Thesis: by Septi Rahmayanti NIM: 17180039
Thesis: by Septi Rahmayanti NIM: 17180039
Thesis: by Septi Rahmayanti NIM: 17180039
THESIS
By
Septi Rahmayanti
NIM: 17180039
THESIS
By
Septi Rahmayanti
NIM: 17180039
THESIS
Submitted to the Faculty of Education and Teacher Training in Partial Fulfillment of
the Requirement for the Bachelor Degree of Education (S.Pd.) in English Education
Department
By
Septi Rahmayanti
NIM: 17180039
JUNE, 2021
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DEDICATION
All prices are to Allah who has given mercy, grace, strength, and guidance to
the author can finished this thesis, my blessing and greetings always to our Prophet,
Muhammad S.A.W, who has brought us from the darkness to the lightness. With love
father, H. Wagiyan and my patient mother, Hj. Sururin which always support and
motivated me in everywhere and every time, may Allah love them. To my lovely
sibling, my sweet sister Nayla Rizki Amalia and my funny brother M. Hilmi Muzakki
thank you for always being my side and cheers me up. To my entire friend in English
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MOTTO
"The best of people are those who are most beneficial to humans."
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ACKNOWLEDGMENT
All prices are to Allah who has given mercy, grace, strength, and guidance to
the author, so the thesis discusses “English Teacher Creativity in Designing Online
the last messenger of Allah and who bring all Muslims from the darkness to the
lightness. The author hopes this thesis can be useful for all parties, especially in
English education.
This thesis exists to be one of the tasks that a student must take as a final
study at the State Islamic University of Maulana Malik Ibrahim Malang, Faculty of
Tarbiyah and Teacher Training, English Education Department. In writing this thesis,
the author realizes that this thesis will not be completed well without the involvement
of various parties, either directly or indirectly. Therefore, the author expresses his
honorable:
1. Prof. Dr. H. Abd. Haris, M.Ag, as Rector of Maulana Malik Ibrahim State
Faculty.
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3. Dr. H. Langgeng Budianto, M.Pd, and Dr. Alam Aji Putera M.Pd, as
Chairman and Secretary of the English Education Study Program, for all
directions and services during the study so that the author can finish this
thesis.
4. Harir Mubarok, M.Pd, as my advisor who sincerely takes the time to guide me
with patient and contribute constructive ideas to complete this thesis well.
SMPN 1 Srengat who would give his time to guide and accept me to conduct
research.
thank you for always motivate, support and pray for me. Finally, I can finish
my thesis.
Ibrahim State Islamic University of Malang thank you for giving me much
knowledge.
8. All my friends in English Education Department 2017, thank you for always
be my side.
9. All parties who have helped prepare this thesis, moral, spiritual, and material,
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Finally, the author realizes that writing this thesis is far from perfect.
Therefore, the author is very happy for the constructive suggestions of the readers so
that the author can improve for the future. Hopefully, this thesis is helpful for the
author and also anyone who reads this thesis. Hopefully, it will also be helpful for the
Septi Rahmayanti
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Penulisan transliterasi Arab-Latin dalam skripsi ini menggunakan pedoman
Pendidikan dan Kebudayaan RI no. 158 tahun 1987 dan no. 0543 b/U/1987 yang
A. Huruf
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LIST OF TABLES
Table 4.2: How to design online learning activities by the English Teacher
Table 4.3 The result of analyzing data between the theory of (Mulyana, 2010) and
Table 4.4 The result of analyzing data between the theory of (Jack, Chris, and Donald
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LIST OF PICTURES
Picture 4.1 Online learning activities reading. The English teacher uploaded the
Picture 4.2: Quiz Time as the online learning activities designed by the English
teacher
Picture 4.3: Making video as the online learning activities designed by the English
teacher
Picture 4.4 Online learning activities consulting, the students did a consulting about
Picture 4.5 Online learning activities self-study. The English teacher give a material
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LIST OF APPENDICES
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TABLE OF CONTENT
COVER……………………………………..………………………………...……..i
APPROVAL SHEET………………..………………………………………...….....ii
LEGITIMATION SHEET…………………………………………..……..……......iii
ADVISOR OFFICIAL NOTE…………………………………………..………......iv
APPROVEL ……………………………………………………………………...…v
DECLARATION OF AUTHORSHIP. ………………………………………..……vi
DEDICATION……………………………..……………………………….….........vii
MOTTO……..……………………………….……………………..……………….viii
ACKNOWLEDGMENT………………………………………………………..…...xi
PEDOMAN TRANSLITASI ARAB LATIN…………………………………....….xii
LIST OF TABLE……………………………………...……………………….……xiii
LIST OF PICTURE……………………………………...……………………....….xiv
LIST OF APPENDIX…………………………………...…………………….…….xv
TABLE OF CONTENT………………………………...…………………….……..xvi
ABSTRACT…………………………………..…………………………...………xviii
CHAPTER I: INTRODUCTION
1.1 Background of the Study…………………………………..………..1
1.2 Research Question………………………………………………..…8
1.3 Research Objective……………………………………………..…...8
1.4 Significance of the Study……………………………………..……..9
1.5 Limitation of the Study………………………………………..……10
1.6 Definition of the Key Term……………………………………..….10
CHAPTER II: REVIEW OF RELATED LITERATURE
2.1 Creativity………………………………………………………..….12
