Literacy, Visual Literacy

Abstract:

This study aims to examine the inﬂuence of literacy technology and visual literacy on students’ creative un-

derstanding in receiving extensive reading material. Mix method (sequential explanatory design) was used in

this study. Quantitative data is the result of a one-shot case study in the form of a reading test with treatment

mind mapping towards students’ creative comprehension. While qualitative data, case studies, use observation

instruments. Data processing is done by the Mann Whitney test and observation with the initial description

category, process, and end of learning. The Mann Whitney test results concluded that there were mean or

mean differences between the experimental group and the control group. Sig. 0.002 ¡0.05, then according to

the basis of decision making it was concluded that H

was rejected. Rejection of H

implies that there are sig-

niﬁcant differences in student creative understanding in receiving extensive reading material using technology

literacy and visual literacy.

1 INTRODUCTION

Literacy is an important part of language learning.

Reading and writing skills are preferred aspects of

literacy, but literacy is not just two skills. Abilities

are related to cognitive, experience, cultural values,

and others. Lowe (1998) stated that literacy can be

media, networks, computers, traditional alphabet, li-

brary, culture, and vision. Beers (2009) concluded

that literacy is divided into ﬁve basic, libraries, visual,

media, and technology. So it can be concluded liter-

acy a combination of various aspects lead to activities

of thinking someone.

Critical understanding is an indispensable skill.

Ruland (2003) states that process readers measured

a universal intellectual standard including clarity, ac-

curacy, precision, accuracy, precision, relevance, rel-

evance, depth. Critical thinking activities can be im-

plemented various by critically examining aspects of

the text, context, and integrity of readers. Creative is

also very important. According to Taxonomy Barrett

divided into literal, reorganization, inferential, evalu-

ation, and appreciation. It explains the highest level of

creative thinking. Creative thinking activity requires

a critical thinking process. So it can be concluded that

creative thinking comes from success in thinking with

critical understanding. But critical thinking may not

necessarily reach understanding at the creative level

(Akın et al., 2015; Youseﬁ and Mohammadi, 2016;

Kamalova and Koletvinova, 2016).

Currently, the gap occurs a silting thought about

something against the younger generation. This hap-

pens because of a lack of interest. Facts show aca-

demically the majority have a high cumulative index.

It is contrary to the results of previous research that

the level of student understanding will illustrate his

academic achievement. Besides, a reader must have

the ability to understand lexical, literal, interpretative,

applied, effective, critical, and creative.

A reliable ability academic-non-academic matters

so that it can be beneﬁcial for itself, family, and the

nation-state. Habit and ability are very important be-

cause reading is a bridge to know all knowledge. But

there still who not accustomed reading and do not

have an ability that should have been at a critical and

creative level. Where critical in question is that stu-

dents can formulate critically, critically understand,

apply critically, critically analyze, critically synthe-

size, and critically evaluate. While creative in ques-

tion is the student can understand the literal reading

and then interpret and give reactions in the form of

an assessment of what the author said, followed by

developing his thoughts to form ideas, insights, ap-

proaches, and new patterns of thought.

This research is very important to be implemented

because the young generation must have a reliable

reading ability to know all the science in academic

and non-academic. Especially change the mindset

324

Putri, M.

Creative Comprehension on Literacy: Technology and Visual.

DOI: 10.5220/0009144003240328

In Proceedings of the Second International Conference on Social, Economy, Education and Humanity (ICoSEEH 2019) - Sustainable Development in Developing Country for Facing Industrial

Revolution 4.0, pages 324-328

ISBN: 978-989-758-464-0

of students so motivated to read and generate criti-

cal thoughts, and students’ creative thoughts. Based

on this research is very necessary to analyze aspects

of the problem in critical and creative students’ un-

derstanding. So the young generation though pattern

will lead to critical thinking. The study will analyze

(a) is there a statistical difference in students’ scores

for creative comprehension levels between groups?

(b) How are the students’ creative comprehensions on

technology literacy? (c) How are the students’ cre-

ative comprehensions on visual literacy?

