PROFILING PRIMARY ENGLISH TEACHERS’ CREATIVITY THROUGH THEIR LESSON PLANS.

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PROFILING PRIMARY ENGLISH TEACHERS’ CREATIVITY THROUGH THEIR LESSON PLANS

A RESEARCH PAPER

Submitted to the Department of English Education of the Faculty of Language and Literature Education Indonesia University of Education in Partial Fulfillment of the Requirements for

Sarjana Pendidikan Degree

Suci Maharani

1002658

English Education Department

Faculty of Language and Literature Education

Indonesia University of Education

Bandung

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Prof

ili g Pri ary E glish Teachers’

Creativity through Their Lesson Plans

Oleh

Suci Maharani

Sebuah skripsi yang diajukan untuk memenuhi salah satu syarat memperoleh gelar Sarjana pada Fakultas Pendidikan Bahasa dan Sastra

Februari 2015

Hak Cipta dilindungi undang-undang.

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Suci Maharani, 2015

PROFILING PRIMARY ENGLISH TEACHERS’ CREATIVITY

THROUGH THEIR LESSON PLANS

Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu

ABSTRACT

Creating creative theme-based lesson plans for teaching English to young learners is essential. Therefore, primary English teachers should have creativity in designing their lesson plans. This study aimed to identify the creativity features in the teachers’ lesson plans and to reveal the considerations taken by the teachers. This study employed qualitative research and applied descriptive study as its framework. This

study used teachers’ documents and interviews in data collection. The respondents of this study were three primary English teachers who taught at three different schools in Bandung. The results of this study showed that there were five creativity features of the teachers found in teachers’ lesson plans: profiling meaning and purpose; foreground potent affectively engaging texts and media; fostering play; encourage collaborations and making connections; and fostering originality. Moreover, the findings from the interviews showed that the teachers had their own consideration in choosing the designed activities which was different from one another. The results of this research can enrich creativity literature in education and help primary English teachers to be knowledgeable, discover, and develop their creative abilities in designing theme-based lesson plans.

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ABSTRAK

Membuat rencana pelaksaan pembelajaran yang kreatif dalam pengajaran bahasa Inggris untuk anak-anak merupakan hal yang sangat penting dan utama. Oleh karena itu, guru bahasa Inggris di sekolah dasar harus mempunyai kreativitas dalam mengkonstruksi rencana pelaksaaan pembelajarannya di dalam kelas. Penelitian ini bertujuan untuk mengidentifikasi aspek-aspek kreativitas apa saja yang terdapat dalam rencana pelaksaan pembelajaran yang dibuat oleh guru dan untuk mengungkap pertimbangan apa saja yang diambil guru dalam menentukan kegiatan-kegiatan pembelajarannya. Penelitian ini menggunakan metode kualitatif and deskriptif sebagai kerangka penelitian. Teknik pengumpulan data dilakukan dengan menganalisa rencana pelaksanaan pembelajaran yang dibuat guru dan melakukan wawancara. Responden dari penelitian ini merupakan tiga guru bahasa Inggris yang berasal dari sekolah dasar yang berbeda-beda di kota Bandung. Hasil penelitian ini menunjukkan bahwa terdapat lima aspek kreativitas yang ditemukan dalam rencana pelaksaan pembelajaran yang dibuat guru, antara lain: profiling meaning and

purpose; foreground potent affectively engaging texts and media; fostering play; encourage collaborations and making connections; dan fostering originality. Selain

itu, hasil wawancara juga menunjukkan bahwa setiap guru memiliki pertimbangan yang berbeda-beda dalam mengkonstruksi rencana pelaksanaan pembelajaran yang dibuatnya. Pada akhirnya, hasil penelitian ini bermanfaat untuk menambah literatur kreativitas dalam dunia pendidikan dan membantu guru-guru bahasa Inggris di sekolah dasar untuk lebih mengetahui, menemukan, dan mengembangkan kreativitas yang mereka miliki dalam mengkonstruksi rencana pelaksaan pembelajaran bahasa Inggris yang berdasarkan tema.