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2.2 Creative English Teaching….………………………………….….13
2.3 Creative English Teacher…….…………………………………....14
2.4 Learning Activities……………….………...……………….....….16
2.5 Previous Study……………………………………………….........19
CHAPTER III: RESEARCH METHOD
3.1 Research Design……………………………………………….…..23
3.2 Subject of the Study………………………...………………….….24
3.3 Research Instrument………………………………………….…....25
3.4 Data Collection……………………………………………….…....25
3.5 Data Analysis……………………………….……………….…….26
3.6 Verifying the Data………………………………………...…….....27
CHAPTER IV: RESEARCH FINDINGS AND DISCUSSION
4.1 Research Findings……………………………………….……...…28
4.2 Discussion……………………………………………….……...…38
CHAPTER V: CONCLUSION AND SUGGESTION
5.1 Conclusion……………………………………………….…..……47
5.2 Suggestion……………………………………………….………..48
REFERENCES
APPENDIXES
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ABSTRACT
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ABSTRACT
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التلخيص
مدرس اللغة االجنليزية يف تصوير أنشطة التعليم الشبكي
رمحاايين ,سيفيت .2021.إبتكار ّ
أثناء الوابء الكوروان لطالب فصل التاسع ابملدرسة املتوسطة احلكومية األوىل
سرجنات ابليتار .البحث العلمي .قسم تعليم اللغة االجنليزية .كلية الرتبية و
التعليم .جامعة موالان مالك إبراهيم االسالمية احلكومية ماالنج .املشرف :حرير
مبارك املاجستري.
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CHAPTER I
INTRODUCTION
This chapter presents some aspects related to the background of this study.
The discussion begins with the background of the study, research question, research
objective, significance of the study, limitation of the study, and definition of the key
terms.
strategy to enhance the welfare of human beings (Huskho, 2017). Through education,
humans have the potential, skill, intelligence, and attitude of a great life. Every
individual has to obtain an education because Allah SWT creates humans. It is clearly
The meaning is, "And Allah has extracted you from the wombs of your
mother knowing nothing, and He gave you hearing, sight, and conscience, so that you
may be grateful."
Based on that verse, Allah SWT emphasizes that humans are born without any
knowledge, and Allah gives them the mandate in the form of hearing, sight, and heart
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to be grateful by using them optimally for thinking and learning. Through education,
humans can carry out the mandate that Allah has given to them. Therefore, education
is a necessity to be carried out, and also through education, humans can become
knowledgeable creatures and be good humans in this world and hereafter. One of the
tool of communication and social control. As a human, they need to interact each
other.
language is used for all sides of social, commercial, business, and education aspect.
Therefore, the English language is needed for many students to survive and develop
in the international field. Based on those explanations, English teacher is the primary
key to student success in learning the English language. The English teacher should
understand student's needs and student's condition in studying the English language
(Anggrayani, 2015).
At the end of 2019, there was a virus comes from Wuhan, China. Coronavirus
disease 2019 (COVID-19) has been identified as a global disease outbreak virus by
the World Health Organization (Febri & Retno, 2020). In Indonesia, coronavirus
infected two people in Jakarta in March 2020. The coronavirus cases in Indonesia
were revealed after reports of Japanese citizens were positive. The problem was that
this Japanese citizen had just visited Indonesia. After the investigation from the
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Indonesian Government that Japanese citizens met those two Indonesian people. On
citizens contracted the virus in Jakarta (Mulyanti et al., 2020). Therefore, since
March, the coronavirus had entered Indonesia and quickly spread to several cities of
The Government rushed to make a strategy to break the chain of spreading the
virus Covid-19, such as stay-at-home, work from home, and know health protocols.
The Indonesian Government has put in place several strategies to control the spread
of disease in our community, and implementation plans that have been limited to
addressing the challenges of home-stay policy (Febri & Retno, 2020). These
challenges of stay-at-home impact one aspect of life. It may impact the education
process. Online learning is one of the instructions from the Government about doing
activities at home (Zaharah et al., 2020). Thousands of school closures are taking
situation and reduce the spread of the virus. Strengthening school planning and health
measures at the college can give students and the rest of the stakeholders a chance to
continue learning while preventing the spread of the disease (Toquero, 2020). Even
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respond to this, the Government has made online learning regulations, so that
a management system for education (Febliza & Oktariani, 2020). Facing online
learning during COVID-19, English teachers should prepare several learning media
and activities. One example of online learning media, which is already used in several
(Zaharah et al., 2020). Based on this situation, consequently, it makes the teaching-
learning monotonous and drives students to the passive learners. Therefore, during
online learning, teachers teach the English language through many kinds of
techniques and activities. According to Winston et al. l (2018), students who are
motivated to learn are more likely to use different active learning strategies.
