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p-Index From 2021 - 2026
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All Journal ACITYA Journal of Teaching & Education Indonesian Journal of English Teaching
Yen, Ai-Chun
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Humanities Education Languange, Linguistic, Communication & Media Other

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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

Abstract

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

Abstract

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
Students' Voice on Learning Speaking through Podcasts in the EFL University Classroom Islamiyah, Millatul; Andania, Ruqoyyah Amilia; Romadhoni, Mohammad; Yen, Ai-Chun
IJET (Indonesian Journal of English Teaching) Vol. 15 No. 1 (2026): July
Publisher : Department of English Language Education, UIN Sunan Ampel Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15642/ijet2.2026.15.1.37-54

Abstract

Podcasts have recently been used as a teaching tool, including in English-as-a-foreign-language (EFL) classrooms. While some research suggests that podcasts can improve students' oral English skills, studies on how students perceive the use of podcasts to learn, the challenges they face, and how they use them remain limited, particularly in the Indonesian context. A qualitative case study approach was used, selecting four (4) university students learning English as a foreign language as research subjects. Data were collected through interviews. Following thematic analysis (TA), the results indicate that the use of podcast media effectively supports improvements in students' speaking skills. Moreover, students demonstrated increased activeness and confidence in their speaking practice. Although some students also experienced difficulties with podcasts due to limited vocabulary and unstable internet connections, using podcasts to teach and learn speaking is recommended in language classrooms, as students can access podcast content online 24 hours a day. They engage with video and audio materials, which encourages them to practice speaking by sharing ideas, engaging in conversations, and delivering monologues. These speaking practices can be conducted both inside and outside the classroom, including through video and audio recordings. Podcasts represent a medium that integrates internet connectivity and technology, with which both students and teachers in the current era have become familiar and comfortable as part of their new lifestyle. Furthermore, podcasts are among the most authentic sources of real-life language from native speakers. Therefore, it is recommended that teachers incorporate podcasts into language teaching across a broader range of contexts.
Co-Authors Andania, Ruqoyyah Amilia Dewi, Rohmatul Fitriyah Islamiyah, Millatul Romadhoni, Mohammad