Student narrative writing as reflection on creative teaching strategies in language class
Siti Hajar; Suci Aulia Zahman (2017)
Siti Hajar
Suci Aulia Zahman
2017
Master's Degree Programme in Teacher Education
Kasvatustieteiden tiedekunta - Faculty of Education
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Hyväksymispäivämäärä
2017-06-16
Julkaisun pysyvä osoite on
https://urn.fi/URN:NBN:fi:uta-201706292153
https://urn.fi/URN:NBN:fi:uta-201706292153
Tiivistelmä
The study was about student narrative writing as reflection on creative teaching strategies in language class. It was conducted to understand how both teachers and students of Sukma Bangsa School perceived creative teaching and learning strategy. It was also aimed to identify what creative strategies the language teachers implemented in language class and to explore the students views and how they reflected on those strategies. The participants were the tenth graders (N = 26) and the two language teachers of SMA Sukma Bangsa in Lhokseumawe. The data were collected through interviews, observations, and narrative writings as students reflection.
The findings from this study indicated that teachers perceptions of creative teaching and learning strategies were not reallysignificantly different from students perceptions in term of its characteristics. According to both, in practicing creative teaching, the process was student-centred, not teacher-centred. Student actively engaged and involved in-class activities. However, there were differences in technical and instructional issues. In some cases, the teacher thought it was the best strategy, which fit the students needs in learning. On the contrary, some students had other dissimilar perspectives on it. Subsequently, there were several strategies implemented in the language class. The strategies were described based on numerous learning materials. Through narrative writings, the students reflected themselves and freely expressed their thoughts, ideas, feelings, preferences, and achievement based on their experiences on those strategies. They also suggested other brilliant strategies for teachers improvement in the next meeting.
From students writing, we found that teaching-learning process was creative in expressing level. The process observed was relevant regarding the proposed process. The implementation of ideas demonstrated fluidity and flexibility skills. It also sometimes indicated to originality or complexity. Meanwhile, from the result of observation, the teachers were also considered as creative teachers. However, both of the Indonesian language and English teachers differed in capacity of practicing creative teaching. Indonesian language teacher was creative pedagogically, but sufficient in the term of personal qualities. Another teacher, English language teacher, was good at pedagogy and personal qualities, but he lacked of school/class ethos. Thus, the problems in language classroom still occurred because the creative teaching practice was not completely accomplished.
The findings from this study indicated that teachers perceptions of creative teaching and learning strategies were not reallysignificantly different from students perceptions in term of its characteristics. According to both, in practicing creative teaching, the process was student-centred, not teacher-centred. Student actively engaged and involved in-class activities. However, there were differences in technical and instructional issues. In some cases, the teacher thought it was the best strategy, which fit the students needs in learning. On the contrary, some students had other dissimilar perspectives on it. Subsequently, there were several strategies implemented in the language class. The strategies were described based on numerous learning materials. Through narrative writings, the students reflected themselves and freely expressed their thoughts, ideas, feelings, preferences, and achievement based on their experiences on those strategies. They also suggested other brilliant strategies for teachers improvement in the next meeting.
From students writing, we found that teaching-learning process was creative in expressing level. The process observed was relevant regarding the proposed process. The implementation of ideas demonstrated fluidity and flexibility skills. It also sometimes indicated to originality or complexity. Meanwhile, from the result of observation, the teachers were also considered as creative teachers. However, both of the Indonesian language and English teachers differed in capacity of practicing creative teaching. Indonesian language teacher was creative pedagogically, but sufficient in the term of personal qualities. Another teacher, English language teacher, was good at pedagogy and personal qualities, but he lacked of school/class ethos. Thus, the problems in language classroom still occurred because the creative teaching practice was not completely accomplished.