because as teachers, they should make an impressive performance and help the
students to understand the materials (Sawyer, 2014). It can make students successful
and motivated in the learning process (Jacobs & Lawson, 2017). Creative teaching is
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how teacher attempts to make learning interesting, fun and engaging. Students will be
motivated when a creative teacher makes a learning process interesting, fun, and
achieve teaching objectives (Konder, 2012). Therefore, teachers should put their
creativity in all aspects of the learning process because it will influence the students'
success. In such reason, creative teaching is very needed in this situation, creative
process can be more interesting when a teacher has good creativity to elaborate the
activities, materials, and strategy in the learning process (Anton et al. l, 2019)
Teachers' creativity can be seen from the teacher's performance and the daily
activities of the teacher. With the excellent performance of a teacher, it will make
learning moves towards progress. According to Konder (2012), creative teachers can
experiences. The creative teacher will practice all the knowledge they have acquired
and transfer all existing knowledge to their students. Therefore, ideally, a creative
teacher must always create something new, both in terms of learning materials,
developing online learning activities in the ninth-grade class of SMPN 1 Srengat. The
researcher takes a great interest in this school because this school is one of the
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favorite junior high schools in Blitar regency. It is indicated from qualified and
every year. There have been many academic and non-academic championships in this
school. In addition, this junior high school got A accreditation from BAN-S/M. In the
out online learning, and has many new movements to improve the quality of online
learning. During pandemic COVID-19, this junior high school has a jargon “Stay
those all the reasons give the researcher point of view of how teacher put their
creativity in the online learning process. Therefore, the researcher is very excited to
Some previous studies are similar or related to English teacher creativity. The
first study was conducted by Yusica (2015), which discussed teachers' creativity in
creating English-speaking environments. The result of the study was that teachers
teaching, establishing classroom routines, clarifying teacher role, and enriching the
physical classroom environment. The previous study suggested for future researcher,
The second previous study was from Anggrayani (2015), which discussed
teachers' creativity in developing media and applying teaching media for teaching
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vocabulary. The result showed that there were many media used by the English
teacher such as media card, lollipop number, snake & leader, song, color game, funny
kangaroo game, fun English and Jazz chunk. The previous study suggested for future
applying media, the result of the study can be used as an additional reference with
The third previous study was from Huskho (2017), which discussed the
learning media. The result showed that teacher creativities in classroom management
students learning outcomes in social science subjects’ grade VIII at MTsN Malang
III. The previous study gave recommendation for the next researchers to conduct a
research dealing with the topic with add new variables to know the effect on student
The fourth previous study was from Khikmah (2019), which discussed
This study showed that various activities could motivate students in learning such as
group work, hockey pokey dance and games. The learning activities' design should
correspond to the student's age, interest, school policy. The previous study gave a
suggestion for the future researchers, with this study can be served as references for
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The last previous study was from Setiawan, Ahmad et al. (2019), which
discussed the role of creative teachers in teaching speaking performance. The result
showed the role of creative teachers in teaching speaking performance, such as media
use, strategies election, designing the lesson plan, and organize the material. The
previous study suggested to future researcher who wants to conduct research, to add
how English teachers’ creativity in designing online learning activities during Covid-
19. Thereby, the researcher carries out the study under the title: “English Teacher
In line with the study's background, the researcher prompted to seek English
going to observe:
Srengat?
2. What are the online learning activities designed by the English teacher
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1.3. Research Objective
In concordance with the problems stated above, the objectives of this study
There are two significances of this study. They are theoretical significance and
practice significance:
1) The researcher hopes that for the result of this study, it can be helpful
learning process.
2) The researcher hopes that the result of this study can provide
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1.4.2. Practice Significance:
1) The researcher hopes that an English teacher can use it for reference
2) The study's result can also be used as a reference for other researchers
activities.
In the field of the study, the researcher makes some scope and limitation
teacher creativity in designing online learning activities at the ninth grade of SMPN 1
Srengat. The researcher chooses one English teacher at the ninth-grade students of
SMPN 1 Srengat. At the ninth-grade students, he teaches in five classes, and the
researcher only chooses one of the classes. The research was conduct in ninth-grade
students in "H" classes. The researcher choose “H” class based on the English teacher
recommendation and “H” class is one of active classes than another classes.
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1) Creative teacher
The creative teacher is a teacher who can develop new ideas in teaching,
learning and develop new ways to educate, guide, and evaluate learners.
4) COVID-19
5) SMPN 1 Srengat
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CHAPTER II
REVIEW OF RELATED LITERATURE
This chapter presents some theories functioning as the basis of the research.
This chapter discusses creativity, creative English teaching, creative English teachers,
2.1 Creativity
the ability to create. Creativity is a process that can build new ideas, thoughts,
creativity is described as something new and unique. Creativity is the ability to create
results that are innovative, new, interesting, and valuable in society (Anggrayani,
2015). Creativity is the process of challenging ways and ideas of doing something
environment in their location. Thus, both changes within the individual and in the
develop science to generate ideas or ideas to solve the problems at hand. And then
individual, which marks the ability to create something entirely new or a combination
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of pre-existing works into something new that is done through interaction with the
academic attainment. When students are assessed to recognize and appreciate their
creative abilities, their academic performance increases. Creative activities can revive
students. The first way to start is by increasing the teacher's creativity, followed by
creative teaching. The teacher teaches their creativity in the teaching process.
use several activities which support achieving the learning goal. Creative teaching is
used for developing students' creative skills as well. The teacher is functionally
intended to encourage students to explore their skills, abilities, and knowledge. In this
case, the teacher must be aware of their task because real educators transmit or share
knowledge but are required to be creative and innovative. Indeed, creative teaching
takes much practice to come by, and it takes considerable time. This includes the
Riasati, 2003) are: "The first step is understanding nature of creativity, the second
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step is to practice your creativity, the third step is to use teaching strategies that foster
growing in all public and private education sectors. One of the consequences of the
spread English language is that education sectors need a good English teacher. School
English teachers, they can bring creativity to language learning because learning a
language is difficult for students. Creativity plays an essential role in affecting the
language learning process. English teacher creativity can engage and motivate their
2.3.1.1 Fluency
Fluency means the teacher can produce accurate ideas according to the
problem at hand. The ideas put forward are the right solution to overcome a problem.
