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This Author published in this journals
All Journal English Language and Literature International Conference (ELLiC) Proceedings Journal of Educational Research and Evaluation
Siti Ermawati
English Education Department, Faculty of Languages and Arts Education, IKIP PGRI Bojonegoro
Humanities Education Languange, Linguistic, Communication & Media Public Health Social Sciences Other

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Facilitating Students' Verbal Creativity in EFL Writing Course M. Ali Ghufron; Siti Ermawati
English Language and Literature International Conference (ELLiC) Proceedings Vol 2 (2018): 2nd ELLiC Proceedings: 'Education 4.0: Trends and Future Perspectives in English Educa
Publisher : Universitas Muhammadiyah Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (537.479 KB)

Abstract

This article reported a pedagogical attempt to facilitate students' verbal creativity (hereafter: VC) in EFL writing course. This study was aimed at (1) providing students with learning activities that would promote students' VC; (2) promoting students' VC in EFL writing class; and (3) revealing students' perception towards the implementation of the pedagogical attempt in promoting students' VC. To achieve the aims, a collaborative action research was employed. The subject of this study was 30 of the second-grade students of English Education Department in a private university in East Java, Indonesia. The data in this study was taken from class observation, VC test, and in-depth interview. The results show that (1) the nine-learning-step proposed by Avila (2015) was implemented. Those nine steps are remembering English grammar and structure, creating a fictional story, promoting creative writing, boosting vocabulary through screen writing, sharing a speech, circle life, drawing and speaking, asking and answering questions, and asking the students to create their own activities. (2) From the VC test, it was also revealed that through Avila's (2015) nine-learning-step, the students’ VC are facilitated and promoted. (3) The students also have positive attitude and positive feedback towards the implementation of the nine-learning-step. The findings of this study might have implications to EFL writing teachers and students.
THE NEEDS FOR DEVELOPING COOPERATIVE PROBLEM-BASED LEARNING (CO-PBL) TO PROMOTE VERBAL CREATIVITY IN EFL WRITING M. Ali Ghufron; Siti Ermawati
Journal of Education Reseach and Evaluation Vol 2 No 2 (2018): May
Publisher : LPPM Undiksha

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (766.448 KB) | DOI: 10.23887/jere.v2i2.14181

Abstract

This study is the initial part for developing cooperative problem-based learning (hereafter Co-PBL) to promote verbal creativity in EFL writing. The study is aimed at: (1) investigating the previous teaching and learning model implemented in EFL writing class; and (2) measuring and analyzing the extent to which the teachers and students need Co-PBL to promote verbal creativity (hereafter VC) in EFL writing. This study employed a case study method with the respondents of the research were 2 EFL writing teachers and the students who take EFL writing course in English Education Department of a private university in East Java, Indonesia. The data was yielded from questionnaire, in-depth interview, observation, and document analysis. After analyzing the data descriptively, the results show that teachers have used to implement cooperative learning and problem-based learning in EFL writing class; however, they never try to integrate the two models as a new one. It was also revealed that they did not notice verbal creativity as an affecting factor in EFL writing due to their insufficient knowledge to develop learning model that can promote verbal creativity. This study also reveals that teachers and students are eager to develop and implement Co-PBL in order to promote students’ verbal creativity in EFL writing. The findings of this study might have implication for EFL writing teachers and learners.
Co-Authors M. Ali Ghufron