Fiction vs. Reality: How Students Discover Real-Life Representations in Prose Using Engaged Reading

Background: The reading of fiction texts requires intense effort to integrate mind, emotion,
and intrinsic reading motivation, in order to discover real-life representations. There is limited
research in this area.
Purpose: This study employs the engaged reading strategy combined with discovery learning,
in order to investigate improvements in students’ competence in prose appreciation.
Method: This study used a mixed-method design. Thirty-two Indonesian Language Education
students participated in the study. Data was collected using student worksheets, observation,
and semi-structured interviews. Data analysis was conducted by identifying and interpreting
the results of prose appreciation for each reading activity.
Results: This study found that while explaining the theme and through description students
were able to activate prior knowledge. The students' reading motivation mainly focused on the
intrinsic element of stories. They clearly understood the plot, characterizations, and messages,
but supporting details varied because of the differences in students’ knowledge, experience,
and social background related to short stories. In the post-reading stage, students revealed new
knowledge and mental imagery. Based on our findings, engaged reading combined with
discovery learning can enrich students' experience and ability to elaborate information, as well
as to discover new knowledge about real-life representation in prose.
Conclusion: Based on the research findings, teachers and lecturers are able to utilize the
engaged reading strategy combined with discovery learning to promote students’ ability to read
literature. Further research should involve more diverse participants. Experimental research
could also examine the advantages and disadvantages of engaged reading and discovery
learning.