For example, with the current pandemic conditions, teachers can generate online
learning ideas by using several activities that can support online learning for the
better.
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2.3.1.2 Flexibility
In this case, the teacher can open minds. This ability can be used to create new
and better learning ideas than previous ideas. By opening up space to receive input
from other people or students, the resulting ideas can satisfy all parties from a teacher
and student.
2.3.1.3 Originality
Originality means that the teacher creates new ideas. This ability is needed in
the learning process because it helps the learning process be more effective. When the
teacher gets a problem, when the teacher finds a solution by creating new ideas in
learning, the learning process returns to normal. Teacher creativity can be seen from
the new ideas that are successfully created and the success of these ideas when
implemented.
2.3.1.4 Elaboration
The teacher can see a problem in detail. The accuracy of a teacher in looking
at a problem will affect the quality of the results of his creativity. The more the
teacher pays attention to the details of the problem, the more specific the problem-
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2.4 Learning Activities
occurs (Jack, Chris & Donald, 2009). Learning activities refer to the teacher-guided
instruction task or assignment for their students. Learning activities are designed to
make students out of their books, sometimes out from their seats, make active
learning, and sometimes out of their familiar ways of thinking. In these learning
activities, the teacher is the primary key to designing learning activities. In designing
learning activities, one of them must consider how students understand new things
information, how they acquired new skills, or how they were developing new ways of
Learning activities must be designed, and then the learning process leads to
the achievement of the course and program outcomes. When creating or selecting
learning activities in the English language, English teacher should consider four
context.
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4. Speaking: students can talk, say the word in English, and express
their ideas.
The benefits of learning activities are the opportunity for the integration of the
four skills. Some learning activities may involve all four skills of the English
Language in a single activity. Such as, write a blank space in a song is one learning
activities involve four skills, listening, reading, speaking, and writing. Teachers
should design learning activities that are most likely to assist students in achieving
Based on (Jack, Chris, Donald, 2009), there is twelve common activities type
forms: conceptual, process, tool, context, or way of life. In this activity, the teacher
identifies resources, designs, and basic information and provides a set of critical-
thinking questions that guide them in building knowledge at the desired level.
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2.4.1.3 Students Teaching
Teachers know that those who teach the most learn and that the actual test of
understanding comes when a person is put to teach others. The more often students
play the role of teachers, the more often they play the role of teachers' responsibility
they will feel for the essential learning outcomes of the course.
2.4.1.5 Projects
identification and analysis levels, occur over more extended periods, and emphasize
formally delivering results. Projects that involve team training and development can
This may be a less formal variant of student teaching. Students present some
aspects of the class performance, such as homework solutions, quiz responses, peer
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2.4.1.7 Self-assessment and Peer Assessment
An activity where students assess themselves and each other can encourage
2.4.1.8 Self-Study
The nature of this activity is to make it possible for the student to make their
learning easier to meet the needs of the student criteria in their study. The role of the
2.4.1.9 Reading
material. Usually, they do not understand what they should have learned or what they
should do due to reading the material. Quizzes and short essay questions can motivate
students to come to a better class after the reading has been assigned.
2.4.1.10 Technology
with computers and classmates as they think, practice, and synthesize new
knowledge.
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2.4.1.11 Role Playing
issues related to a situation where they play a role. The instructor creates a scenario,
assigns appropriate roles, provides information, asks the groups to adopt a consistent
scenario with their roles, and uses their knowledge of the subject.
2.4.2.12 Consulting
expertise to questions and problems raised by learners. While this may be a helpful
starting point for just-in-time lectures, schools are advised to reduce time spent on
There are some previous studies are similar or related to teacher creativity in
developing online learning activities. Here, the summary from previous studies can be
used as guidelines for the researcher to conduct new research dealing with the related
topic and explain what makes this research different from the previous study.
The first study was conducted by Yusica (2015) under the title “Teacher
Darul Hikmah Tawangsari Kedungwaru Tulungagung." The result of the study was
that teachers conduct creativity in language teaching, such as employing many kinds
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communicative language teaching, establishing classroom routines, clarifying teacher
role, and enriching the physical classroom environment. What distinguishes this study
from previous studies above is that the research object in those previous studies
this research discusses online learning activities designed by the English teacher.
The second previous study was from Anggrayani (2015), under the title
Vocabulary in Mts Negeri Karangrejo, Tulungagung." The result showed that there
were many media used by the English teacher such as media card, lollipop number,
snake & leader, song, color game, funny kangaroo game, fun English and Jazz chunk.
