Views on creativity from an Indonesian perspective

Tin, Tan Bee; Manara, Christine; Ragawanti, Debora Tri

doi:10.1093/elt/ccp022

Cited by 17 publications

(14 citation statements)

References 1 publication

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“…Their finding revealed that a series of creativity dimensions can significantly predict teacher success. Tin et al (2009) in an attempt examined the perspectives on creativity in Indonesian students' and teachers' evaluation of short poems created by a group of Indonesian university students. Also, Tin (2013) in another attempt argued the way of transformation of language learning tasks into creative tasks.…”

Section: Review Of Literature Creativitymentioning

confidence: 99%

EFL Teachers’ Creativity and Their Teaching's Effectiveness: A Structural Equation Modelling Approach

Khodabakhshzadeh¹,

Hosseinnia²,

Moghadam³

et al. 2018

INT J INSTRUCTION

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Section: Review Of Literature Creativitymentioning

confidence: 99%

EFL Teachers’ Creativity and Their Teaching's Effectiveness: A Structural Equation Modelling Approach

Khodabakhshzadeh¹,

Hosseinnia²,

Moghadam³

et al. 2018

INT J INSTRUCTION

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“…Researchers explored teachers' implicit theories, as well as, other synonymous terms such as perceptions, beliefs, views, stances and conceptions (Bolden, Harries, & Newton, 2010;Craft, Cremin, Burnard, & Chappell, 2007;Diakidoy & Kanari, 1999;Fleith, 2000;Fryer & Collings, 1991;Kampylis, Berki, & Saariluoma, 2009;Kokotsaki, 2011;Konstantinidou, Gregoriadis, & Grammatikopoulos, 2011;Martin, Craft, & Tillema, 2002;Tan 2001;Tin, Manara, & Ragawanti, 2010) and sometimes used these terms interchangeably through their articles (Andiliou & Murphy, 2010). Teachers' implicit theories about creativity-related issues reflect their personal views, opinions or definitions (Runco, 1999a;Saracho, 2012) and they differ from researchers' explicit theories as they are not articulated, tested or shared as the latter ones.…”

Section: Introductionmentioning

confidence: 99%

Primary physical education perspective on creativity: the nature of creativity and creativity fostering classroom environment

Konstantinidou

Gregoriadis

Grammatikopoulos

et al. 2013

Early Child Development and Care

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From the beginning of the twenty-first century, many authorities and educational policies had begun to campaign their curricula towards the promotion of creativity. Researchers' interest turned to teachers' perceptions, implicit theories and beliefs about creativity-related issues which reflect and influence their behaviours and actions in classroom settings. Till today, no research recorded physical educators' (PEds) perceptions about creativity-(PAC) related issues, although many EU member states promote creativity in their primary curricula. The PAC questionnaire was developed to explore PEds' perceptions on: (a) the characteristics of creative students, (b) students' creative outcomes, (c) the nature of creativity and (d) the creativity fostering and inhibiting classroom environment. The present paper discusses the findings from the two latter aspects. Although PEds seemed to lean towards the democratic approach of creativity, many of them held contradicting views. Also, they appeared undecided, unaware and inconsistent with regard to creativity fostering classroom environment issues.

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“…Students use various creativity related to language. From linguistic point of view, creativity can be seen from student language play (Tin et al: 2009). The pie chart below shows language play the existed in their project.…”

Section: Students' Creativity In Writing Poetrymentioning

confidence: 99%

“…As one of the elective subject, creative writing class gives s o m u c h chance for the students to express their thought, feeling, Creativity from the linguistic perspective is connected with language play. (Tin et al: 2009).…”

Section: Introductionmentioning

confidence: 99%

How Do I Write Poetry? Investigating Students’ Creativity in Writing Poetry

Sulastri

Pujasari

2019

Bahasa dan Sastra Inggris UPB

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Puisi adalah salah satu karya sastra. Dalam konteks EFL, puisi diyakini dapat meningkatkan kreativitas siswa, berfikir kritis dan keterampilan bahasa, terutama membaca dan menulis. Kelas menulis kreatif disediakan sebagai tempat siswa belajar tentang puisi. Salah satu kegiatannya adalah proyek menulis puisi. Berdasarkan hasil, ada prestasi yang baik yang diperoleh siswa. Mereka menulis puisi secara kreatif dalam berbagai tema. Selain itu, umpan balik positif juga diberikan oleh siswa tentang bagaimana mereka akhirnya suka membaca. Oleh karena itu, penelitian ini bertujuan untuk menyelidiki kreativitas siswa dalam menulis puisi dan tantangan yang dihadapi selama proses penulisan. Metode yang dilakukan dalam penelitian ini berupa studi kasus. Lima dari tiga puluh siswa yang memperoleh nilai terbaik menjadi partisipan. Pengumpulan data dilakukan dengan dokumentasi dan juga interview yang dilakukan dua kali. Adapun teknik analisi yang digunakan adalah dokumentasi dan analysis tematik. hasil dari penelitian ini terungkap bahwa kreatifitas siswa sangat bervariasi dilihat dari dua aspek,; yakni pemilihan isi, struktur , language play, serta konektifitas antara gambar dan puisi yang dihasilkan. Selain itu, ada 2 tantangan yang dihadapi siwa dalam proses penulisan puisi; yaitu hambatan kosakata dan juga ide dan konsep yang terbatas.

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Views on creativity from an Indonesian perspective

Cited by 17 publications

References 1 publication

EFL Teachers’ Creativity and Their Teaching's Effectiveness: A Structural Equation Modelling Approach

EFL Teachers’ Creativity and Their Teaching's Effectiveness: A Structural Equation Modelling Approach

Primary physical education perspective on creativity: the nature of creativity and creativity fostering classroom environment

How Do I Write Poetry? Investigating Students’ Creativity in Writing Poetry

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