Garuda - Garba Rujukan Digital

Andania, Ruqoyyah Amilia

Unknown Affiliation

Author-ID : 2142697

Humanities Biochemistry, Genetics & Molecular Biology Chemistry Education Environmental Science Languange, Linguistic, Communication & Media Physics Social Sciences Other

Published : 13 Documents Claim Missing Document

Claim Missing Document

Articles

Title

1

Fostering Creative Writing through Poetry in EFL Classroom Andania, Ruqoyyah Amilia; Dewi, Rohmatul Fitriyah; Romadhoni, Mohammad; Yen, Ai-Chun
Acitya: Journal of Teaching and Education Vol. 6 No. 2 (2024): ACITYA Journal of Teaching and Education
Publisher : Universitas Muhammadiyah Kalimantan Timur

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30650/ajte.v6i2.3951

This study was conducted to examine how the ELT teacher implements creative writing through poetry in the ELT classroom during pandemic and to describe how the students express their emotions through tone of poetry in their creative writing. It is due to the existence of creative writing in language teaching and learning practice is significant to gaining students’ creativity and thinking. One of them is writing poetry. However, few literatures discussed on the method used by teachers through writing poems as well as the concern for emotion and tone embedded in students’ writing products. This study used qualitative descriptive with Indonesian EFL university students of the non-English department at an Islamic University in Indonesia as the participants. The result shows that teachers use student-centered methods to implement creative writing through poetry in the classroom during the global COVID-19 pandemic. The meeting was organized using Zoom Meeting with performing Warm-Up, Lead-In (Creation of Poem and Reading the Poem), and Follow-up. In addition, it was also found that the student’s creative works posted on Instagram were based on the negative variations of poetry tone including threatening, painful, and discouraged. The study underscores the pedagogical efficacy of student-centered creative writing in ELT, highlighting its role in enhancing emotional intelligence and validating the integration of digital platforms for remote learning. It advocates for culturally responsive curricula that leverage creative expression as a conduit for emotional articulation and critical thinking

Fostering Creative Writing through Poetry in EFL Classroom Andania, Ruqoyyah Amilia; Dewi, Rohmatul Fitriyah; Romadhoni, Mohammad; Yen, Ai-Chun
Acitya: Journal of Teaching and Education Vol. 6 No. 2 (2024): ACITYA Journal of Teaching and Education
Publisher : Universitas Muhammadiyah Kalimantan Timur

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30650/ajte.v6i2.3951

This study was conducted to examine how the ELT teacher implements creative writing through poetry in the ELT classroom during pandemic and to describe how the students express their emotions through tone of poetry in their creative writing. It is due to the existence of creative writing in language teaching and learning practice is significant to gaining students’ creativity and thinking. One of them is writing poetry. However, few literatures discussed on the method used by teachers through writing poems as well as the concern for emotion and tone embedded in students’ writing products. This study used qualitative descriptive with Indonesian EFL university students of the non-English department at an Islamic University in Indonesia as the participants. The result shows that teachers use student-centered methods to implement creative writing through poetry in the classroom during the global COVID-19 pandemic. The meeting was organized using Zoom Meeting with performing Warm-Up, Lead-In (Creation of Poem and Reading the Poem), and Follow-up. In addition, it was also found that the student’s creative works posted on Instagram were based on the negative variations of poetry tone including threatening, painful, and discouraged. The study underscores the pedagogical efficacy of student-centered creative writing in ELT, highlighting its role in enhancing emotional intelligence and validating the integration of digital platforms for remote learning. It advocates for culturally responsive curricula that leverage creative expression as a conduit for emotional articulation and critical thinking

The Meanings of Silence in Indonesian EFL Classrooms Rizki, Aris Bahari; Andania, Ruqoyyah Amilia; Kusumawati, Eny
Acitya: Journal of Teaching and Education Vol. 7 No. 1 (2025): ACITYA Journal of Teaching and Education
Publisher : Universitas Muhammadiyah Kalimantan Timur

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30650/ajte.v7i1.4289

This study examines the reasons for students’ silence and the beliefs of students and lecturer about silence in EFL classrooms at Indonesian universities. It explores the perspectives of both students and lecturers on this issue. The participants are three students who are currently assigning as students at the second semester of undergraduate program at one of Indonesian universities and the students’ lecture. The study used semi-structured interviews to collect the data. The study found that students' lack of confidence in speaking English was a major factor contributing to their silence in the EFL classrooms. Some expressed fear of making mistakes or being judged by their peers, which hindered their willingness to participate in class discussions. Additionally, foreign language anxiety was identified as another significant factor, with students feeling overwhelmed and anxious about speaking in a language that is not their first language. Furthermore, the use of silence as a form of politeness was also observed, as students believed that interrupting or speaking out of turn was disrespectful. These factors not only affected students' individual participation but also had an impact on the overall classroom dynamics and communication. The study highlights the importance of addressing these challenges in EFL teaching and suggests strategies such as creating a supportive and non-judgmental classroom environment, incorporating activities that promote confidence-building and oral communication skills, and providing opportunities for students to practice English in a safe and encouraging setting. Overall, the study underscores the significance of understanding the role of silence in communication and its implications for effective EFL teaching in Indonesian universities.

Title Search

Found 3 Documents Search Journal : ACITYA Journal of Teaching

Abstract

Abstract

Abstract

Title

Found 3 Documents
Search
Journal : ACITYA Journal of Teaching