Cyclic Reflective Model for Promoting Prospective English Teachers’ Creativity in Instructional Designing Luh Putu Artini, Ni Nyoman Padmadewi
Universitas Pendidikan Ganesha
Abstract
Creativity is one of the 21st century learning skills that need major concern in educational institutions in Indonesia. Changes from the practice of route leaning to student active learning should be started from teacher education, where prospective teachers should be trained to be creative in designing a lesson. This article is written based on a continuous classroom research on the pre-service trainings that prepare prospective teachers to become creative instructional designer through Strategy and Design Course. 2 classes of second year students undertaking first degree in English Education were involved in this study. One class comprising 30 students were treated with Cyclic Reflective Model, while another class comprising the same number of students were treated with conventional teaching model where they worked on their own and got feedback from the instructor at the end of their project. At the end of the semester, they had to create a lesson plan to be assessed on the bases of Strenberg’s five components of creativity. Comparisons were made between the two groups. Student group treated with Cyclic Reflective Model were found to be more creative than that treated with conventional teaching. The former demonstrated consistent higher scores in all the five components of creativity
Keywords: cyclic reflective model, prospective English teacher, creativity, instructional designing