What distinguishes this study from previous studies above is the object of research;
those previous studies discuss teacher creativity in developing teaching media for
vocabularies. In this research, the researcher focused on the online learning activities
The third previous study was from Huskho (2017), by the title “The Influence
toward Students Learning Outcomes in Social Science Subject." The result showed
significantly affects students' learning outcomes in social science subjects’ grade VIII
at MTsN Malang III. What distinguishes this study from the previous studies above is
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classroom management, while in this research, the researcher focused on the teacher
The fourth previous study was from Khikmah (2019) by the title "Teachers'
study showed that various activities could motivate students in learning, such as
group work, hokey pokey dance, and games. The learning activities' design should
correspond and appeal to the students' age, interest, school policy, media availability,
materials, and level of proficiency. What distinguishes this study from the previous
studies above is the research object. Those previous studies discuss learning activities
in offline classes and this research was discuss online learning activities.
The last previous study was from Setiawan, Setiawan et al. (2019) under the
title "Creative Teachers in Teaching Speaking Performance." The result showed that
the role of creative teachers in teaching speaking performance, such as media use,
strategies election, designing the lesson plan, and organize the material. What
distinguishes this study from previous studies above is that the previous focuses on
speaking skills. While this study focuses in all English language skills.
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CHAPTER III
RESEARCH METHOD
This chapter presents the research method used in this study. The discussion
begins with describing the research design, subject of the study, research instrument,
The research design of this study is case study design with a qualitative
the reality and the situation, object or subject characteristics systematically and
documents to get in-depth information in this study. And then, the researcher will
analyze and present the data which already gotten based on the research question.
phenomenon while the research is conducted. The research report determines the
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result of research about English teacher creativity in designing online learning
activities during COVID-19 at the ninth grade of SMPN 1 Srengat. The result of the
terms of the school's attractiveness and advantages. The researcher takes a great
interest in this school because SMPN 1 Srengat is one of the favorite junior high
schools in Blitar regency. It is indicated from qualified and outstanding teachers that
there is an increasing number of newly interested students every year. There have
been many academic and non-academic championships in this junior high school. In
In SMPN 1 Srengat, three English teachers teach in the ninth grade, the
researcher chooses one English teacher in the ninth grade. The researcher chooses
that English teacher because the teacher has two years more experience in teaching
the English language and the one attractive English teacher. In addition, before
choosing that English teacher the researcher did a small research by asked to several
students about the most attractive English teacher at SMPN 1 Srengat. The result
showed that the subject is considered suitable with the research focus of this study.
The teacher has creativity in designing online learning activities in teaching English
and experiences in teaching more than two years necessary to gain the data.
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3.3 Research Instrument
A research instrument is a tool used to measure, obtain, and analyze data from
the research topic. This research is following by two research instruments: Interview
and Documents.
The data gathered in this research from two primary sources. The data sources
1. Interview
Therefore, the interview will be done with one of the English teachers at
activities.
2. Documentation
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3.5 Data Analysis
Data analysis activities are carried out to filter all information about English
teacher creativity in designing online learning activities in the ninth grade of SMPN 1
Srengat. The data taken from interviews and documentation are analyzed from the
a. Data Reduction
interview with the English teacher about how English teacher creativity in
Srengat.
It is an activity of presenting the data that has been reduced, and then it is
c. Drawing conclusion
make the data valid. The drawing of conclusions starts at the beginning of
Then, in the final step, the researcher draws a conclusion. In other words,
it can be said that the conclusion is continuously analyzed and verified its
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3.6 Verifying the Data
Triangulation is to increase the validity and credibility of the data from the result
of the research. The reliability and validity of the data gained from a combination of
different aspects are data sources, theories, and methodologies. The aim is to extend
the more profound understanding of what being studied in the field (Bogdan &
Biklen, 1998). In this case, the researcher uses triangulation to get the validity of the
data. Related to source triangulation, the collected data and research findings are
checked based on Mulyana's (2010) theory for teacher creativity and the theory from
(Jack al. l, 2009) for the learning activities. The triangulation from both of the
theories is to conclude to enhance and support the validity of the data and findings of
this study.
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CHAPTER IV
designing online learning activities for the ninth-grade students of SMPN 1 Srengat.
The discussion begins with a description of the research findings and discussion.
During the pandemic, the learning process was carried out online. Teachers
must be creative in teaching online learning because online learning causes students
teaching process. A creative teacher will use several ways to make online learning
creativity is that teachers can make learning materials according to student needs and
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Creativity can be increase so that it can be helpful in life. The ninth-grade
holds seminars about how to teach correctly, and schools also include teachers in
online courses learning method to deliver material during online learning. This course
takes place simultaneously and can use many forms such as virtual classrooms,
instant messaging, and more. The English teacher uses several learning media such as
E-learning, Google classroom, Telegram, and WhatsApp. So that student can still get
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Bringing creativity in the learning process can be done by choosing material
appropriate to the level of students in the class and designing engaging learning
activities so that students can understand the material well. Those facts validated by
found problems in the online learning process conveyed by the English teacher. The
problem is about students' networks, so the online learning process did not run
follows:
"For the problem when teaching online, it is the internet network between
teacher and students. Because students come from different areas, there must
be obstacles related to the internet network. Also, the student's spirit in
learning is decreasing and lack communication between teacher and
students".
Based on the data interview. The English teacher in the ninth grade at SMPN
30
learning, as a teacher has to prepare several learning materials, learning method and
learning activities based on the students need and appropriate to the circumstance.