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TABLE OF CONTENT

CHAPTER I INTRODUCTION ... 1

1.1 Background of the Study... 1

1.2 Research Questions ... 4

1.3 Aims of the Study... 4

1.4 Scope of the Study... 4

1.5 Significance of the Study ... 5

1.6 Clarification of Key Terms ... 5

1.7 Organization of Paper... 6

1.8 Concluding Remark... 7

CHAPTER II THEORETICAL FOUNDATION ... 8

2.1 Creativity in General ... 8

2.1.1 Definition of Creativity ... 8

2.1.2 Nature of Creativity... 9

2.2 Creativity in Education...12

2.2.1 Creativity in Primary English Education ...13

2.2.2 Creative Teaching, Teaching for Creativity, and Creative Learning ...15

2.3 Creativity Features of Primary English Teacher ...16

2.3.1 Profiling Meaning and Purpose...16

2.3.2 Foreground Potent Affectively Engaging Texts and Media ...17

2.3.3 Fostering Play...18

2.3.4 Curiosity and Questioning Stance ...18

2.3.5 Encourage Collaboration and Making Connections...19

2.3.6 Autonomy ...21

2.3.7 Fostering Originality ...22

2.4 Theme-based Lesson Plan ...23

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2.4.2 Theme-Based Instruction ...24

2.4.3 Theme-Based Lesson Plan ...25

2.4.3.1 Designing Theme-based Lesson Plan ...26

2.5 Young Learners ...30

2.5.1 Characteristics of Young Learners ...31

2.6 Related Studies ...35

2.7 Concluding Remark...37

CHAPTER III METHODOLOGY ...38

3.1 Research Design ...38

3.2 Site and Respondents ...38

3.2.1 Setting...38

3.2.2 Respondents ...39

3.3 Data Collection...40

3.3.1 Document Analysis ...40

3.3.2 Interview...40

3.4 Data Analysis ...41

3.4.1 Data Analysis for Document Analysis ...41

3.4.2 Data Analysis for Interview ...42

CHAPTER IV FINDINGS AND DISCUSSION ...44

4.1 Aspects of Creativity Features ...44

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4.2 Consideration Taken in Designing Theme-Based Lesson Plan ...69

4.2.1 Teachers’ View of creative teaching in Implementing Theme-based lesson Plan ...70

4.2.7 Autonomy ...79

CHAPTER V CONCLUSIONS AND SUGGESTIONS 5.1 Conclusions ...83

5.2 Suggestions...84

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CHAPTER I INTRODUCTION

This chapter provides the introductory explanation that serves to give outline of the

research in this study. It covers the background of this research that indicates the

importance of having creativity in designing theme-based lesson plan for teaching

English to young learners. Moreover, it also covers the research questions, the aims

of the study, scope of the study, significance of the study, clarification of key terms,

organization of paper, and concluding remark.

1.1Background of the Study

The main principle of teaching foreign language to young learners is to provide

teaching and learning activities that is meaningful in contexts and can achieve the

learning objectives effectively in the same time (Cameron, 2001). One of the ways to

reach this is by using theme-based instruction. Karli (2009; p.71-73) showed in her

study that the implementation of theme-based instruction in education in Indonesia is

not going well yet. The Ministry of Education gave many easiness and facilities

regarding the implementation of theme-based teaching for primary schools in

accordance to current curriculums, Kurikulum Tingkat Satuan Pendidikan (KTSP)

2006, such as the availability of theme-based textbooks, and syllabuses. She claimed

that the teachers in fact did not fully understand the whole idea of ‘theme-based

teaching’, how to implement it, and how to adjust and insert many creative ideas into

creative activities in the teaching and learning process in the classroom.

Theme-based teaching or theme-based instruction is an approach in which children,

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the integration of four skills around a theme which suits the way they naturally learn

accurately in order to express their ideas correctly (Cameron, 2001; p. 191-194).

