CHAPTER II REVIEW OF RELATED LITERATURE
B. Some Pertinent Ideas
3. The Concept of Creative Problem Solving
h. Main Factors in Assessing Speaking Ability
The following are the main factors that need to be considered in assessing speaking abilities Crystal in Indriyani (2010: 17), namely:
1) Fluency is highly complex notion relates mainly to smoothness of continuity in discourse. It includes a consideration of how sentences are connected, how sentence patterns vary in word-order and omit elements of structure and also certain aspects of the prosody of discourse.
2) Intelligibility, essentially depends on recognizably of the words and sentence patterns of speech. Therefore, it involves us in considering the phonetic character of conventional English, particularly from the point of view of its segmental (vowel and consonant) system.
3) Appropriateness refers to the suitability of language to situation. It is also about the way in which information is expressed by the choice of vocabulary, idioms and syntax.
stimulated by experiences or learning that enable them to develop problem- solving skills. To solve a problem and make quick and accurate decisions, critical thinking is needed.
When it comes to solving a problem, creative problem solving is a way of thinking and behaving. A simple concept that is original (original), inventive, efficient, and complex to create a solution that has value and relevance is called creative (creative). The problem (problem) is the difference between the actual situation and the ideal circumstances, as well as problems that present obstacles to individuals or groups seeking solutions. In this problem solving, solving (solving) means finding solutions to the issues at hand. So, innovative problem solving is a tool, procedure, or mechanism for effectively and efficiently approaching a problem.
According to Lavonen et al. (in Irma, 2008) the specialty of the creative problem solving learning model is to place students in real situations because the problems raised are ill-defined, complex, and meaningful types of problems, with creative solutions from students. This is in line with educational study, which demonstrates that exposing students to problems related to complex issues (ill-defined problems) as much and as early as possible in the field is an important strategy for improving problem- solving skills. Students should work in groups (teams), cooperate, and maintain a professional demeanor when confronted with a variety of real- life scenarios.
Since problems are given at the start of the class, students may not have all of the knowledge they need to solve the problem. Students must, however, solve the problem using the best solution available from the data.
Students will attempt to link physics principles or ideas to problem-solving.
If there are any concepts related to problem solving that they have not previously understood, they will be explored separately by students in order for them to remember more about the concepts they have learned. The innovative problem solving learning model is characterized by this form of multistaged process (multistaged process).
The aspects that are very important in solving the problem are the construction of the picture of the problem. Meanwhile, the level of success is determined by the way knowledge is organized.
To compile a problem construction, one must understand four aspects of the problem, namely;
1. Initial state 2. Goal state 3. Operator
4. Limitations and strengths of a person in overcoming problems
Initial state is a comprehensive understanding of conditions when experiencing problems. The goal state is the result that someone who solves the problem wants to achieve. While the operator is an action in solving problems. The capabilities and limitations in question are the availability and ability to describe all known information about the problem.
(Irma,2008) The process of the creative problem solving learning model consists of the following steps.
1. Clarification of the Problem
Clarifying the problem includes giving students an explanation of the problem posed so that students can understand what kind of solution is expected. Clarification of the problem is needed because the solution to a problem depends on understanding the problem itself. Once the problem has been formulated, the next steps can be followed easily.
2. Disclosure of Opinions
At this stage, students are free to express opinions about various kinds of solutions/problem solving. Students try to find various alternative solutions to problems. For this reason, every student must be creative, think divergent, and have high inventiveness.
3. Evaluation and Selection
At this stage of evaluation and selection, each group discusses which opinions or solutions are suitable for solving the problem. Students review their opinions by explaining each opinion expressed so that strategies/methods/solutions that are less relevant can be crossed out. At this stage, students use critical, selective considerations by thinking in a convergent way. Students choose the best alternative that is used as a solution.
4. Implementation
At this stage, students determine which solutions can be taken to solve the problem, then apply them until they find a solution to the problem. In general, the fundamental of creative problem solving is a dynamic balance between divergent and convergent thinking (Dorval, 1999). In the creative problem solving learning model, students are trained to think of various kinds of solutions that might be used to solve a problem, collect them, and finally find an appropriate solution focus to be implemented in solving a problem creatively.
a. The Definition of Creative Problem Solving Learn
Creative Problem Solving is a learning model that focuses on teaching and problem-solving skills, which are followed by skill delivery.
By using this learning model it is hoped that it can generate interest as well as creative and methods of students in English learning so that students can get the maximum benefit, both from the process and the results of their learning.
b. Effectiveness of Creative Problem Solving Learning
Creative Problem Solving (CPS) learning model is a learning model that focuses on teaching and problem solving skills, which is followed by strengthening skills, Creative Problem Solving (CPS) can be interpreted as a series of learning activities that emphasize the process of solving problems faced scientifically. There are 3 main characteristics of Problem Solving.
There are 3 main characteristics of Problem Solving:
1) Creative Problem Solving (CPS) is a series of learning activities, meaning that in implementing Creative Problem Solving (CPS) there are some activities that students must carry out. Creative Problem Solving (CPS) does not expect students to simply listen, take notes, then memorize subject matter, but through Problem Solving students actively think, communicate, search and process data, and finally conclude.
2) Creative Problem Solving (CPS) learning activities are directed at solving problems. Creative Problem Solving (CPS) places problems as keywords in the learning process, that is, without problems there is no learning process.
3) Creative Problem Solving (CPS) is done using a scientific thinking approach. Thinking using scientific methods is a process of deductive and inductive thinking. This thought process is carried out systematically and empirically. Systematic means that scientific thinking is carried out through certain stages, whereas empirical means that the problem solving process is based on clear data and facts.
c. The success or failure of learning depends on a goal to be achieved.
The purpose of Creative Problem Solving (CPS) learning is like what was stated as follows:
1) Students become skilled at selecting relevant information then analyzing it and finally re-examining the results.
2) Intellectual satisfaction will arise from within as an intrinsic gift for students.
3) The intellectual potential of students increases.
4) Students learn how to make discoveries through the process of making discoveries.
d. Steps for Learning the Creative Problem Solving Learning
The steps that must be considered by the teacher in managing CPS learning are as follows:
1) Presenting problems in general form.
2) Present again the problem in operational form.
3) Determine the completion strategy.
4) Solve the problem.
e. Strengths and Weaknesses of Creative Problem Solving Learning Learning Model
Strengths of Creative Problem Solving Learning:
1) Students become skilled at selecting relevant information then analyzing it and reexamining the results.
2) Intellectual satisfaction will arise from within as an intrinsic gift for students.
3) The intellectual potential of students increases.
4) Students learn how to make discoveries through the process of doing Weaknesses of Creative Problem Solving Learning:
1) Only place on one key in the learning process in solving problems.
2) The existence of students who do not have adequate intellectuals will be left behind.