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All Journal ACITYA Journal of Teaching & Education Journal of Pragmatics Research
Yen, Ai-Chun
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Humanities Education Languange, Linguistic, Communication & Media Social Sciences 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
Initiating the EFL University Students' Critical Thinking in Oral Mode through Pragma-Stylistic Strategies Andania, Ruqoyyah Amilia; Romadhoni, Mohammad; Nita, Fatma Rahayu; Setiawan, Slamet; Yen, Ai-Chun
Journal of Pragmatics Research Vol. 6 No. 1 (2024): Journal of Pragmatics Research
Publisher : UIN Salatiga

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18326/jopr.v6i1.113-147

Abstract

Critical Thinking (Hereafter, CT) significantly correlates to the EFL students' speaking ability; students with high critical thinking perform better than students with low critical thinking. Several strategies can be implemented for initiating CT in the classroom. One of them is using language style conveyed by the teachers. However, few studies concern about this pragma-stylistic usage in the teaching-learning process. Therefore, this current study aims to analyze (1) types of pragma-stylistics strategies used by teachers in initiating the EFL university students' CT in oral mode; (2) the ways teachers use pragma-stylistics strategies in initiating the EFL university students' CT in oral mode; and (3) the teachers' perception of the students' response towards initiating the CT in oral mode. Qualitative descriptive using Interview was conducted to collect the data. The result showed that teachers prefer using Assertive-Stating, Assertive-Suggesting, Directive-Advising and Prolepsis strategies to initiate students' CT in their speaking classroom. They implement those strategies through some activities during the class, such as giving stimulus (text, audio, and video) in a particular theme, conducting group discussions or speaking club, providing instructions or questions, and giving feedback. Besides, the teachers pointed out that most students positively respond to the strategies that they have utilized. The strategies effectively motivate and encourage the students to enhance their CT. Furthermore, this study suggests language teachers initiate their students' CT through the pragma-stylistic strategies mentioned. Finally, further researchers are expected to discuss the same field in more comprehensive scopes with different language skills.
Co-Authors Andania, Ruqoyyah Amilia Dewi, Rohmatul Fitriyah Nita, Fatma Rahayu Romadhoni, Mohammad SLAMET SETIAWAN