By focusing on the themes which are based on students’ interest, the teaching and

learning activities will be appealing and engaging for the students (Johannessen,

2000; p. 8). Thus, English teachers have to be aware in designing theme-based lesson

plan. They need not only to comprehend the steps in planning theme-based lesson

plan, but also to create a creative theme-based lesson plan, as Karli (2009; p.72)

stated that one of the main problems of primary English teachers is to design creative

activities in the classroom.

In accordance of Karli (2009; p.72) to what Seltzer and Bentley (1999; p. 9-10, cited

in Craft and Jeffrey, 2001; p.3) stated, the vital challenge of educational system is to

figure out the teaching and learning process that contains meaningful contexts in

which subconsciously cause the students to use their knowledge and skills creatively

to solve problems in the real life situations. Thus, it is important for the teacher to

create a creative teaching and learning environment for the children in order to

further give an impact on the students’ creative development.

Teachers play a significant role in the success of teaching English to young learners

(Pinter, 2006). A study held by Hemaloshinee Vasudevan (2013) suggested that the

teacher’s creativity, attitude, and commitment have a strong impact for students’

proficiency in English subject. There are some significances in creating a creative

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(1) the learners will be getting involved in the teaching and learning process

imaginatively and broaden their reproductive and evaluative abilities; (2) the learners

will be helped in developing the four skills of English righteously; (3) the learners

have the chances to express themselves freely in creative movements and meaningful

contexts, explore ideas, commence their own ways of learning, and evaluate

themselves by using various media and language modes.

There is a study conducted by Wiesen (2000, 2001, cited in Yang, 2009; p. 162) who

proposed that the successful language learning depends on students’ motivation. The

type of motivation that is strongly encourage children to learn is intrinsic motivation

instruction helps children experiences various exposures and experiences around one

theme in interesting, fun, and effective ways (NACCCE, 1999, cited in Jeffrey and

Craft, 2004 and Pappas, Kiefer, and Levstik (2006; p. 52).

Cremin (2009; p. 1) proposed that at its richest, teaching and learning English is an

activity that is enjoyable, purposeful, and imaginative experience in order to improve

students’ competence, confidence, and creativity. While, at its poorest, it can be a

boring, didactic activities which focus more on tasks of measurable skills and less

concern about students’ affective and creative development (Cremin, 2009; p.1).

Thus, it is important to create teaching and learning environment to the fullest which

essentially involves the creativity of the teacher.

There were some studies regarding teacher’s creativity and theme-based instruction to

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that examines the teacher’s creativity in designing lesson plan in implementing

theme-based instruction for teaching English to young learners, there were some

studies that examined these variables separately. A study employed by Yang (2009;

p. 161-176) investigated the ESL students’ perceptions and the impact of a theme

-based teaching in an English primary course for ESL students in a non-school setting

in Hong Kong. There was also a study by Graham (2002, cited in Safford and Barrs,

2005; p.17) which proposed that the creative and imaginative classroom activities can

affect significantly on literacy development of children.

Therefore, this study attempts to fill the gap in which there is no exact study on the

relationship between teacher’s creativity and planning theme-based instruction for teaching English to young learners. Thus, this study focuses on the analysis of

teacher’s creativity in designing theme-based lesson plan in teaching English to young learners.

1.2. Research Questions

This study will be conducted to answer the problems that are formulated in the

following questions:

1. What aspects of creativity features in teaching English to young learners are

included in teachers’ theme-based lesson plans?

2. What were considerations taken by the teachers in designing creative

theme-based lesson plans in teaching English to young learners?

1.3. Aims of the Study

In accordance with the research questions, this study is aimed to meet the following

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1. To identify the creativity features in teaching English to young learners that

the teachers employed in designing theme-based lesson plans.

2. To reveal the considerations taken by the teachers in designing creative

theme-based lesson plans in teaching English to young learners.

