Applying Digital Literacy Strategies to Enhance Creative English Reading Skills in Inclusive Classrooms for Young Learners at Islamic School
Abstract
The lack of interest in creative reading among English language learners prompted this study. Improving students' creative reading skills, especially in inclusive English classes, through digital literacy is a new perspective discussed in this study. This study aims to determine how digital literacy can be used in inclusive classrooms to improve students' creative reading skills. This study used qualitative methods and case studies to conduct an in-depth analysis about the application of digital literacy strategies to enhance creative English reading skills in inclusive classrooms for young learners in Islamic schools. Data were collected through observations and interviews collaborated with several educators at MI Muhammadiyah 2 Kudus. This study found that there was an increase in students' creative English reading skills through the application of digital literacy in inclusive classrooms. The application of digital literacy was done by using media such as LCD projectors to watch videos or listen to audios in English. Most of the students showed a positive response, namely the development of their creative reading interest in English because of the digital literacy provides a pleasant learning atmosphere for both regular students and students with special needs. In short, both students and teachers at MI Muhammadiyah 2 Kudus responded positively to the application of digital literacy in inclusive classrooms.
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DOI: http://dx.doi.org/10.21043/elementary.v12i2.30691
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