Teachers' Creativity in Designing Online Learning Activities to Foster Literacy
Abstract
Today’s literacy requirements call for adept readers to be able to do more than just “read between the lines”. Creativity is very important since the changing era and development technology in online learning. The aim of research is teacher’s creativity in designing online learning activities to foster literacy for students in higher education level. The method of this research was descriptive qualitative research. In data collection techniques, researchers used online questionnaire techniques to obtain information. The questionnaire in this study was organized into 10 open-ended statements, compiled in a Google form to make it easier for researchers to obtain research data. In the data analysis technique, the researcher continued the analysis by looking at the answers to the questions that were distributed to the Google form. The result of this research showed that most of the lecturers understand the concept of “creativity” quite well. The findings of this result showed that several lecturers respond this question about the notion of “creativity” based on their own experiences and elaborate some teaching techniques, various media, and some gadget application to refresh students’ interest on the subject. The conclusion of this research was the way of teacher’s creativity in online learning activities to foster literacy for students like firstly know about the notion of creative to foster students’ literacy given by the respondent as a teacher, the way of creating creativity in online learning activities to foster literacy for students.
Downloads
References
Abbas, M. F. F., & Yusuf, S. S. M. D. (2020). The Effect of Edmodo in Triggering Students’ Recognition of Recount Text Elements. Lectura: Jurnal Pendidikan, 11(1).
Andika, K., & Saptono, A. (2016). Pengaruh Kreatifitas Guru dalam Pembelajaran dan Kecerdasan Emosional Siswa terhadap Prestasi Belajar Ekonomi pada Siswa Kelas X di SMA Negeri 89 Jakarta. Journal Ilmiah Econosains, 14(1), 98–112.
Arikunto, S. (2015). Prosedur Penelitian. Jakarta: Rineka Cipta.
Barbot, B., Besancon, M., & Lubart, T. I. (2011). Assessing Creativity in the Classroom. The Open Education Journal, 4(2), 124–132.
Çevikbaş, M., & Argün, Z. (2017). An Innovative Learning Model in Digital Age: Flipped Classroom. Journal of Education and Training Studies, 5(11), 189.
Dewi, W. A. F. (2020). Dampak Covid-19 terhadap Implementasi Pembelajaran Daring di Sekolah Dasar. Edukatif: Jurnal Ilmu Pendidikan, 2(1), 55–61.
Dinata, K. B. (2021). Literasi Digital dalam Pembelajaran Daring. Eksponen, 11(1), 20–27.
Fitriyani, Y., Supriatna, N., & Sari, M. Z. (2021). Pengembangan Kreativitas Guru dalam Pembelajaran Kreatif pada Mata Pelajaran IPS di Sekolah Dasar. Jurnal Kependidikan: Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran dan Pembelajaran, 7(1), 97–109.
Graves, K. (2000). Designing Language Courses : A Guide for Teachers. Boston: Heinle & Heinle.
Halimah, L. (2017). Keterampilan Mengajar. Bandung: Refika Aditama.
Harmer, J. (2003). The Practice of English Languag Teaching (Fourth). London & New York: Pearson Longman.
Helm, F. (2015). The Practices and Challenges of telecollaboration in Higher Education in Europe. Language Learning &Technology, 19(2), 197–217.
Jacobs, G. M., & Ivone, F. M. (2020). Infusing Cooperative Learning in Distance Education. Tesl-EJ: Teaching English as a Second or Foreign Language, 24(1), 1–15.
Mahardika, B. (2018). Penerapan Metode Penilaian berbasis Portofolio dalam Meningkatkan Pembelajaran Bahasa Indonesia. Elementary, 4(Januari-Juni), 33–46.
Mahyoob, M. (2020). Challenges of e-Learning during the Covid-19 Pandemic Experienced by EFL Learners. Arab World English Journal, 11(4), 351–362.
Mardhiyah, R. H., Aldriani, S. N. F., Chitta, F., & Zulfikar, M. R. (2021). Pentingnya Keterampilan Belajar di Abad 21 sebagai Tuntutan dalam Pengembangan Sumber Daya Manusia. Lectura: Jurnal Pendidikan, 12(1), 29–40.
Moleong, L. J. (2018). Metodologi Penelitian Kualitatif (Edisi Revisi). Bandung: Remaja Rosdakarya.
Monawati, M., & Fauzi, F. (2018). Hubungan Kreatifitas Mengajar Guru dengan Prestasi. Jurnal Pesona Dasar, 6(2), 33–43.
Munir. (2009). Pembelajaran Jarak Jauh berbasis Teknologi Informasi dan Komunikasi (TIK). Bandung: Alfabeta.
Naim, N. (2011). Menjadi Guru Inspiratif : Memberdayakan dan Mengubah Jalan Hidup Siswa. Yogyakarta: Pustaka Belajar.
Nurdyansyah, & Fahyuni, E. F. (2016). Buku Model Pembelajaran Inovatif. Sidoarjo: Nizamial Learning Center.
Rifiyanti, H. (2020). Learners’ Perceptions of Online English Learning during Covid-19 Pandemic. Scope : Journal of English Language Teaching, 5(1), 31–35.
Rohmanu, A., Muafiah, E., Rahman Hakim, A., & W Damayanti, V. V. (2020). Kesiapan, Kompleksitas dan Harapan Pembelajaran Jarak Jauh: Perspektif Mahasiswa IAIN Ponorogo. At-Tadzkiyah: Jurnal Pendidikan Islam, 11(2), 221–241.
Roza, M. (2018). Penerapan Model Project Based Learning untuk Meningkatkan Creativity and Innovation Skills Mahasiswa. Tarbiyah Al-Awlad, 8(2), 166–176.