1.4. Scope of the Study

This study and the analysis focus on analyzing three primary English teachers in

terms of their creativity in designing theme-based lesson plans in teaching English to

young learners. The three teachers come from different primary schools. Every

teacher contributes four lesson plans from one class.

1.5. Significance of the Study

This study will give theoretical and practical benefits. In terms of theory, this study

can contribute to the enrichment of creativity literature in education, especially

teacher’s creativity and creative teaching. In terms of practice, the result of this study

will be useful for teachers to discover their creative abilities in designing theme-based

lesson plan and develop their creativity as well. Moreover, it is expected to give

information to the teachers on how to create a creative theme-based lesson plan and

how to improve the teaching and learning activities into the creative ones.

1.6. Clarification of Key Terms

To avoid misinterpretations, misjudgments, and misunderstanding toward some

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1. Creativity features: aspects of creativity that a primary English teacher has in

conducting teaching and learning activities in the classroom which includes

profiling meaning and purpose; foregrounding potent affectively engaging texts

and media; fostering play; promoting curiosity and questioning stance;

encouraging collaboration and making connection; autonomy; and fostering

originality (Cremin, 2009; Grainger, et al., 2006, cited in Craft, 2009; Horner and

Ryf, 2007; and Jones and Wyse, 2004).

2. Teacher’s creativity: the ability of teacher to take the power in the classroom and

transform it into interesting, fun, and suitable activities that fit to students’

interest, characteristics, and the need of educational goals (NACCCE, 1999, cited

in Jeffrey and Craft, 2004; Jeffrey and Woods, 2003; Woods and Jeffrey, 1996;

cited in Craft, 2009).

3. Theme-based instruction: one of teaching models in integrated-skills approaches

that organizes a lesson around a theme or topic which is not only providing

students with various interests on themes and its content, but also help the

students to achieve institutional needs to improve their language skills in

meaningful ways (Harmer, 2007; Brown, 2000; and Mumford, 2000).

4. Theme-based lesson plan: set of steps of classroom activities in which a teacher

designed as guidance to teach one particular subject over a period of particular

time which is organized around a theme or topic and integrated skills approach

(Harmer, 2007; Hinkel, 2006; and Brown, 2000).

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The paper of study is organized into five chapters. Each section is provided by

subsections to give an insight to the topic under investigation. The first chapter is

introduction. This chapter provides background of study, statements of problem,

purpose of study, scope of study, significance of study, clarification of key terms, and

organization of paper in order to give an overview to the readers.

The second chapter is theoretical foundation. This chapter covers some relevant

theories as the foundation of the research. It covers the theories of lesson planning,

teacher’s creativity, theme-based instruction, and young learners. In addition, the related studies and concluding remarks are also included in this chapter. The purpose

of the theories is to give a clear direction of how this research should be conducted.

The third chapter is research methodology. This chapter focuses on the methodology

employed in conducting the study. It covers research design, participant and site of

the study, data collection, and data analysis.

The fourth chapter is findings and discussions. This chapter presents the findings of

the data analysis. Those findings will be discussed and interpreted in this chapter.

The last chapter is conclusions and suggestions. This chapter presents the conclusion

and some suggestions to other researchers who intend to develop the research.

1.8. Concluding Remark

This chapter has presented some aspects underlying the study including

background of the study, statement of problems, purposes of the study, scope of the

study, significance of the study, clarification of key terms, and organization of the

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CHAPTER III METHODOLOGY

This chapter focuses on an elaboration of methodology conducted in this study in

order to investigate the creativity features of three primary English teachers in

designing theme-based lesson plans for teaching English to young learners. It covers

research design, site and respondent, data collection, and data analysis.

3.1. Research Design

This research is intended to identify the creative approaches the English teacher used

and to reveal the considerations taken in designing creative theme-based lesson plans.

Due to the aim of this research, this study employed qualitative research and applied

descriptive study as its framework. Qualitative research is employed to find detailed

data because of directness source of data, the concern to the process and product of

the data, and the analysis of the data inductively (Fraenkel, et al., 2012; p. 426-427).

