Development Of Teacher Competence In Creative Writing To Actualize Literacy Of Madrasah

Makherus Sholeh, Abd Aziz, Nur Kholis

Abstract


Abstract

Teachers often have difficulty in developing competence in the writing aspect, especially in Islamic-based educational institutions. This study aims to explain the concept of developing teacher competence in creative writing to realize madrasa literacy. This study involved six informants, including school principals and teachers who are members of the writing community. Data was collected through direct interviews (telephone, WhatsApp messages, and video calls), observation, and documentation. The results showed several steps to developing teacher competence in writing at MI Perwanida Blitar: 1) Forming a writing community called ARUNIKA CAKRAWALA. It was started by building mutual commitment, self-efficacy, motivation, and writing habits, and determining rewards and punishments. 2) Implementation of the writing community by actively participating in seminars, workshops, writing training, and webinars, actively writing in external and internal communities of the institution, holding peer tutors, supporting school literacy programs, and publishing teacher and student writings in various genres. 3) Obstacles faced by writing teachers are limited time, limited ideas, and unstable teachers' motivation in writing. This finding offers the concept of developing teacher competence in writing. The findings are expected to be adopted in developing teacher competence in creative writing in other institutions.


Keywords


Competence Development, Writing Teacher, Literacy Madrasah

Full Text:

PDF

References


Alston, C., & Danielson, K. A. (2020). Enacting Thinking: Supporting Teacher Candidates in Modeling Writing Strategies. Literacy Research and Instruction, 00(00), 1–21. https://doi.org/10.1080/19388071.2020.1822475

Arsyad, & Sulfemi, W. B. (2019). Pengaruh Kelompok Kerja Guru (KKG) Terhadap Peningkatan Kompetensi Pedagogik dan Kemampuan Menulis Karya Ilmiah. JPDI (Jurnal Pendidikan Dasar Indonesia), 4(2), 53. https://doi.org/10.26737/jpdi.v4i2.1522

Barrett, M. J., Harmin, M., Maracle, B., Patterson, M., Thomson, C., Flowers, M., & Bors, K. (2017). Shifting relations with the more-than-human: six threshold concepts for transformative sustainability learning. Environmental Education Research, 23(1), 131–143. https://doi.org/10.1080/13504622.2015.1121378

Braga, M., Checchi, D., Scervini, F., & Garrouste, C. (2020). Selecting or rewarding teachers? International evidence from primary schools. Economics of Education Review, 76(March), 101986. https://doi.org/10.1016/j.econedurev.2020.101986

Chen, W., & Yu, S. (2019). Implementing collaborative writing in teacher-centered classroom contexts: student beliefs and perceptions. Language Awareness, 28(4), 247–267. https://doi.org/10.1080/09658416.2019.1675680

Copp, S. B., Cabell, S. Q., & Invernizzi, M. A. (2019). Kindergarten Teachers’ Use of Writing Scaffolds to Support Children’s Developing Orthographic Knowledge. Literacy Research and Instruction, 58(3), 164–183. https://doi.org/10.1080/19388071.2019.1617374

Grisham, D. L., & Wolsey, T. D. (2011). Writing instruction for teacher candidates: Strengthening aweak curricular area. Literacy Research and Instruction, 50(4), 348–364. https://doi.org/10.1080/19388071.2010.532581

Howe, L., & Wig, A. Van. (2017). Metacognition via creative writing: dynamic theories of learning support habits of the mind in 21st century classrooms. Journal of Poetry Therapy, 30(3), 139–152. https://doi.org/10.1080/08893675.2017.1328830

Jones, C. D. O. (2015). Effects of writing instruction on kindergarten students’ writing achievement: An experimental study. Journal of Educational Research, 108(1), 35–44. https://doi.org/10.1080/00220671.2013.836466

Khotimah, K., Akbar, S., & Sa, C. (2018). Pelaksanaan Gerakan Literasi Sekolah. Jurnal Pendidikan: Teori, Penelitian Dan Pengembangan, 3(11), 1488–1498.

Lightner, S. C., Kersten Parrish, S., Drewry, R., & Scharer, P. L. (2020). Co-navigating the Complexities of School Reform: The Establishment and On-going Maintenance of Relational Trust in School Reform Efforts. Literacy Research and Instruction, 00(00), 1–20. https://doi.org/10.1080/19388071.2020.1783403

Muhammad, G. E. (2015). Iqra: African American Muslim girls reading and writing for social change. Written Communication, 32(3), 286–316. https://doi.org/10.1177/0741088315590136

Myers, J., Scales, R. Q., Grisham, D. L., Wolsey, T. D. V., Dismuke, S., Smetana, L., Yoder, K. K., Ikpeze, C., Ganske, K., & Martin, S. (2016). What About Writing? A National Exploratory Study of Writing Instruction in Teacher Preparation Programs. Literacy Research and Instruction, 55(4), 309–330. https://doi.org/10.1080/19388071.2016.1198442

OECD. (2018). Effective Teacher Policies. Insights from PISA. OECD Publishing.

