Teacher 1 Teacher II
B. Discussions
2. Affective
The second component is affective which is defined as an emotional feeling towards something. This section explores students' feelings or affection for the process of learning to speak. In this affective aspect, it will discuss students' feelings towards teacher creativity in managing learning to speak English in the classroom such as interesting content provided by the teacher, creative methods and techniques used, media that support the learning process, teacher's role in creating a comfortable class and the style of the teacher in explaining the material in class.
The four students stated a positive response that the teacher provided interesting learning content such as interesting learning videos and material explanations using PPT. Furthermore, from the four respondents, there were three students who stated that they felt excited and happy with the methods used by the teacher such as question and answer methods, discussions, and interactive learning.
Students feel active in class because they are enthusiastic to speak English because they feel that it is faster to understand the subject matter if they use creative methods and techniques. On the other hand, there are students who feel unwilling because their limited vocabulary makes it difficult to express words in English so students feel bored in class.
Next discusses student responses regarding the media used by the teacher. They agree that teachers always try to be creative in utilizing learning media. Students feel comfortable when learning to speak using various creative media such as video, pictures, and PPT. Meanwhile, other students feel excited about using Youtube as a
learning medium because it provides a lot of material that is packaged in interesting explanations. Students also enjoy using the WhatsApp Voice Note feature to practice speaking with their friends. Students also have a positive response to the teaching style in front of the class. They felt that the teacher explained the material clearly, and it was easy and fun in delivering it. Meanwhile, there are also those who argue that students feel sad when the teacher's voice is not clear and the speech is too fast so students also find it difficult to understand the meaning of the teacher's words. Furthermore, the students' affective response to the teacher's role in creating a comfortable English-speaking class was positive. All students agree that the two teachers have different ways as Mrs. AF uses story strips, games, and listening to music while Mr. BY always smiles at his students, gives rewards, and does ice-breaking. Students feel comfortable and happy because the teacher provides the best learning for their students.
The student's feelings here show the students' experiences obtained from the English language proficiency material and the teacher's strategies in the teaching and learning environment. The results of interviews and observations showed that most of the students felt confident, could be active in class, and felt excited. Students feel confident meaning that they can freely express their opinions, more than that their responses from interviews and observations also show that some students give negative responses such as feeling unwilling to learn and feeling bored. "I don't feel confident when I speak English in class because I have little vocabulary mastery,"
quoted one student statement. From these responses, students feel reluctant to speak English in class so students don't want to be too active in class and they only listen and listen when the teacher speaks.
There were several responses covering aspects of the benefits of the program.
Most students believe that acquiring knowledge and skills. The students stated that taking the creative speaking class was beneficial for them in improving their English skills. This is in line with Richard's (2015) opinion that teacher creativity will benefit students both in terms of knowledge and abilities. The next response is the students' feelings during English learning, based on the data found, the results of the study indicate that in general, the research participants have positive responses or feelings towards learning English which is done creatively by the teacher in class. A positive response is a meaningful insight into something, increasing confidence and self-strength in facing this world, bearing life's obstacles, and most importantly focusing on the outside of yourself. It also develops a belief in certain bonds and being kind to others. There are several reasons why students view creative learning created by teachers positively.
Most of the students have revealed that increasing knowledge and skills is the second aspect of the benefits of creative learning. Among the advantages they experience is the acquisition and improvement of their English knowledge and skills.
Furthermore, students also revealed that attending speaking classes made them continuously trained to speak English fluently. Learning to speak English is important for students because it allows students to prepare for bigger challenges outside the school environment and also students can expand their knowledge of English. As stated by Rahmat (2007), the response is an activity to organize it, not only a positive movement, it is also possible to view all forms of behavior that are influenced by stimulants as a result of observation or as an impression. As for this, what is meant by
response is the experience of the subject, event, or relationship obtained through a detailed summary and interpretation of the message.