In addition, qualitative research is used to understand the perspective or idea behind

individual’s action which relates to the aim of this study (Hatch, 2002; p.7).

3.2. Site and Respondents

This section will elaborate setting of the study and participant of the study. Detailed

description will be elaborated as follow.

3.2.1. Setting

The study was conducted in three of different private and public Primary Schools in

Bandung. These schools are chosen for several reasons. First, the schools gave

permissions to the researcher to get access to the English teachers and the available

theme-based lesson plans. Second, the schools have English subject as a compulsory

subject that has to be taught to the children as the language learners. Third, the

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English in the form of theme-based instruction, which related to the purpose of this

and Giving a Compliment‖ 2 English Education

(undergraduate) ± 8 years

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Invitation‖

interviewing the participant. Detailed description will be elaborated below.

3.3.1. Document Analysis

This study was conducted with the technique of document analysis in which the

analyzed documents provide the data needed to be investigated. The theme-based

lesson plans of the teacher are beneficial to be investigated since it is a public

document that represents the thoughts, ideas, and perspective of the teacher who

created it which is ready to be investigated at any time the researcher wants

(Cresswell, 2012; p. 223; and Furlong, Lovelace, and Lovelace, 2000; p. 539).

The content of the theme-based lesson plans will be matched with the theories of

creative features of primary English teacher proposed by Cremin (2009); Grainger,

Barnes, and Scoffham (2006); Horner and Ryf (2007); and Jones and Wyse (2004) to

interview was conducted to get detailed information about the participant’s

perspectives on one particular issue, the considerations taken on designing creative

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23). Second, interview helps the researcher to confirm and clarify the ideas or

meaning which is stated in the documents of analysis—theme-based lesson plan—in

which the researcher did not have access to observe the implementation of the

theme-based lesson plan directly (Cresswell, 2012; p.218).

This study conducted one-on-one interview in the form of structured interview.

One-on-one interview is employed in which the researcher ask questions directly to the

participants, who are the primary English teachers (Cresswell, 2012; p.218).

Structured interview is employed in order to seek the teachers’ perspectives and

considerations taken in designing creative theme-based lesson plans (Furlong,

Lovelace, and Lovelace, 2000; p. 536).

3.4. Data Analysis

3.4.1. Data analysis for Document Analysis

The data obtained from documents of the teachers were analyzed in terms of their

content. The content of the theme-based lesson plans will be matched with the

theories of creativity features of primary English teacher proposed by Cremin (2009);

Grainger, Barnes, and Scoffham (2006); Horner and Ryf (2007); and Jones and Wyse

(2004) to analyze the creativity features contained in the lesson plans. The framework

employed in this study to identify the creative approaches which are included in the

theme-based lesson plans is presented below.

Table 3.2

Rubric to analyze the aspects of creative approaches in designing theme -based lesson plans

(Adapted from Cremin (2009); Grainger, Barnes, and Scoffham (2006); Horner and Ryf (2007); and Jones and

Wyse (2004)).

No Aspects of Creativity Features

Aspects Characteristics

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Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu the students

Explicitly teach linguistic features of texts in reading and writing

2 Foregrounding potent affectively engaging texts and media

Use various forms of texts

Use various forms of teaching media

Give students chances to response to the various forms of texts the teacher

provided

3 Fostering play Create a play that is in the form of story -telling, discussion, art, drawing, dance, or drama.

Create a play that can make children getting involve and comprehend the

materials at the same time.

4 Promoting curiosity and questioning stance

Share teacher’s own interest and passion regarding the theme that will be done and the text that will be employed

Generate activities that foster students’ curiosity, wonder, posing

questions, and pondering

Generate circumstances in which children will have the chances to think

about the solutions of the problems or questions they have encountered

5 Encouraging collaboration and making connections

Create activities that foster collaboration among children (inside school)

or between children and parents or professional (outside school)

Create activities which are based on students’ interest and passions that is

in line with the objectives of the lesson

Create possibilities to link the theme of English subject to different

subject area as long as it relates to students’ previous knowledge and

personal experience.

