Mengeksplorasi Strategi Pengajaran Kreatif Guru Siswa Bahasa Asing Bahasa Inggris dalam Konteks Berbicara Di SMAN 2 Barru. Penelitian ini bertujuan untuk mengetahui strategi pengajaran kreatif guru dan persepsi siswa terhadap strategi pengajaran kreatif yang digunakan guru dalam mengajar berbicara di SMAN 2 Barru. Penelitian ini bertujuan untuk mengetahui strategi pengajaran kreatif guru dan persepsi siswa terhadap strategi pengajaran kreatif yang digunakan guru dalam pengajaran berbicara di SMAN 2 Barru.
All praise goes to Allah SWT for all the blessings so that the writer can achieve this thesis.
INTRODUCTION
- Background
- Problem Statement
- Objective of the Research
- Significance of the study
- Scope of the study
To solve this problem, the language classroom should be activated effectively to meet the students' need to speak. What were the students' perceptions of the creative teaching strategies used by the teacher in teaching speaking. To find out the students' perceptions towards the creative teaching strategies used by the teacher in teaching speaking.
By determining the scope and limitation, the researcher would easily find out the main focus of this study on the teacher's creative teaching of English foreign language learners in speaking context.
LITERATURE REVIEW
Previous Research Findings
The Concept of Perception
In fact, it is an active process that includes evaluating learning experiences, accepting and constructing knowledge. Thus, student perception plays a very important role in supporting the learning process in classroom activities. 1990) said that “perception is what a person (student) feels about a certain thing, both consciously and unconsciously, whether it is visual or auditory and a thought that arises from a process that takes place in the brain. In addition, it is important to consider the students' perception of the teacher's teaching style and the method used in the classroom.
Therefore, identifying students' perception becomes the most important part in evaluating the methods the teacher used.
Concept of Speaking
It deals with the phonological process that refers to the components of grammar that consist of the elements and principles that determine how sound and pattern in a language. Second language learners therefore need knowledge of the language they want to speak, an understanding of the phonetic structure of the language at the level of individual words, and an understanding of intonation. Vocabulary is one of the language aspects that is very crucial in any language learning, including speaking.
Moreover, their ability to use grammar will also help them to speak well. e) Understanding.
Creative Teaching
Since teacher is the main holder of whole classroom activities, he determines how far students' level of understanding, in which his creativity is the key. It is necessary to investigate how creativity relates to the teacher's creative teaching strategies and students' perceptions towards the creative teaching strategies used by the teacher in the teaching of speaking. The method used by the teacher is not simply chosen randomly, but according to students' need.
Tasks that encourage risk-taking: teacher can give any kind of reward for students' effort so that they are happy to participate in all activities without feeling difficult to do or afraid of making mistakes. h). Tasks that encourage original thinking: the activities are included in original responses from students in which they encourage their own learning to be followed up. i) The fantasy element: the activities deal with something imaginative so that students can create their own fantasy, for example by writing stories from students' experiences. He creates stimulus to invite student responses and creates learning opportunities called "teachable moments."
In other words, the teacher does not simply become the transmitter of knowledge without allowing the students to experience the process themselves, but the creative teacher can hopefully make discoveries and be creative so that teaching will turn into a process in which the students' experiences are encouraged and students are given a role. in creating knowledge. To achieve the first stage of quality education, the teacher must be able to use some techniques to provoke students in many aspects, including students' interest, self-esteem and self-confidence. He continues to extend his hands, facilitate students' learning and try the best for students' performance.
There are many features of teaching that need to be understood by the teacher and the methods, strategies or approaches applied in language teaching effectively influence the development of students. Therefore, the following can be summarized: (1) The teacher is helped by the teaching process; (2) Activities and teaching materials are connected to real experiences; 3) Connect students' life experience and knowledge to their daily lives as a society (Kimtafsirah et al, 2009).
Research Design
Research Subject
Research Instrument
The decision covered research design, research subject, research instrument, data collection process and data analysis. The researcher used structured observation, which means that the researcher previously identified which behaviors should be observed and recorded based on a list of observations. The researcher observed the teaching learning process and learned about the creative teaching strategies used by the teacher in the learning process.
The researcher used semi-structured interview where the participants were asked to respond to a list of topics to be covered in the interview compared to predetermined arrangement of structured questions. An interview guide was used with a list of topics to be covered, but the interview could follow several tracks arising from the designated topics. The purpose of this interview was to find out the creative strategies in the English language class.
