ENHANCING WRITING CREATIVITY THROUGH BLENDED LANGUAGE LEARNING: INSIGHTS FROM POETRY 5.0
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The study looks at using poetry 5.0 learning with blended language learning (BLL) to boost students' creativity and writing skills. A qualitative approach was taken, using virtual ethnography and classroom research, with data gathered through observations, interviews, and looking at student work. The findings show that BLL-based poetry 5.0 creates a lively and engaging learning space that encourages creativity, critical thinking, and emotional expression. Visual prompts and digital tools, especially Instagram, allowed students to connect personal experiences and get quick feedback from classmates and teachers. This method improved students’ ability to share ideas, think about social issues, and create unique poetry. However, the study encountered some issues like limited face-to-face interaction, which point out areas for teaching improvement. Overall, combining poetry 5.0 with BLL shows promise as a creative teaching method that meets the needs of society 5.0. More research is suggested to look into its use in different educational settings.
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Budiawan, B., & Agus, C. (2025). ENHANCING WRITING CREATIVITY THROUGH BLENDED LANGUAGE LEARNING: INSIGHTS FROM POETRY 5.0. English Review: Journal of English Education, 13(1), 301-316. https://doi.org/10.25134/erjee.v13i1.11141
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Referensi
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Meyer, D. K., & Turner, J. C. (2002). Discovering emotion in classroom motivation research. Educational Psychologist, 37(2), 107-114.
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O’Toole, M. (2018). Poetry and Personal Development in the Classroom: Exploring Emotions and Reflection.
Pamungkas, R., et al. (2019). The role of blended learning in enhancing student independence and creativity. Journal of Modern Education, 15(2), 112-125.
Paragae, I. G. A. P. N. S. (2023). “Innovative Teaching Strategies in Teaching English as a Foreign Language.” English Teaching and Linguistics Journal, 4(1), 1-9
Sabilah, F., Beratha, N. L. S., Budiarsa, M., & Yadnya, I. B. P. (2018). “Lexical and grammatical units in intercultural-based English materials for elementary school.” International Online Journal of Education and Teaching (IOJET), 5(1), 2-13
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Smith, J. (2019). Understanding youth violence: Social and cultural dynamics. Journal of Youth Studies, 22(3), 245-260.
Vygotsky, L. S. (1978). Mind in Society: The Development of Higher Psychological Processes. Harvard University Press.
Widodo, Puji Handoyo et al. (2016). Poetry Writing 2.0. Learning to Write Creatively in a Language Learning Environment. Electronic Journal of Foreign Language Teaching, Vol. 13, No. 1, pp. 30–48.
Al-Mahrooqi, R., & Denman, C. J. (2022). “Individual and Contextual Factors in the English Language Classroom: Theoretical, Pedagogical, and Empirical Approaches.
Anderson, L. W., & Krathwohl, D. R. (2001). A taxonomy for learning, teaching, and assessing: A revision of Bloom's taxonomy of educational objectives. Longman.
Bergmann, J., & Sams, A. (2012). Flip Your Classroom: Reach Every Student in Every Class Every Day. International Society for Technology in Education.
Boyd, D. M., & Ellison, N. B. (2007). "Social Network Sites: Definition, History, and Scholarship." Journal of Computer-Mediated Communication, 13(1), 210–230.
British Council (2021). “Six trends for the new future of English language teaching.
Chamcharatsri, P. (2013). Poetry writing to express love in Thai and in English: A second language writing perspective. International Journal of Innovation in ELT and Research, 2(2), 141–159.
Chawla, L. (1999). Life paths into effective environmental action. Journal of Environmental Education, 31(1), 15-26.
Coombe, C., & Hiasat, L. (2022). “Innovations in English Language Teaching and General Studies Education in the United Arab Emirates.” In English Language Teaching: Theory, Research and Pedagogy (pp. 467-483)
Creswell, John W & J. David Creswell. (2018). Research Design : Qualitative, Quantitative, and Mixed Methods Approaches 5th Edition. SAGE Publications, Inc.
Dabbagh, N., & Kitsantas, A. (2012). "Personal Learning Environments, Social Media, and Self-Regulated Learning: A Natural Formula for Connecting Formal and Informal Learning." Internet and Higher Education, 15(1), 3–8.
Dörnyei, Z. (2001). Motivational Strategies in the Language Classroom. Cambridge University Press.
Dziuban, C., Graham, C., Moskal, P., Norberg, A., & Sicilia, N. (2018). “Blended learning: the new normal and emerging technologies.” International Journal of Educational Technology in Higher Education, 15(3), 1-18
European Commission. (2023). Achieving student wellbeing for all: educational contexts free of violence. Brussels: European Commission.
