Second Language Creative Writing: Learner Development in the Shinhaiku Pedagogy

2021 ◽  
Vol 2 (1) ◽  
pp. 71-96
Author(s):  
Jared Kubokawa
Keyword(s):  
Second Language ◽  
Action Research ◽  
Creative Writing ◽  
Teaching Practices ◽  
Student Work ◽  
Research And Teaching ◽  
Poetry Writing ◽  
Literary Journal ◽  
Meaningful Literacy ◽  
Accessible Form

This article will address the place of second language creative writing (L2CW) in EFL curricula by first providing an updated understanding of L2CW and the Japanese form shinhaiku—a nontraditional haiku. Shinhaiku differs from traditional haiku in that it does not utilize the 5-7-5 syllable form. Secondly, the article will consider misconceptions as well as pedagogical implications of L2CW and thirdly, offer a classroom approach to L2CW (poetry writing) utilizing Hanauer’s (2012) meaningful literacy framework. The approach was developed from action research and teaching practices, underpinned by Spiro’s (2014) reading-to-writing cycle where learners 1) choose L2CW poems that they admire from an EFL literary journal; 2) articulate reasons for appreciation of said poems; 3) apply these ideas to their L2CW; and 4) reflect on the process. The article will also provide examples from student work as well as present a case for why shinhaiku is an accessible form in the Japanese context. この論文は、EFLの履修に於ける第二言語のクリエイティブライティング(L2CW)の位置付けについて述べたものである。第一に、L2CWの最新の解釈と日本語の形式として新俳句（従来型ではない俳句）を提示する。新俳句は形式として五七五の音節を使わないという点で、従来の伝統的な俳句とは異なる。次に、L2CWの誤認と教育法への影響について考察する。続いて、Hanauer (2012)による「意味を持つ読み書き能力の教育法」を通してL2CWの授業での取り組み（詩の創作）について述べる。この考え方はSpiro (2014) のreading-to-writing cycle (2014)に実証された行動研究と教育方法を発展したものである。その方法では、学習者は、1) EFL literary journal から彼らが良いと感じるL2CWの詩を選ぶ 2)前述の詩を良いと思う理由を明確化させる 3) その考えを自分のL2CWに応用させる 4)その過程を振り返り考察する。そして、学生の作品を例示し、新俳句が日本において利用し易い形式である理由を論証する。

scholarly journals CONFERENCING APPROACH IN PROMOTING WRITING ABILITIY: A CLASSROOM ACTION RESEARCH STUDY ON LANGUAGE CREATIVE WRITING IN INDONESIAN LANGUAGE

2017 ◽  
Vol 7 (2) ◽  
pp. 56
Author(s):  
Tatat Hartati
Keyword(s):  
Action Research ◽  
Creative Writing ◽  
Writing Skills ◽  
Sixth Grade ◽  
Average Score ◽  
School Students ◽  
Sixth Grade Students ◽  
Poetry Writing ◽  
Classroom Action Research ◽  
The Impact

In recent days there is a growing interest in the study of creative writing. A number of approaches for teaching creative writing have also been investigated.  However, studies investigating creative writing particularly for primary school students are hardly to find. The aim of the present research is to figure out how conferencing approach is applied to teach poetry writing and to find out the impact of this approach to the students’ writing skills. The study used a classroom action research with 30 sixth-grade students as the participants. To ensure the present approach effectively improves the learning achievement, the study used three cycles of teaching steps, including classical, group, and individual. Various media and sources to support the learning activities were also used. The results of the study show that there is a significant improvement in students’ writing skills, in which the average score of the third cycle was twice higher than that of the first cycle. This suggests that conferencing instruction had been successful in improving students’ writing skills. The process of interaction, both among students and between students and the teachers, were also emphasized. In addition, the teachers gained an experience of assesing poetry writing analytically using four aspects: creative idea, diction, information, and imagination.

scholarly journals Using flashcards for English second language creative writing in Grade 1

2021 ◽  
Vol 12 (1) ◽  
Author(s):  
Shivona Mathura ◽  
Free-Queen B. Zulu
Keyword(s):  
Second Language ◽  
Action Research ◽  
Creative Writing ◽  
English Learners ◽  
Teaching Practice ◽  
Teaching Strategy ◽  
Writing Skills ◽  
Research Process ◽  
English Second Language ◽  
Esl Learners