In the ninth grade at SMP 1 Srengat used his creative in choosing the learning
materials given to students during online learning. Learning materials used by the
based on the material, and another link of the web concerned with the material taught.
So, the online learning activity was reading. The students can read many materials by
"During a pandemic, the learning materials which I used to teach are LKS, a
handbook for students, give a web link to the students containing additional
materials from the internet and YouTube videos to help students more
understand about the materials and students can read the materials by
themselves."
However, by using the creativity of the ninth grade English teacher at SMP 1
Srengat can solve the online learning’s problem by always sharing material on the
learning platform prepared, giving time for QnA at the end of learning so students can
ask about material which not understand, constantly reminding students to study the
31
material through the WhatsApp group and asking for news directly to students who
quotation as follows:
"To deal with the online learning problems. By choosing interesting learning
activities so that students will not get bored. Always, allow time for QnA at
the end of the materials so that students understand the material well, and
always remind the students about the material and assignments given through
WhatsApp”.
To make it more attractive in the learning process, the researcher found that
the ninth-grade English teacher at SMP 1 Srengat designed online learning activities
that could attract students' interest to learn online. In creating learning activities, the
English teacher determines online learning activities that are suitable for students by
looking at the abilities of the students to be taught. So, online learning activities run
attractively and well. In addition, students become more active in online learning.
"When choosing the learning activities, it is seen from the terms of student's
abilities. There are some students from the lower group, and there are also
students in the upper group in understanding the material; therefore, when
determining the learning activities, the teacher should adjust students' ability
to understand the material".
Based on the finding above, the English teacher used his creativity to create
an online learning activity. In designing online learning activities, the English teacher
32
paying attention to student problems, provide a consulting time between students and
teacher to make learning better, giving time for QnA at the end of learning so
students can ask about material that has not been understood, adjusting the skills to be
taught, seeing the background of the students to be taught and choose engaging online
learning activities.
33
Datum 1: The process of online learning activities
distributed to students or using material sources from the web by providing links to
students, using YouTube links so that students can also get additional explanations of
the material. Students work on practice questions from LKS after the material is
delivered. Students have worked on the questions in the LKS; QnA activity is held
about the material delivered so that students can ask about material that has not been
understood. At the end of the lesson, the English teacher provides a Quiz Time by
Quizziz.com activity where students are given a link quiz and do it directly with the
The English teacher also designs online learning activities on each skill. For
speaking skills, students make videos about particular material and upload them on
YouTube or Google classroom, and the English teachers provide students with
material that must be read by themselves and understood according to the material
presented and following reading skills, for writing skills students make sentences and
uploaded in google classroom, sentences are made according to the material being
studied.
34
The following online learning activity is Quiz Time which is carried out at the
end of the lesson. Those facts were validated by interviewing quotation as follows:
Picture 4.1 Online learning activities reading. The English teacher uploaded the materials on the
E-Learning and students read the materials by themselves.
35
Picture 4.2 Online learning activities Quiz Time
36
Picture 4.4 Online learning activities consulting, the students did a consulting about
their problem in WhatsApp Group.
Picture 4.5 Online learning activities self-study. The English teacher give a material
from another Link and students study by themselves.
37
Table 4.2 The result of interviewing by English Teachers in designing
online learning activities.
Based on the finding above, the English teacher, with his creativity, was
designing online learning activities during COVID-19, there were making video,
4.2 Discussion
teaching also determine what methods, techniques and strategies can be used to teach.
Based on the data collection, the researcher finds of teaching approach, teaching
method, teaching strategy and teaching technique used by the English teacher at
SMPN 1 Srengat during online learning. The researcher will present the explanation
as follows:
38
1) Teaching approach
Based on the findings, in the online learning the English teacher used
Inquiry-Based Learning. This approach was very suitable to use in the online
learning because education plays an active role and this approach that places
learning experience.
2) Teaching method
The findings showed that, the method used by the English teacher are
material during online learning. This course takes place simultaneously and
can use many forms such as virtual classrooms, instant messaging, and more.
3) Teaching strategy
online learning activity. Such as, quiz time, QnA time, consulting, writing
4) Teaching technique
online learning process. Used online learning media such as Zoom Meeting
to make a virtual meeting with the students. Quiz time was made on the
39
Based on the explanation above the teaching strategy implemented by the
English teacher is conducting an online learning activity. Such as, quiz time, QnA
time, consulting, writing and make a video. According to the research findings, it has
been answered that the English teacher in the ninth grade at SMPN 1 Srengat used his
creativity in designed online learning activities and designed engaging online learning
activities. The researcher checking the data based on Mulyana's (2010) theory about
teacher creativity and theory from (Jack et al. 2009) about learning activities.
teacher the theory from (Mulyana 2010). The four characteristics are Fluency,
Flexibility, Originality, and Elaboration. The researcher will present the explanation
as follows:
a. Fluency
Fluency means the teacher can produce accurate ideas according to the
English teacher at SMPN 1 Srengat brings his creativity into online learning
to solve the problem with creates an online learning activity appropriate to the
40
videos, reading, writing, quiz time, QnA section, consulting and Teacher
presentation.