6 Autonomy M ake her/his own lesson plan and assessment schema for the students Provide numerous texts that can be sorted by the students in accordance to

their personal interest

Create possibilities that enable students to learn to evaluate and make

self-judgment regarding their ideas

Give supportive and truthful feedback

Publish students’ work in order to appreciate their works

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3.4.2. Data analysis for Interview

The interviews to reveal the teachers’ consideration in designing creative theme -based lesson plan was recorded and then transcribed. The interview’s guidance of

questions is shown in the table below.

Table 3.3

Rubric to analyze teachers’ considerations in designing creative theme-based lesson plans . (Adapted from Cremin (2009); Grainger, Barnes, and Scoffham (2006); Horner and Ryf (2007); and Jones and

Wyse (2004)).

No Consideration taken in Designing Creative Theme -Based Lesson Plans Aspects Classification

1 Teachers’ view of creative

teaching in implementing theme-based lesson plan for TEYL

Teacher’s perspectives on creating creative theme-based lesson plans

2 Profiling meaning and purpose Teacher’s belief about profiling meanings and goals

3

Foregrounding potent affectively engaging texts and media

Teacher’s considerations in choosing texts and various media

4 Fostering play Teacher’s considerations in choosing play

Teacher’s techniques in choosing play

5 Promoting curiosity and questioning stance

Teacher’s considerations in choosing activities that trigger students’

curiosity and questioning stances

Teacher’s techniques in choosing activities that trigger students’

curiosity and questioning stances

6 Encouraging collaboration and making connection

Teacher’s perspectives on the importance of making collaboration

and connection

Teacher’s techniques in choosing activities that foster the creation of

collaboration and connection

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8 Fostering originality Teacher’s perspectives on the importance of fosteringteacher’s own

originality

3.5 Concluding Remark

This chapter has presented and discussed the methodology used in conducting the

study including research design, site and participant of the study, data collection, and

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CHAPTER V

CONCLUSIONS AND SUGGESTIONS

This chapter provides the conclusions based on the findings and discussion in the

previous chapter. This chapter also presents some suggestions and recommendation

for the follow up studies.

5.1. Conclusions

The purposes of this study are to identify the creativity features in teaching English to

young learners that the teachers employed in designing theme-based lesson plans and

to reveal the considerations taken by the teachers in designing creative theme-based

lesson plans in teaching English to young learners. To answer the first question of

this research, which is based on document analysis of teachers’ theme-based lesson

plan, it can be concluded that there are five creativity features that appeared in the

teachers’ lesson plan. They are profiling meaning and purpose; foregrounding potent

affectively engaging texts and media; fostering play; encouraging collaborations and

making connections; and fostering originality. Thus, the creativity aspects of

promoting curiosity and questioning stance; and autonomy could not be seen from the

entire lesson plans of the three teachers. On that account, it can be concluded that T3

is a creative teacher, since he possessed four aspects of creativity features in his

lesson plans. Moreover, T1 and T2 cannot be considered as creative teachers since

they only met two aspects of creativity features for T1 and three aspects of creativity

features for T2.

Addressing the second question of this research, from the transcribed interviews can

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every activity that they designed in the lesson plans, as can be seen in details in

chapter four. Overall, the three teachers can be considered as not reliable teachers,

because oftentimes they were knowledgeable about the importance of those seven

creativity features, but failed to prove it through their lesson plans. However, all of

them agreed and well informed on the importance of designing creative theme-based

lesson plans for the children.

5.2. Suggestions

A further study would be needed to investigate comprehensively with regard to the

creativity features of English teachers in designing theme-based lesson plans for

teaching English to young learners. By the same token, it would be better to observe

the implementation of the creativity features that the teachers possessed in the

classroom during teaching and learning activities. In addition, the subject of further

study may cover higher level of education apart from primary school, namely junior

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