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All Journal Celt: A Journal of Culture, English Language Teaching & Literature JEES (Journal of English Educators Society) LEKSIKA Kandai Sirok Bastra IALLTEACH (Issues In Applied Linguistics & Language Teaching) JPKMI (Jurnal Pengabdian Kepada Masyarakat Indonesia) Journal Of English Literature, Linguistic, and Education (JELLE) SPHOTA: Jurnal Linguistik dan Sastra Fakultas Bahasa Asing Universitas Mahasaraswati Denpasar Lead Journal
Muhamad Ahsanu
Universitas Jenderal Soedirman
Arts Humanities Computer Science & IT Education Environmental Science Languange, Linguistic, Communication & Media Public Health Social Sciences Other

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Creative teaching in English language classrooms: A reflective and contextual interpretation Ahsanu, Muhamad; Wardani, Erna; Ashari, Ashari
JEES (Journal of English Educators Society) Vol 10 No 2 (2025): October
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/jees.v10i2.1967

Abstract

Creativity has become a defining competency in twenty-first-century higher education, particularly in English language teaching (ELT), yet how university educators conceptualize and enact it remains under-explored. This study investigates the lived experiences of two Indonesian lecturers—one from a public and one from a private university—through a narrative inquiry approach supported by classroom observations and thematic analysis. The findings reveal that creative teaching in ELT is a reflective, adaptive, and contextually grounded process characterized by continual negotiation between pedagogical innovation and institutional constraints. Two interrelated models emerged: the Five-Facet Framework (FFF) (teaching capital, material, media, method, and evaluation) and Reflective Adaptation as the sustaining mechanism of creativity. Effective creative teaching was found to rely not on isolated techniques but on the orchestration of these five components, harmonized like instruments in an orchestra. Teachers’ passion, autonomy, and responsiveness to learners’ needs serve as catalysts that transform routine instruction into dynamic, student-centered learning experiences. Reflection and contextual empowerment further enable resilience amid limited resources and rigid curricula. The study contributes to sociocultural and constructivist perspectives by framing creativity as both a personal and collective endeavour—rooted in interaction, reflection, and contextual engagement. Theoretically, it reaffirms that creative teaching forms the foundation of effective pedagogy; practically, it advocates institutional support systems that nurture reflective professional cultures and empower teachers to sustain innovation in ELT.
Co-Authors Ashari Ashari Ashari Ashari Binta Nurul Azkiya Dewanti Ratna Pertiwi Dyah Wijayawati Farissi, Fatchurachman Al Farissi, Fatchurachman Al Fitriyani, Rahma Fitriyani, Rahma Hasna Salsabila Kariadi, Mustasyfa Thabib kariadi, mustasyfa thabib Mustasyfa Thabib Kariadi Mustasyfa Thabib Kariadi Nisa Roiyasa Rahma Fitriyani Rizki Februansyah Salsabila, Hasna Salsabila, Hasna Sari, Eka Dyah Puspita Slamet Riyadi Slamet Riyadi Wardani, Erna