THE NEEDS FOR DEVELOPING COOPERATIVE PROBLEM-BASED LEARNING (CO-PBL) TO PROMOTE VERBAL CREATIVITY IN EFL WRITING
DOI:
https://doi.org/10.23887/jere.v2i2.14181Keywords:
Cooperative learning, problem-based learning, cooperative problem-based learning (Co-PBL), verbal creativity, EFL writingAbstract
This study is the initial part for developing cooperative problem-based learning (hereafter Co-PBL) to promote verbal creativity in EFL writing. The study is aimed at: (1) investigating the previous teaching and learning model implemented in EFL writing class; and (2) measuring and analyzing the extent to which the teachers and students need Co-PBL to promote verbal creativity (hereafter VC) in EFL writing. This study employed a case study method with the respondents of the research were 2 EFL writing teachers and the students who take EFL writing course in English Education Department of a private university in East Java, Indonesia. The data was yielded from questionnaire, in-depth interview, observation, and document analysis. After analyzing the data descriptively, the results show that teachers have used to implement cooperative learning and problem-based learning in EFL writing class; however, they never try to integrate the two models as a new one. It was also revealed that they did not notice verbal creativity as an affecting factor in EFL writing due to their insufficient knowledge to develop learning model that can promote verbal creativity. This study also reveals that teachers and students are eager to develop and implement Co-PBL in order to promote students’ verbal creativity in EFL writing. The findings of this study might have implication for EFL writing teachers and learners.
References
Al-jarf, R. (2015). Discourse and creativity issues in EFL creative writing on Facebook. International Journal of Signs and Semiotic Systems, 4(1). https://doi.org/10.4018/IJSSS.2015010103
Avila, H. A. (2015). Creativity in the English class: Activities to promote EFL learning. HOW, 22(2), 91–103.
Bereczki, E. O., & Kárpáti, A. (2018). Teachers’ beliefs about creativity and its nurture: A systematic review of the recent research literature. Educational Research Review. https://doi.org/10.1016/j.edurev.2017.10.003
Boud, D., & Feletti, G. (1997). Changing poblem based learning, in The Challenge of Problem-based Learning. London, UK: Boud and Feletti Eds.
Brown, J. D. (1995). The elements of language curriculum: A Systematic Approach to Program Development. Massachusetts: Heinle & Heinle Publisher.
Creswell, J. W. (2012). Educational research: Planning, conducting and evaluating quantitative and qualitative research (4th ed.). Boston: Pearson Education Inc.
Creswell, J. W., & Miller, D. M. (2000). Determining validity in qualitative inquiry. Theory into Practice, 39(3), 124–130.
Flower, L., & Hayes, J. (1980). The dynamics of composing: Making plans and juggling constraints. In Cognitive Processes in Writing (Eds, pp. 31–50). Hove, Sussex and Hillsdale, New Jersey: L. Erlbaum.
Gall, M. D., Gall, J. P., & Borg, W. R. (2003). Educational research. Boston: Pearson Education Inc.
Ghufron, M. A., Saleh, M., Sofwan, A., & Java, E. (2016). A model of research paper writing instructional materials for academic writing course : Needs & documents analysis and model design. English Language Teaching, 9(3), 1–12. https://doi.org/10.5539/elt.v9n3p1
Graves, K. (2000). Designing language courses: A guide for teachers. TeacherSource. Canada: Heinemenn English Language Teaching.
Izadi, Mehri; Khoshsima, H. (2015). Creativity in writing : A study of EFL learners’ locus of control creativity in writing. International Journal of Applied Linguistics & English Literature, 4(2), 81–90. https://doi.org/10.7575/aiac.ijalel.v.4n.2p.81
Mohd-yusof, K., Helmi, S. A., Jamaludin, M. Z., & Harun, N. F. (2011). Cooperative problem-based learning (CPBL): A practical PBL model for a typical course. In International Conference EDUCON2011 (pp. 12–20).
Munandar, U. (2009). Pengembangan kreatifitas anak berbakat (3rd Ed.). Jakarta: Rineka Cipta.
Murray, D. E., & Christison, M. (2011). What English language teachers need to know (Volume I). New York: Taylor & Fancis e-Libaray. https://doi.org/http://doi.org/10.1093/elt/ccv002
Pishghadam, R., & Mehr, F. J. (2011). Learner creativity and performance in written narrative tasks. World Journal of Education, 1(2), 115–125. https://doi.org/10.5430/wje.v1n2p115
Rababah, L. M., Alshehab, M. H., & Melhem, N. Z. B. (2017). Exploring the Factors that hinder Jordanian students in developing creativity in EFL writing. In International Conference on Studies in Arts, Humanities and Social Sciences (SAHSS-2017) (pp. 7–11). https://doi.org/10.17758/EIRAI.F0117427
Rababah, L. M., Halim, A., Mohamed, B., & Jdaitawi, M. T. (2013). The level of creativity in English writing among Jordanian secondary school students. Arts and Design Studies, 10, 25–30.
Rababah, L., & Melhem, N. B. (2014). Investigation into Strategies of creativity in EFL writing in Jordan. Journal of Education and Practice, 5(23), 195–206.
Richards, J. C. (2001). Curriculum development in language teaching. New York: Cambridge University Press. https://doi.org/http://doi.org/10.1111/j.1540-4781.2007.00543_2.x
Roger, T., & Johnson, D. W. (1994). An overview of cooperative learning. In Creativity and Collaborative Learning (pp. 1–21).
Shorofat, A. (2007). The effect of using the brainstorming strategy on developing ninth grade students’ creative writings skills in Arabic language. Jordan: The University of Jordan.
Sukmadinata, N. S. (2008). Metode penelitian pendidikan. Bandung: PT. Remaja Rosdakarya.
Sundari, H., Febriyanti, R. H., & Saragih, G. (2016). Analyzing needs on EFL writing class in higher education (A case study at Indraprasta PGRI University Jakarta). In Seminar Tahunan Linguistik.
Tan, O. S. (2003). Problem-based learning innovation: Using problems to power learning in the 21st Century. Singapore: Thomson Learning.
Weisi, H., & Khaksar, Z. (2015). The effect of hemispheric dominance on iranian EFL learner ’s creativity in writing. International Journal of English and Education, 4(2), 383–397.
Woods, D. R. (1996). Problem-based Learning: Helping your students gain most from PBL (3rd Ed.). Ontario: D. R. Woods Publishing.
Woods, D. R., Felder, R. M., Rugarcia, A., & Stice, J. M. (2000). The future of engineering education: Developing critical skills. Chemical Engineering Education, 34(2), 108–117.
Yusof, K. M., Hassan, S. A. H. S., Jamaludin, M. Z., & Harun, N. F. (2012). Cooperative problem-based learning (CPBL): Framework for integrating cooperative learning and problem-based learning. In Procedia - Social and Behavioral Sciences (Vol. 56, pp. 223–232). https://doi.org/10.1016/j.sbspro.2012.09.649
Downloads
Published
Issue
Section
License
Authors who publish with the Journal of Evaluation and Research in Education (JERE) agree to the following terms:
- Authors retain copyright and grant the journal the right of first publication with the work simultaneously licensed under a Creative Commons Attribution License (CC BY-SA 4.0) that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work. (See The Effect of Open Access)
