<![CDATA[Creative reading skills are a crucial aspect of language learning, particularly in the context of the rapid advancement of information technology. This study aims to describe the application of creative reading among high school students, including their reading habits, the challenges they face, their preferences for reading media, and the impact of technology on their reading activities. The study employed a qualitative approach using in-depth interviews conducted online via Google Meet. The research subject was a student at SMAN 1 Sumberrejo, Bojonegoro, selected based on relevance to the research topic. Data analysis was conducted using the Miles and Huberman interactive model, which includes the stages of data reduction, data presentation, and drawing conclusions. The findings indicate that the subject maintains a consistent daily reading habit, although it is limited to fragmented reading of three to four pages. The primary obstacle encountered is lexical difficulty, particularly when reading non-fiction books containing foreign terms. The subject prefers physical books over digital media because they are perceived as better for maintaining concentration and reducing notification distractions. Nevertheless, digital platforms such as YouTube and Google are still utilized as supplementary references. Technology is perceived as a tool that supports creative reading when used wisely, while excessive use of gadgets tends to disrupt focus. Creative reading activities conducted through group discussions, summary writing, and rereading texts strengthen students’ critical thinking skills and deepen their understanding of the reading material.]]>
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