Background: English Second Language (ESL) learners have difficulty constructing sentences due to internalising information in their home language and thereafter translating it into English. Learners who have difficulty speaking English generally encounter problems writing it, which hampers their creative writing ability.Objectives: The purpose of the research was to identify a teaching strategy to facilitate ESL learners with creative writing. This study explored the influence of flashcards on the creative writing skills of Grade 1 ESL learners and improved the researchers’ teaching practice.Method: This qualitative study depicted an action research design and utilised an inductive approach to data analysis. Convenience sampling was used when selecting the participants who were 31 Grade 1 learners in a school in Pietermaritzburg. The flashcards were used during the implementation stage of the action research process as an intervention to enhance learners’ creative writing skills.Findings: The findings indicate that learners who participated in the study had improved in their written assessments. There were three themes identified, which included misspelt words, incorrect use of tenses and ungrammatical sentence construction. Flashcards revealed the correct sentence writing techniques by depicting sentences. Learners’ written pieces were more logical and they participated actively during lessons. This enhanced the researcher’s teaching practice, which catered to both visual and auditory learners.Conclusion: The findings suggest that the use of flashcards had a positive effect on ESL learners’ creative writing skills. This encouraged participatory teaching and learning, which can be of benefit to many teachers seeking to engage learners using alternate learning styles.

scholarly journals Facilitating Novice Writers with Creative Writing Workshop in Poetry Writing Classroom (Indonesian EFL Context)

2020 ◽  
Vol 3 (2) ◽  
pp. 706-713
Author(s):  
Winda Setia Sari ◽  
Juli Rachmadani Hasibuan ◽  
Citra Anggia Putri
Keyword(s):  
Second Language ◽  
Creative Writing ◽  
Undergraduate Students ◽  
Personal Experience ◽  
Writing Workshop ◽  
Language Learner ◽  
Writing Classroom ◽  
Writing Strategy ◽  
Poetry Writing ◽  
Novice Writers

The increasing usage of creative writing strategy in a poetry writing classroom can nevertheless answer the question which has been empirically explored throughout the decade; Can second language learner write a poem in their non-native tongue? This study aimed to answer whether the creative writing strategy can facilitate novice writers who are the third year of English Department undergraduate students to be able to write an English poem. The strategies cover written prompts dealing with their personal experience and memory. After conducting two series of creative writing workshop, the result conveys that second language novice writers demonstrate the ability to communicate their personal experience dealing with their significant others. Repetition of words and grammatical error exist, yet most writers can produce longer poems with complexities. Also by providing the novice writers with written prompts, students find themselves more enthusiastic and eager to write.

scholarly journals Project-Based Learning in Indonesian EFL Classrooms: from Theory to Practice

2016 ◽  
Vol 3 (1) ◽  
pp. 89-105
Author(s):  
Yustinus Calvin Gai Mali
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Creative Writing ◽  
Teaching Practices ◽  
English Education ◽  
Project Based Learning ◽  
Pedagogical Practices ◽  
Theory To Practice ◽  
Efl Classrooms

ABSTRACT Project based learning (PBL) refers to an approach to instruction that teaches curriculum concepts through a project espousing principles of learner-centered teaching, learner autonomy, collaborative learning, and learning through tasks. This paper justifies the implementation of PBL to design two main projects and their activities in Creative Writing and Second Language Acquisition classes at English Language Education Program of Dunia University Indonesia (ED-DU). Moreover, the paper details pedagogical practices and learning resources deployed in both classes. The discussions would seem to indicate that the use of PBL grounded in the projects shows a high level of students’ participation in learning, and teachers’ innovative teaching practices. Finally, the paper hopes to provide EFL teachers who have similar teaching practices with practical ideas they can develop to help students achieve particular learning objectives in their classrooms and continue the positive trends of implementing PBL in teaching and learning. ABSTRAK Pembelajaran berbasis proyek (PBL) merupakan suatu pendekatan instruksi yang mengajarkan suatu konsep kurikulum yang didukung prinsip pengajaran yang terpusat pada siswa, otonomi siswa, pembelajaran kolaboratif, dan pembelajaran melalui tugas. Kajian ini memberikan alasan tentang implementasi PBL untuk merancang dua proyek utama dan aktifitasnya di kelas Creative Writing dan Second Language Acquisition pada program studi Pendidikan Bahasa Inggris, Universitas Dunia Indonesia. Selain itu, kajian ini memaparkan secara rinci praktik pedagogi dan sumber pembelajaran yang digunakan di kedua kelas tersebut. Pembahasan dalam kajian ini nampak mengindikasikan bahwa penggunaan PBL dalam kedua proyek tersebut menunjukan tingkat partisipasi siswa yang tinggi dan praktek pengajaran guru yang inovatif. Akhirnya, kajian ini berharap untuk memberikan guru Bahasa Inggris sebagai Bahasa Asing yang mempunyai praktik pengajaran serupa dengan ide praktis yang mereka bisa modifikasi dan kembangkan untuk membantu siswa mencapai tujuan pembelajaran tertentu dalam kelas mereka dan melanjutkan kecenderungan positif pada implementasi PBL dalam pengajaran dan pembelajaran. How to Cite: Mali, Y.,C., G. (2016). Project-Based Learning in Indonesian EFL Classrooms: from Theory to Practice. IJEE (Indonesian Journal of English Education), 3(1), 89-105. doi:10.15408/ijee.v3i1.2651 Permalink/DOI: http://dx.doi.org/10.15408/ijee.v3i1.2651

