Collaborative reflection helps teachers make meaning of their professional selves. For this reason, the infusion of appreciative inquiry into collaborative reflection can strengthen the formation of teacher identity. This case study aimed to investigate how appreciative collaborative reflection catalyzed the configuration of EFL teachers' professional identities during a three-month offline teacher professional education program in Indonesia. Three EFL teachers attending the professional education program and belonging to the same group during the reflection activities took part in the current study. During the activities, the three participants showed an interpersonal bond within the group. Data in the form of narratives were obtained through a semi-structured focus group discussion with the participants. A thematic analysis was conducted to discover the data's emerging themes regarding the affordance of the reflection in accelerating teachers’ professional identity formation. The findings revealed that appreciative collaborative reflection catalyzed teachers' professional identity configuration through recollections of professional experiences, equal engagement and interconnectedness, and positivity. The data-led, personal, collaborative, and appreciative reflection fostered the cultivation of positive personal selves. It is necessary that identity-related reflections be incorporated into teacher professional development programs to help teachers cultivate and purify their professional calling.
This research was aimed to analyze a brainstorming strategy on teaching writing, especially in writing a short story for the second-semester students of the English Department in (STKIP) PGRI Tulungagung in the academic year 2017/2018. This research was conducted using qualitative methodology. The researcher observed and analyzed the writing class where the lecturer was applying a brainstorming strategy. Qualitative data had been collected from observation of the teaching-learning process, interview with the lecturer and the students, and also questionnaire given to twenty students in that class. The data was in the form of observation, interview transcripts, and the results of the questionnaire. In this research, the researcher involved twenty participants to fill the questionnaire. There were six students from those twenty students and the lecturer who were involved in the process of interview. The result of the research showed that implementing a brainstorming strategy in writing class could improve student's skills in writing, especially writing a short story. The brainstorming strategy helped students to generate their ideas and express the ideas into a systematic paragraph. The students also felt that this strategy could improve their writing. When the lecturer applied a brainstorming strategy, the students could do their writing assignments better and also got good results. Thus, the researcher suggested that the lecturer and the students to apply a brainstorming strategy in ordered that the students’ writing skills could be improved.
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