James, N., & Busher, H. (2013) Researching hybrid learning communities in the digital age through educa tional ethnography. Ethnography and Education, 8, 194–209.
Freire, P. (1970). Pedagogy of the Oppressed. Continuum.
Garrison, D. R., & Vaughan, N. D. (2008). Blended learning in higher education: Framework, principles, and guidelines. John Wiley & Sons.
Geta, M., & Olango, M. (2016). The impact of blended learning in developing students’ writing skills: Hawassa University in focus. African Educational Research Journal, 4(2), 49-68.
Gleason, J. (2013). Dilemmas of blended language learning: Learner and teacher experiences. CALICO Journal, 30, 323–341.
Greenhow, C., & Lewin, C. (2016). "Social Media and Education: Reconceptualizing the Boundaries of Formal and Informal Learning." Learning, Media and Technology, 41(1), 6–30.
Hanauer, D. I. (2014). Appreciating the beauty of second language poetry writing. In D. Disney (Ed.), Exploring second language creative writing: Beyond Babel (pp. 11–22). Amsterdam: John Benjamins.
Hong, M. (2011). “Creating Meaningful Contexts in Schools for English Language Learners.” In Promoting Social Justice for Young Children (pp. 125-134)
Hrastinski, S. (2009). "A Theory of Online Learning as Online Participation." Computers & Education, 52(1), 78–82.
Langer, J. A., & Applebee, A. N. (1987). How Writing Shapes Thinking: A Study of Teaching and Learning. National Council of Teachers of English.
Lin, V., Kang, Y.-C., Liu, G.-Z., & Lin, W. (2016). Participants’ experiences and interactions on Facebook group in an EFL course in Taiwan. The Asia-Pacific Education Researcher, 25, 99–109.
Iida, A. (2016). Exploring earthquake experiences: A study of second language learners’ ability to express and communicate deeply traumatic events in poetic form. System, 57, 120–133.
Lockette, K. F. (2012). Creativity and Chinese education reform. International Journal of Global Education, 1, 34–39.
Lockney, K., & Proudfoot, K. (2013). Writing the unseen poem: Can the writing of poetry help to support pupils’ engagement in the reading of poetry? English in Education, 47, 147–162.
Maley, A., & Peachey, N. (2015). Creativity in the English language classroom. British Council
Maulidah, R. (2020). Image media's impact on students' writing skills. Journal of Educational Media and Technology, 12(3), 215-230.
Geta, B., Bakia, M., & Murphy, R. (2014). Learning online: What research tells us about whether, when and how. Routledge.
Meyer, D. K., & Turner, J. C. (2002). Discovering emotion in classroom motivation research. Educational Psychologist, 37(2), 107-114.
Moore, M. G., & Kearsley, G. (2012). Distance Education: A Systems View of Online Learning. Cengage Learning.
Murthy, D. (2013). Ethnographic Research 2.0: The potentialities of emergent digital technologies for qualitative organizational research. Journal of Organizational Ethnography, 2(1), 23–36.
O’Toole, M. (2018). Poetry and Personal Development in the Classroom: Exploring Emotions and Reflection.
Pamungkas, R., et al. (2019). The role of blended learning in enhancing student independence and creativity. Journal of Modern Education, 15(2), 112-125.
Paragae, I. G. A. P. N. S. (2023). “Innovative Teaching Strategies in Teaching English as a Foreign Language.” English Teaching and Linguistics Journal, 4(1), 1-9
Sabilah, F., Beratha, N. L. S., Budiarsa, M., & Yadnya, I. B. P. (2018). “Lexical and grammatical units in intercultural-based English materials for elementary school.” International Online Journal of Education and Teaching (IOJET), 5(1), 2-13
Shouse, R. (2013). Deschooling twenty-first century education. International Journal of Illich Studies, 3(2), 6–16
Smarrelli, G., Susanto, M. A., Yuwana, S., Pairin, U., & Suhartono, S. (2024). Multimodal Approach to Poetry Learning for Students of Indonesia Language and Literature Education Program. Proceedings of the International Conference on Language, Education, and Social Science (ICLESS 2022), 46-53.
Smith, J. (2019). Understanding youth violence: Social and cultural dynamics. Journal of Youth Studies, 22(3), 245-260.
Vygotsky, L. S. (1978). Mind in Society: The Development of Higher Psychological Processes. Harvard University Press.
Widodo, Puji Handoyo et al. (2016). Poetry Writing 2.0. Learning to Write Creatively in a Language Learning Environment. Electronic Journal of Foreign Language Teaching, Vol. 13, No. 1, pp. 30–48.