The researcher also used documentation to see students' perceptions based on their feedback about the teacher's creative teaching of foreign language learners in teaching speaking.
Procedure of Collecting Data
Data Analysis
The result showed that in creative teaching strategies in teaching speaking, teachers should first use many kinds of techniques, which is evidenced by: (a) using speaking activities that have a creative dimension, (b) finding a new way of teaching speaking, (c) adapting lessons based on students' needs and interest in speaking. In addition, student perceptions that include knowledge, confidence, commitment to helping students succeed, creativity, the teacher is non-conformist, familiar with a wide range of strategies and techniques, takes risks, wants to achieve a student-centered lesson, reflective. As a result, the teacher's creativity is the resulting point to achieve a high level of English language proficiency, which supports students' performance by making what cannot be done, doable or doable; and do some unusual speaking practice to communicate normally among students in the class.
As a result, the study also provides more ideas for teachers to teach creatively and provides information on how to increase students' speaking. Documentation; the researcher captured some images in the learning process of teaching speaking to find out the students' perception of the creative teaching strategies used by the teacher in teaching speaking. Interview; the researcher interviewed the students' towards the teacher's strategies in creative teaching and to gather information about the students' perceptions.
FINDING AND DISCUSSION
Findings
Finding new ways of teaching speaking, (c) Adapting the lesson based on the student's needs and interest in speaking;. It is true that storytelling is very important for young students. imagination and creative thinking. Many types of creative speaking activities could be enhanced by connecting them to students' needs and real life.
They gave clear explanations about it. “It was 'who am I?' First, the teacher had a topic about something we didn't know, which was only given to the representative student. So we can conclude that creative teachers always have a specific way to involve students in creative activities which then influence students' creativity and interest in language learning. The teacher said, 'If you don't believe in it, see for yourself.' That's why we only think about 'how is that possible?' The subject matter is English, but the teacher knows the relationship to Islam.
Looking ahead to the teacher's goal setting for student success, more than just teaching theoretical language is needed, but attention should also be paid to developing students' skills, proficiency, and creativity. First, the teacher must be committed to student-centered learning, where students talk and practice the language as much as possible. He explained: “It's a bit of an explanation. While a learner-centered approach should be adopted in language teaching and learning to eliminate student failure and inadequacy.
The researcher captured the students' meaning with this “At this time, we had such a communication interaction between the groups. The teacher must know how to attract the attention and interest of the students so that he would win it as a good result.
Discussion
English Teacher in SMAN 2 Barru uses creativity which is evident from students' academic level in English, students' performance in speaking and students' creativity in performing tasks. Indeed, the teacher agrees that creative activities such as role-playing and simulations can improve students' imagination and creative thinking. Teacher tries a lot of play to provoke communication between students, which is classified as an information gap where students “need to talk to a partner.
Teacher can manage the classroom in such a way to refresh students' minds, or make it into a task to fill what is still included in learning activity. Teacher builds students' understanding in such a religious meaning that they subsequently increase their interest in learning English. Tailoring the lesson based on the students' need and interest in speaking Teacher understands his students that they are less skilled, specifically in pronunciation.
He then has the customized lesson to match their students' need and interest (Richards, 2013). So he makes a circumstance to strengthen students. motivation to participate in oral performance as most language learners' need. It is kind of activity that focuses on drilling students' pronunciation through "a lot of repetition and looking at the nuances of only a single sentence at a time" (Scruton, 2011).
This activity is fun because students play with a sequence of words or phrases that are low risk. As the purpose of the research, (1) the teacher's creative teaching strategies and (2) the students' perception of the teacher's creative teaching strategies in speech teaching were described in the previous chapter. The teacher establishes creativity in teaching speaking by: (a) Using speaking activities which have creative dimensions, including: Games and debate; (b) Looking for new ways to teach speaking, including having icebreaker activities, singing a song, listening to music, watching videos and building culture (c) Adapting the lesson based on students' needs and interest, such as learning vocabulary with drill and learn pronunciation with tongue twister.
An investigation into the relationship between teachers' creativity and students' academic performance: A case study of Iranian EFL context.
CONCLUSION AND SUGGESTION
Conclusion
Suggestion