2 LITERATURE REVIEW

2.1 Creative Comprehension

Creative reading is the level of reading comprehen-

sion at the highest level. Readers at this level should

think critically and should use their imagination. In

reading creatively, readers use the results of reading to

develop their intellectual and emotional abilities. That

ability will be able to enrich the knowledge, experi-

ence, and increase the sharpness of the power of rea-

soning so that the reader can generate new ideas. The

process of reading this creative according to (Syaﬁ’ie,

1999) starts from the literal reading and then inter-

pret and give reactions in the form of an assessment

of what the author said, followed by developing his

own thoughts to form ideas, insights, approaches, and

patterns - new thought patterns.

2.2 Technology Literacy

Technology Literacy is the ability to use technology

to get information that needed. Variation in using

technology literacies are reading the website, using a

search engine, use map, access video, researching on

the internet, email, chatting, SMS, microblogging use

social sites, visiting cyberspace, blogging and using

a wiki, use message boards, newsgroups, and VOIP

(Skype).

2.3 Visual Literacy

Visual Literacy is a combination of development from

various perspectives and abilities. In perspective, vi-

sual literacy consists of theoretical, visual language,

and presentation. While on the principle of ability,

visual literacy is the basis of the development of oral

language; student interaction with objects, pictures,

body language; the basis of student interaction with

diversity of objects, images, body language; and the

involvement of students in learning by creating ob-

jects, images and gestures (Biemiller, 2003; Pardo,

2004). In grouping visual literacy is divided into vi-

sual thinking, visual learning, and visual communica-

tion (Pressley, 2001; Scharer et al., 2005). Further-

more, visual literacy has a component in the form of

visual perception, visual language, visual learning, vi-

sual thinking, and visual communication (Snow et al.,

2002; Williams, 2005).

2.3.1 Visual Mapping

Visual mapping is one of the objects and images

that meet visual literacy criteria. There are six types

of visual mapping, namely mind mapping, concept

mapping, arguments maps (development of places or

counter arguments and conclusions surrounding dis-

putes), thinking maps (the process of thinking of stu-

dents), general thinking system (looking for relation-

ships between variables), system dynamic (develop-

ing simulation models).

3 RESEARCH METHOD

This research used a mixed method Concurrent Tri-

angulation Design. One shot case study is used in

quantitative data to show the measurement strength

and scientiﬁc value of research design and qualitative

used case design. The participants were 80 students

of the second semester in English Language Educa-

tion, Faculty of Education, Universitas Islam Riau in

an extensive reading course T.A 2017/2018. Variable

X, technology literacy and visual literacy through ob-

servation to ﬁnd out the teaching and learning process

in the class. Variable Y used the reading test to mea-

sure students’ creative comprehension.

4 FINDINGS

4.1 Quantitative Data

Table 1 shows the results of the Shapiro-Wilk and

Lilliefors Tests. The value of p-value (Sig) lilliefors

0.002 in the control group where ¡0.05 then based on

the lilliefors test, the data for each group were not nor-

mally distributed. The P value of the Shapiro-Wilk

test in the experimental group was 0,000 <0,05 and

in the control group 0,000 ¡0,05, both groups were not

normally distributed based on the Shapiro-Wilk test,

so the non-parametric test (Mann Whitney Test) was

used.

Creative Comprehension on Literacy: Technology and Visual

325

Table 1: Normality Test of Shapiro-Wilk and Lilliefors

Test of Normality

Kolmogorov-

Smirnov

Shapiro-Wilk

Groups

Stati-

stic

df Sig.

Stati-

stic

df Sig.

Experi-

ment

.248 40 .000 .538 40 .000

Value

Control .180 40 .002 .730 40 .000

a. Lilliefors Signiﬁcance Correction

Figure 1: Data Dissemination.

Figure 1 shows that the slope and width are not

the same. This shows that the form and distribution of

data are not the same. Then look at the second highest

peak of the histogram, it turns out it’s not the same

as the two, which means there are media differences.