b. Flexibility
In this case, the teacher can open minds. This ability can be used to
create new and better learning ideas than previous ideas. By opening up space
to receive input from other people or students, the resulting ideas can satisfy
all parties, from a teacher and student. The English teacher at SMPN 1
Srengat can open his mind. The English teacher creates online learning
activities, namely consulting and opens QnA time. By consulting and QnA
time, students can consult and ask directly with the teacher regarding the
problems they are facing or constructive input so that online learning can run
c. Originality
Originality means that the teacher creates new ideas. This ability is
effective. When online learning was first held, the English teacher used E-
when teaching because several reasons make English teachers create new
English teachers create new ideas by creating online learning activities using
other online learning media such as Quiz Time which created using
41
activities, students become enthusiastic about learning and do not feel bored
d. Elaboration
looking at a problem will affect the quality of the results of his creativity. The
and solve them well. Before choosing the learning activities, the English
teacher adjusting the skill to be taught and seeing the students' backgrounds.
By those way the English teacher can design online learning activities which
showed that English teacher at SMPN 1 Srengat can see a problem in detail.
Table 4.3 The result of analyzing data between the theory of (Mulyana,
2010) and results from interview in how to design online learning activities.
42
6 Seeing the background of the students to be
taught
ELABORATION
7 Adjusting the skills to be taught
Based on the data above, the English teacher at SMPN 1 Srengat in designed
the online learning activities, the English teacher was implemented four of criteria for
creative teachers based on the theory of (Mulyana 2010), namely Fluency, Flexibility,
Based on theory from (Jack, Chris and Donald 2009) there is twelve common
In the researcher's findings data through interviews, the English teacher used
his creativity by making some interesting online learning activities in the online
learning process. Such as making videos, reading, writing, quiz time, QnA section,
consulting and Teacher presentation. Based on the theory from (Jack, Chris, and
Donald 2009) that the English teacher-designed five online learning activities,
43
a. Consulting
teacher creates online learning activities, namely consulting, which, after the
b. Interactive Lecture
extended period. The objective is to build border checks with a teacher, during
which learners test their understanding of what was presented. The English
teacher at SMP 1 Srengat uses these learning activities not to disturb when
c. Students Presentation
responses, peer assessments, and team assessments. The English teacher used
learning activity is for speaking skills. The following online learning activity
are writing sentences and Quiz Time. Quiz time created through a
44
Quizziz.com account and focuses on all skills. Quiz Time is very helpful for
been presented. In addition, the Englihs teacher also created online learning
d. Reading
written material but usually do not understand what they should have learned
or what they should be able to do due to reading the material. The English
skills, and understand the material. The English teacher upload the materials
e. Self-study
make their learning easier to meet the needs of the student criteria in their
study. The English teacher uses self-study activities by giving students links
to material from several sources to understand more about the material. The
English teacher provides YouTube links about material from other sources
45
The English teacher in the ninth grade at SMPN 1 Srengat used his creativity
process. The English teacher created five online learning activities: Consulting,
Interactive Lecture, Student Presentation, Reading, and Self-Study. With these online
learning activities, all ninth-grade students can learn well and understand the material
Table 4.4 The result of analyzing data between the theory of (Jack, Chris, and
Donald 2009) and results from interview in designing online learning activities.
46
CHAPTER V
This chapter presents a conclusion and suggestion from the researcher based
on the research about English teacher creativity in designing online learning activities
5.1 Conclusion
designing online learning activities for the ninth-grade students of SMPN 1 Srengat.
There are two conclusions. The first conclusion of this research is the way English
teacher used his creativity in designing online learning activities are by creating
learning activities, provide consulting time between students and teacher, giving time
for QnA, paying attention to student’s problem, seeing background of the students to
be taught and adjusting skill to be taught. Based on the data analysis the English
activities designed by the English teacher at the ninth grade of SMPN 1 Srengat.
Online learning activities designed by the English teacher are making video, writing,
47
reading, quiz time, QnA time, teacher explanation and consulting. Based on the result
of this study showed that the English teacher used five online learning activities
according to (Jack, Chris, and Donald 2009), and there are consulting, interactive
5.2 Suggestion
In this section, the researcher would like to deliver a few suggestions related
to the research and expected that these suggestions could grant helpful inputs for the
each other advice in designing online learning activities so that all students can carry
out online learning well and always pay attention to students' problems when learning
online. In addition, the researcher suggests to all English teachers in another school to
selected appropriate online learning activities after knowing the problem faced by the
The second suggestion is for future research. The researcher suggests future
research to find out more sources about online learning activities, especially in
learning the English language, to increase English teacher creativity in the English
48
REFERENCES
Baghaei, S. & Riasati, M.J. 3003. An Investigation into the Relationship between
Bogdan, C. Robert, and Biklen, Sari Knopp. 1998. Qualitative Research for
Bransford, J. D., Brown, A. L., & Cocking, R. R. (Eds.). (2000). How people learn:
Brain, mind, experience, and school. Washington, DC: National Academy Press.
Echevarria, J., Vogt, M., & Short, D. (2008). Making content comprehensible for
Fisher, Robert (2004) What is creativity? In Robert Fisher and Mary Williams (eds.)
Unlocking Creativity: Teaching Across the Curriculum 6–20. New York: Routledge.