PENERAPAN PENDEKATAN KONTEKSTUAL DALAM PEMBELAJARAN KETERAMPILAN MENULIS PUISI SISWA KELAS V SDN 005 KOTO SENTAJO KECAMATAN SENTAJO RAYA

2018 ◽  
Vol 2 (3) ◽  
pp. 331
Author(s):  
Ensiawati Ensiawati
Keyword(s):  
Action Research ◽  
Research Method ◽  
Writing Skills ◽  
Research Problem ◽  
Contextual Approach ◽  
Class V ◽  
Student Activity ◽  
Poetry Writing ◽  
Classroom Action Research

Research problem is the low skill of writing poetry student in class V SDN 005 Koto Sentajo. The aim of thestudy is to improve poetry writing skills. The research method is classroom action research. The results of thefirst meeting data on the first cycle with a percentage of 39%, at the second meeting in cycle I percentage of61%, on the second cycle at the first meeting of 89% and increased to 93%, while the student activity on the firstcycle of the first meeting of 60% , increased to 71% at the second meeting. In cycle II, the first meeting of 89%increased to 92% student activity at the second meeting. Students complete in classical completeness of poetry inthe first daily re-completion reached 55% to 73% complete with classical thorough category. The conclusion ofthe research is that the application of contextual approach can improve poetry writing skills.

KETERAMPILAN MENULIS PUISI DENGAN MODEL CONCEPT SENTENCE SISWA KELAS V SDN 23 KOTA PAYAKUMBUH

2020 ◽  
Author(s):  
Neneng Wahyuni
Keyword(s):  
Quantitative Research ◽  
Writing Skills ◽  
Performance Testing ◽  
Model Concept ◽  
Class V ◽  
Student Work ◽  
Average Value ◽  
Fifth Grade Students ◽  
Poetry Writing ◽  
Physical Elements

The purpose of this study was to describe Poetry Writing Skills with the Sentence Model Concept of Class V Students of SDN 23 Kota Payakumbuh in terms of physical elements and inner elements of poetry. This type of research is quantitative research with descriptive methods. The population in this study were grade V students of SDN 23 Payakumbuh City, amounting to 22 students. In collecting data, researchers used performance testing techniques. While in analyzing the steps of the data taken by calculating the raw score the correct answer, the score changes to a value. Data analysis starts from the analysis of each aspect. The procedure for analyzing each aspect, the first to provide an assessment of student work seen from the physical elements and inner elements of poetry. Second, the conversion of scores into values using a percentage formula. Looking for the average value of the classification test results using a scale of 10. Based on the results of the study, it can be concluded that the average results of poetry writing skills using the Concept Sentence concept of class V SDN 23 Kota Payakumbuh model are 87 with very good qualifications, in terms of physical elements 86.25 with excellent qualifications, from the inner element is 87.5 with very good qualifications. So, the fifth grade students of SDN 23 Kota Payakumbuh were good at writing poetry using the Concept Sentence model.Keywords: writing, poetry, and model concept sentence

Theology as social activity: theological action research and teaching the knowledge of Christian ethics and practical ministry

2020 ◽  
Vol 73 (4) ◽  
pp. 340-357
Author(s):  
Daniel P. Rhodes
Keyword(s):  
Action Research ◽  
Communities Of Practice ◽  
Knowledge Production ◽  
Social Activity ◽  
Christian Ethics ◽  
Christian Formation ◽  
Research And Teaching ◽  
Approach To Teaching ◽  
Practical Ministry ◽  
Ministry Students

AbstractTheological Action Research (TAR) is a way of doing and teaching theology and forming students that surmounts the problems associated with both formal theologies and theological ethnographies. Drawing from models of action research developed in other fields, this paper outlines an approach to teaching practical ministry grounded in a collaborative mode of inquiry capable of generating new insights into humanity's relation to God while also engendering the ethical-political powers that give shape to collective life. As a process of what anthropologist Lia Haro calls eth-o-graphy, Christian formation and knowledge production cannot be disconnected from cooperative participation in communities of practice dedicated to this kind of social, ecclesial activity. The paper goes on to describe how the author has begun to implement this TAR model at a Catholic, Jesuit institution, offering some promising preliminary findings on the potential it holds for training ministry students.

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