Ryan, R. M., & Deci, E. L. (2018). Investigating Reading Culture among Students in Higher Learning Institutions in Tanzania. University of Dar Es Salaam Library Journal, 13(1), 04–19.
Sadikin, A., & Hamidah, A. (2020). Pembelajaran Daring di Tengah Wabah Covid-19. Biodik: Jurnal Ilmiah Pendidikan Biologi, 6(2), 109–119.
Sakulprasertsri, K. (2017). Flipped Learning Approach: Engaging 21 st Century Learners in English Classrooms. Journal :Language Education and Acquisition Research Network Journal, 10(2), 132–143.
Saripudin. (2015). Pengembangan Model Pembelajaran Abad 21 Dengan Menggunakan Teknologi Web 2.0. Jurnal Teknodik, 19(1), 1–11.
Septikasari, R., & Frasandy, R. N. (2018). Keterampilan 4C Abad 21 dalam Pembelajaran Pendidikan Dasar. Jurnal Tarbiyah Al Awlad, 8(2), 107–117.
Setyaningsih, R., Abdullah, Prihantoro, E., & Hustinawaty. (2019). Model Penguatan Literasi Digital melalui Pemanfaatan e-Learning. Aspikom, 3(6), 1200–1214.
Sofyana, L., & Rozaq, A. (2019). Pembelajaran Daring Kombinasi Berbasis Whatsapp Pada Kelas Karyawan Prodi Teknik Informatika Universitas Pgri Madiun. Journal Nasional Pendidikan Teknik Informatika, 8(1), 81–86.
Somantri, D. (2021). Abad 21 Pentingnya Kompetensi Pedagogik Guru. Equilibrium: Jurnal Penelitian Pendidikan Ekonomi, 18(2), 188–195.
Sugiyono. (2016). Metode Penelitian Kuantitatif, Kualitatif, dan R&D. Bandung: Alfabeta.
Sujarwo, S., Sukmawati, S., Akhiruddin, A., Ridwan, R., & Siradjuddin, S. (2020). An Analysis of University Students’
Perspective on Online Learning in the Midst of Covid-19 Pandemic. Jurnal Pendidikan dan Pengajaran, 53(2), 125–137.
Syahdan, S., Syaifullah, S., & Syafitri, D. T. (2023). Challenges and Strategies of Teachers in Integrating Canva in English Classroom Teaching. ELT-Lectura: Studies and Perspectives in English Language Teaching, 10(1), 1-20.
Syahputra, E. (2018). Pembelajaran Abad 21 dan Penerapannya di Indonesia. Prosiding Seminar Nasional Sinastekmapan, 1, 1276–1283.
Wahyono, P., Husamah, H., & Setia Budi, A. (2020). Guru Profesional di Masa Pandemi Covid-19: Review Implementasi, Tantangan, dan Solusi Pembelajaran Daring. Jurnal Pendidikan Profesi Guru, 1(1), 51–65.
Wahyuningsih, K. S. (2021). Problematika Pembelajaran Daring di Masa Pandemi Covid-19 di Sma Dharma Praja Denpasar. Pangkaja: Jurnal Agama Hindu, 24(1), 107.
Westby, C. (2004). 21st Century Literacy for a Diverse World. Folia Phoniatr Logop, 56, 254–271.
Zhao, S., Zhou, G., Fallis, J., Pillon, K., & Luo, R. (2021). Information Literacy Skills: Investigating Differences between Native and Non-Native English-Speaking Students. The Journal of Academic Librarianship, 47(5), 1–7.
Copyright (c) 2023 Vina Fathira, Syahrul Ramadhan, Mukhaiyar Mukhaiyar, Atmazaki Atmazaki
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
1. License
Use of articles will be governed by the Creative Commons Attribution - ShareAlike license as currently displayed on Creative Commons Attribution - ShareAlike 4.0 International License (CC BY-SA)
The author warrants that the article is original, written by stated author(s), has not been published before, contains no unlawful statements, does not infringe the rights of others, is subject to copyright that is vested exclusively in the author and free of any third party rights, and that any necessary written permissions to quote from other sources have been obtained by the author(s).
ELT-Lectura Studies and Perspective in English Language Teaching's spirit is to disseminate articles published are as free as possible. Under the Creative Commons license, Halaman Olahraga Nusantara permits users to copy, distribute, display, and perform the work. Users will also need to attribute authors and ELT-Lectura Studies and Perspective in English Language Teaching on distributing works in the journal and other media of publications.
4. Rights of Authors
Authors retain all their rights to the published works, such as (but not limited to) the following rights;
1. Copyright and other proprietary rights relating to the article, such as patent rights,
2. The right to use the substance of the article in own future works, including lectures and books,
3. The right to reproduce the article for own purposes,
4. The right to enter into separate, additional contractual arrangements for the non-exclusive distribution of the article's published version (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal ELT-Lectura Studies and Perspective in English Language Teaching.
5. Co-Authorship
If the article was jointly prepared by more than one author, any authors submitting the manuscript warrants that he/she has been authorized by all co-authors to be agreed on this copyright and license notice (agreement) on their behalf, and agrees to inform his/her co-authors of the terms of this policy. ELT-Lectura Studies and Perspective in English Language Teaching will not be held liable for anything that may arise due to the author(s) internal dispute. ELT-Lectura Studies and Perspective in English Language Teaching will only communicate with the corresponding author.
6. Royalties
Being an open accessed journal and disseminating articles for free under the Creative Commons license term mentioned, author(s) aware that ELT-Lectura Studies and Perspective in English Language Teaching entitles the author(s) to no royalties or other fees.