Then the ﬁrst assumption of the Mann Whitney test is

not fulﬁlled, ie there is no similarity in the form and

distribution of data. The next assumption that will be

tested is the homogeneity of variance.

Table 2: Mann Whitney Normality Test

Test of Normality

Kolmogorov-

Smirnov

Shapiro-Wilk

Groups

Stati-

stic

df Sig.

Stati-

stic

df Sig.

Experi-

ment

.248 40 .000 .538 40 .000

Value

Control .180 40 .002 .730 40 .000

a. Lilliefors Signiﬁcance Correction

Table 2 is the result of the normality test using

Liliefors and Shapiro Wilk. The second Sig (p-value)

value is above ¡0.05, which means that the data is not

normally distributed. This is true because if the data

are normally distributed, it will use an independent

t-test from the Mann Whitney U Test.

Table 3 shows the results of the homogeneity test

using Leven’s test method. Levene test is more rec-

ommended because the test can be used to test the

Table 3: Mann Whitney Homogeneity Test

Test of Homogeneity of Variance

Lavene

Statistic

df1 df2 Sig.

Based

on Mean

2.996 1 78 .087

Based

on Median

2.365 1 78 .128

Based

on Median

and with

adjusted df

2.365 1

51.3

.130

Value

Based on

trimmed

mean

2.410 1 78 .125

homogeneity of variance in data that is not normally

distributed. While other tests, namely the Fisher F test

are preferred if the data are normally distributed. The

Levene’s Test test value is shown in the Value-based

On Mean, i.e. with Sig (p-value) 0.087, 0.05 which

means the variance of the two groups is the same or

is called homogeneous. Then the second assumption

that is homogeneity has been fulﬁlled. Then testing

the Mann Whitney U Test hypothesis.

Table 4: Mann Whitney Test

Ranks

Groups N

Mean

Rank

Sum of

Ranks

40 48.55 1942.00

Experiment 40 32.45 1298.00Value

Control 80

Table 4 shows the Mean Rank or average ranking

of each group, that is, in the experimental group the

average rating is 48.55 higher than the mean of the

control group, which is 32.45.

Table 5: P-Value of the Mann Whitney Test

Test Statistics

Value

Mann-Whitney U 478.000

Wilcoxon W 1298.000

Z -3.099

Asymp. Sig. (2-tailed) .002

a. Grouping Variable: Groups

Table 5 shows a U value of 478 and a W value

of 1298. If converted to k, the value of Z is -3.099.

Sig or P-Value is 0.002 <0.05. If the value of the p-

value ¡ critical limit is 0.05 then there are signiﬁcant

differences between the two groups or which means

H1 is accepted.

ICoSEEH 2019 - The Second International Conference on Social, Economy, Education, and Humanity

326

4.2 Qualitative Data

Initial Learning Conditions

The ﬁrst meeting of the Researcher described

the extensive reading course in accordance with the

learning contract and RPS that had been prepared

by the study program team. In the second meeting,

researchers asked students to look for narrative

textbooks using literacy technology in the form of

Fables, Legend, Fairytales, Myth, Folktale, Romance,

Personal Experience, Horror, Science Fiction, Ad-

ventures, Historical, Slice of Live, Mysteries. The

characteristics of the student’s reading book must

have more than 300 pages per book. The atmosphere

of learning in the classroom is noisy and panic

because they have to look for the book and deposit

the title of the book along with the total number of

pages to be read. Every student is not allowed to have

the same list of titles. If students choose more than

one textbook, then the student will get more values

on the reading log record that has been provided.

The intended reading log is a format that students use

to record reading activities faithfully the day which

includes the day, date, time, title of the book, page,

and content. Students must be able to complete the

reading with the speed of each page of the book in

less than 1 minute. So if a student chooses a book

with 500 pages and reads at a speed of 1 minute/page,

then they have to ﬁnish it in 500 minutes meaning

8.33 hours. If the initial stage of the student can only

read comprehensively with 3 minutes per page for

500 pages/book, it will take 1500 minutes with an

estimated time of 25 hours to read. This must be

overcome to achieve the target and expected results,

which is 1 page ≤ 1 minute (60 seconds). Students’

self-conﬁdence in the reading process will become a

problem when practicing. So that researchers must

motivate students by proving the practice of speed

reading in the classroom together.

