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All Journal JELLT (Journal of English Language and Language Teaching) English Learning Innovation (englie)
Kurniawati, Farida Nova
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Arts Humanities Education Languange, Linguistic, Communication & Media Social Sciences

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Fostering Students’ Creativity in English Writing Class: Investigating The Impact of Project-Based Learning in Bridging Ideas and Words Kurniawati, Farida Nova
English Learning Innovation Vol. 4 No. 2 (2023): August
Publisher : Universitas Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/englie.v4i2.30611

Abstract

The lack of stimulation for students' creativity in English language learning at schools, stemming from a conventional approach that overly focuses on information transfer and offers limited scope for creativity, can be effectively addressed through the implementation of Project-Based Learning as an innovative approach. Therefore, the aim of this study is to analyze project-based learning as a means to enhance creativity skills in the English writing process of junior high school students. This study adopts a qualitative approach, where data were collected through student and teacher speeches or conversations recorded on video and noted in field journals during observations from the first to the third sessions. The qualitative data analysis follows the structured approach as per the model by Miles et al., (2018). The findings indicate that the application of Project-Based Learning in an Islamic State Junior High School in Kediri is effective in enhancing students' creativity skills in English writing, as reflected in the fulfillment of creativity indicators such as motivation, self-confidence, resilience to mistakes, initiative, humor, and critique. This research offers an innovative solution to overcome challenges in English language learning.
Understanding Teaching Style Differences and Its Contributions toward Learning Objectives between A Male and A Female Teacher Kurniawati, Farida Nova; Sonya Maria, Marcella; Syahra Putri, Rizky
JELLT (Journal of English Language and Language Teaching) Vol 9 No 1 (2025)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36597/jellt.v9i1.18058

Abstract

Every teacher has different style to teach their students. Therefore, this research investigates teaching style differences between a male and a female teacher, the development of the students’ learning style from teachers’ teaching style, and its contributions toward learning objectives. This descriptive qualitative research used observation, students’ response journal, field note, and video recording to collect the data. The researcher analyzed the data by using theory from (Grasha, 1996) for analyzing teaching style used by a male and a female teacher. Theory from (Kolb, 1984) was used to analyze learning style of the students. The result shows that there are no significant differences of teaching style used by a male and a female teacher. Converger, accomodator, and diverger are learning styles which are used by the students. The students who have converger and accommodator for their learning style have more active contributions in the classroom. Keywords: Teaching Style, Learning Objectives, Male Teacher, Female Teacher
Co-Authors Sonya Maria, Marcella Syahra Putri, Rizky