THE USE OF DECONSTRUCTED MOVIE-BASED WRITING TO FOSTER STUDENTS’ CREATIVE THINKING
Abstract
In EFL teaching and learning, writing is one of important language skills which help students show their ideas, thought, and attitudes. Nevertheless, the phenomenon nowadays shows that EFL students cannot express their clear, correct, comprehensible, and creative ideas because of the lack of creative thinking skills they possessed. This
research aimed at showing the implementation of deconstructed moviebased writing to foster students’ creative thinking skill and describing the students’ creative thinking skill reflected when they were taught deconstructed movie-based writing. This research used descriptive qualitative design. The data were collected from classroom observation, field note, documentation of the process of teaching creative writing using deconstructed movie-based writing and the students’ writing performance to know their creative thinking. The data were analyzed descriptively. The result revealed that the use of deconstructed movie-based writing to foster students’ creative thinking works well. There were three criteria of creative thinking skill which are improved from the first meeting to the last meeting;
they are image, characterization, and voice. However, the story criterion was decreased on the second meeting compared with the first meeting and improved on the third meeting. The students’ creative thinking skill was improved after they were taught deconstructed movie-based writing.
research aimed at showing the implementation of deconstructed moviebased writing to foster students’ creative thinking skill and describing the students’ creative thinking skill reflected when they were taught deconstructed movie-based writing. This research used descriptive qualitative design. The data were collected from classroom observation, field note, documentation of the process of teaching creative writing using deconstructed movie-based writing and the students’ writing performance to know their creative thinking. The data were analyzed descriptively. The result revealed that the use of deconstructed movie-based writing to foster students’ creative thinking works well. There were three criteria of creative thinking skill which are improved from the first meeting to the last meeting;
they are image, characterization, and voice. However, the story criterion was decreased on the second meeting compared with the first meeting and improved on the third meeting. The students’ creative thinking skill was improved after they were taught deconstructed movie-based writing.
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PDFDOI: https://doi.org/10.33508/mgs.v2i44.1974