Condition of the Learning Process

In the second meeting of the learning process,

each student showed the reading material agreed

upon at the ﬁrst meeting. The researcher called

one by one the names of the students and checked

the material they had been looking for before. The

reading material may be more than one book in

the form of the e-book (technology literacy). After

checking the reading material, the researcher taught

the students how to reach the target of reading 1 page

≤ 1 minute (60 seconds). The researcher carried out

the veriﬁcation step according to the procedure. In 3x

repetitions, students can master 1 page reading ≤ 1

minute (60 seconds). To measure their understanding,

the researcher asked directly in accordance with the

reading text that has been practiced with a limited

time to be answered one by one. The situation in the

classroom was suddenly quiet when the researcher

and students practiced speed reading until asking

questions. Until ﬁnally the Researchers proved that

they could read 1 page ≤ 1 minute (60 seconds)

by calculating the questions they had answered one

by one. After it was proven that they could read 1

page ≤ 1 minute (60 seconds), the class suddenly

became sad because new students realized that they

had reliable competence. The practice of reading

speed continues to be applied to 30 seconds per

page. The classroom atmosphere was more melting

than before. Next, they wrote down the reading

schedule in the reading log and prepare themselves

to recall orally and non-oral about the reading they

have read and answered all the questions asked

by the Researcher and other students for the third,

fourth and ﬁfth meetings. At the third, fourth and

ﬁfth meeting, one by one the students presented the

results of their reading comprehension in the form

of visual literacy and mind mapping. The researcher

called the names of students one by one at random

for presentations in front of the class. Before starting

the presentation, the class selects the timekeeper to

remind the presentation time limit. Each session, the

researchers called seven presenters with a mechanism

for the presentation time of around 5-7 minutes

per student. There were several provisions when

presenting, including presenters must pay attention to

visual literacy, mind mapping, presentation time, and

content.

The Final Condition of Learning

At the end of the learning process, the ﬁfth meet-

ing, the researchers found that the students’ pre-

sentation of the reading was very satisfying. This

was evidenced by the readiness of students to an-

swer questions from researchers and audiences di-

rectly and spontaneously (without reading the text-

book/summary). In this case, the selection and use of

words and sentences when the presentation was still

lacking. So that from the results of the observation it

could be concluded that the understanding of the stu-

dents has met creative comprehension. The researcher

also found that the successes of these students were

based on the motivation of the situation which seemed

to force students to read. So that it affects the habits

of students to read every day with the speed of reading

that was once practiced in class.

Creative Comprehension on Literacy: Technology and Visual

327

5 CONCLUSIONS

The basis of decision making in the Mann Whitney

Test in this study is if the value of Asymp. Sig.

(2-tailed) <0.05, there is a signiﬁcant difference. If

the value of Asymp Sig. (2-tailed)> 0.05, there is

no signiﬁcant difference. With the hypothesis pro-

posed (H0) in the form of no differences in creative

understanding of students in receiving extensive read-

ing material T.A 2017/2018 by using literacy technol-

ogy, visual literacy, and mind mapping. So it can be

concluded that based on data from and distribution,

the two groups are not the same, then the results of

the Mann Whitney test concluded that there were dif-

ferences in a mean or mean between the two exper-

imental groups and the control group. Furthermore,

from Table 4.6 it is known Asymp. Sig. amounting

to 0.002, because of the value of Asymp Sig. 0.002

¡0.05, then according to the basis of decision making

in the Mann Whitney Test it can be concluded that

H0 is rejected. Rejection of H0 implies that there are

signiﬁcant differences in student creative comprehen-

sion in receiving extensive reading material for T.A

2017/2018 using literacy technology, visual literacy,

and mind mapping. So, literacy technology and vi-

sual literacy are important to build the students” cre-

ative comprehension in reading.

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