OECD. (2021a). Adult Education Level. OECD. https://doi.org/10.1787/36bce3fe-en (Accessed on 13 August 2021)

OECD. (2021b). Reading Performance (PISA) (Indicator). OECD. https://doi.org/10.1787/79913c69-en (Accessed on 13 August 2021)

Peter M. Senge, McCabe, N. C., Lucas, T., Smith, B., & Dutton, J. (2012). Schools that Learn (Updated and Revised): A Fifth Discipline Fieldbook for Educators, Parents, and Everyone who Cares About Education. Crown Busines.

Prastowo, A. (2012). Metode Penelitian Kualitatif Dalam Perspektif Rancangan Penelitian. Ar-Ruzz Media.

Price, K. (2020). The writing teacher: rethinking assessment and transformative learning in the creative writing classroom. New Writing, 17(4), 463–470. https://doi.org/10.1080/14790726.2019.1699577

Saroni, M. (2011). Personal Branding Guru: Meningkatkan Kualitas dan Profesionalitas Guru. Ar-Ruzz Media.

Scales, R. Q., Tracy, K. N., Myers, J., Smetana, L., Grisham, D. L., Ikpeze, C., Yoder, K. K., & Sanders, J. (2019). A National Study of Exemplary Writing Methods Instructors’ Course Assignments. Literacy Research and Instruction, 58(2), 67–83. https://doi.org/10.1080/19388071.2019.1575496

Sholeh, M., Jannah, R., Khairunnisa, K., Kholis, N., & Tosson, G. (2021). Human Resource Management In Improving The Quality Of Teachers In Indonesian Islamic Primary Education. AL-BIDAYAH: Jurnal Pendidikan Dasar Islam, 13(1), 21–36.

Smith, P., Varner, J., Nigam, A., Liu, Y., Lesley, M., Smit, J., Burke, D., & Beach, W. (2020). Teaching Writing in the Midst of Fragile Alliances: Insights from Literacy Teacher Educators. Action in Teacher Education, 42(4), 328–353. https://doi.org/10.1080/01626620.2019.1658657

Sodiq, I., Suryadi, A., & Ahmad, T. A. (2014). Program Guru Menulis: Upaya Peningkatan Kompetensi Profesional Guru Sejarah Dalam Penulisan Karya Ilmiah Di Kabupaten Semarang. Rekayasa, 12(1), 42–47. https://doi.org/10.15294/rekayasa.v12i1.5586

Stephens, G. (2018). Transferable skills and travelling theory in creative writing pedagogy. New Writing, 15(1), 65–81. https://doi.org/10.1080/14790726.2017.1369128

Surangangga, I. M. (2017). Mendidik Lewat Literasi untuk Pendidikan Berkualitas. Jurnal Penjaminan Mutu, 3(2), 154–163.

Teng, L. S. (2016). Changes in teachers’ beliefs after a professional development project for teaching writing: two Chinese cases. Journal of Education for Teaching, 42(1), 106–109. https://doi.org/10.1080/02607476.2015.1135228

Wijayati, P. A., Suryadi, A., & Parasetyo, N. D. (2019). Pemanfaatan Program Colour Note untuk Meningkatkan Kemampuan Menulis Sebagai Upaya Mendukung Budaya Literasi Bagi Guru Sejarah SMA Kabupaten Semarang. Jurnal Panjar, 1(2), 114–117.

Williams, P. (2020). A writer’s manifesto: articulating ways of learning to write well. New Writing, 17(1), 71–79. https://doi.org/10.1080/14790726.2019.1566366

Yang, S. hsien. (2018). Investigating teacher learning using a web-based writing platform. Asia-Pacific Journal of Teacher Education, 46(1), 78–97. https://doi.org/10.1080/1359866X.2016.1245408

Yoo, J. (2018). Teachers as creative writers: needs, desires and opportunities for growth. New Writing, 15(3), 300–310. https://doi.org/10.1080/14790726.2017.1391296




DOI: http://dx.doi.org/10.21043/elementary.v9i2.11903

Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.

indexed by:

http://journal.stainkudus.ac.id/indexing/moraref.jpghttp://journal.stainkudus.ac.id/indexing/googlescholar.jpghttp://journal.stainkudus.ac.id/indexing/sinta.jpghttp://journal.stainkudus.ac.id/indexing/19.jpg

 

 Creative Commons License

Elementary : Islamic Teacher Journal by Program Studi PGMI Jurusan Tarbiyah STAIN Kudus is licensed under a Creative Commons Attribution 4.0 International License