Felder, R. M., & Silverman, L. K. (1998). Learning and teaching styles in
Gregerson, M.B., Synder, H.T., & Kaufman, J.C. 2013. Teaching creatively and
and utilization learning media toward students learning outcome in social science
Mulyana, A. Z. (2010). Rahasia menjadi guru hebat. Jakarta: Grasindo. Page 138-
139.
Setiawan, A., Munir, A., & Suhartono, S. (2019). Creative Teachers in Teaching
86.
Toquero, C. M. (2020). Challenges and Opportunities for Higher Education Amid the
COVID-19 Pandemic: The Philippine Context. Pedagogical Research, 5(4).
Winston, R. N., Train, C. B., Rudolph, J. M., & Gilette, C. (2018). Faculty
Zaharah, Z., Kirilova, G. I., & Windarti, A. (2020). Impact of Corona Virus Outbreak
towards Teaching and Learning Activities in Indonesia. SALAM: Jurnal Sosial dan
Budaya Syar-i, 7(3), 269-282.
APPENDICES
application, there are many obstacles from the internet network so that
teacher has to build learning that is not saturated and pleasing the
students. Use the learning activities that can make students understand
conducts a seminar related with teaching process and the school also
events.
SMPN 1 Srengat?
A: For the book, use LKS and buku paket dari sekolahan.
10. Q: How are the learning methods you apply during this online
12. Q: How do you solve the problem during teaching online learning?
bored. Always, allow time for QnA at the end of the materials so that
students understand the material well, and always remind the students
A: Yes, I did it
14. Q: How do you determine the online learning activities that you
will develop?
student’s abilities. There are some students who are from the lower
group and there are also students who are in the upper group in
material.
15. Q: How do students respond when they are using the online
who are at the upper level, their response is very good they are very
active in the learning process but for students at the lower levels their
response is very lacking and they are also inactive during online
learning.
B. Online Learning Activities Developed by The English Teacher
16. Q: What are the online learning activities that have you created?
Mention it and state the suitability of the skills used by each online
learning activity.
give the link for the additional materials from the internet and online
meeting use technology, consulting, QnA time at the end of the class,
17. Q: Which one of the best learning activities that you created?
A: From all the learning activities, the best learning activities that can
make students active and understand well about the material during
this quiz time students will understand well the material that has been
presented properly and as a teacher I can take the result of the quiz to
can create the quiz. I have made a quiz before class starts; the question
of the quiz is about the material that will be discussed during online
learning. After the explanation of the materials and the QnA about the
materials, I will share the link of the quiz and then students will do
quizzes online and within the specified time. For the result of the quiz,
because students cannot cheat their friends’ work and students have to
well about the material that has been delivered. So, students also
become active during the learning process and listen to the teacher
that I share to students. The problem is, of course when there are
several students having trouble when opening the quiz link because the
Online learning activities by Reading. The English teacher already share the
materials in Google classroom and students read the materials by themselves.
Appendix 7: One example of Lesson Plan by English teacher
A. TUJUAN PEMBELAJARAN
Setelah mengikuti kegiatan pembelajaran, peserta didik diharapkan dapat :
Pertemuan 1
1. Mengidentifikasi struktur teks dari text naratif.
Pertemuan 2
1. Menemukan informasi tertentu dari text naratif.
2. Menyusun kalimat acak menjadi paragraf benar..
B. LANGKAH PEMBELAJARAN
Pertemuan 1
a.Kegiatan Pendahuluan (10 menit)
1. Guru memastikan siswa siap dalam proses PJJ.
2. Guru menyapa, memberi salam, menanyakan keadaan peserta didik.
3. Guru memeriksa kehadiran siswa
4. Guru memberi tahu siswa tentang KD yang akan dipelajari dan dicapai.
5. Guru memberi pertanyaan kepada siswa tentang materi yang akan
dipelajari.
PENILAIAN
a. Penilaian sikap : Berdasarkan keaktifan selama PJJ
Pertemuan 2
a. Kegiatan Pendahuluan (10 menit)
1. Guru memastikan siswa siap dalam proses PJJ.
2. Guru menyapa, memberi salam, menanyakan keadaan peserta didik.
3. Guru memeriksa kehadiran siswa
4. Guru memberi tahu siswa tentang KD yang akan dipelajari dan dicapai.
b. Kegiatan Inti (60 Menit)
1. Guru memberi task kepada siswa untuk dikerjakan (lks hal 28).
2. Guru memberikan bimbingan kepada siswa dalam mengerjakan task.
3. Guru mengadakan tanya jawab tentang pengerjaan task.
4. Siswa mengirimkan hasil kerjaannya.
PENILAIAN
a. Penilaian sikap : Berdasarkan keaktifan selama PJJ
b. Penilaian pengetahuan : Tugas tertulis
Once upon a time in west java, lived a writer king who had a beautiful daughter. Her
name was Dayang Sumbi. She liked weaving very much. Once she was weaving a
cloth when one of her tools fell to the ground. She was very tired, at the same time
she was too lazy to take it. Then she just shouted out loudly.
Anybody there! Bring me my tool. I will give you special present. If you are
female. I will consider you as my sister if you are male, I will marry you. Sunddenly
a male dog, its name was Tumang came. He brought her the falling tool. Dayang
Sumbi was very surprised. She regretted her words but she could not deny it. So she
had marry Tumang and leave her father. Then they lived in a small village. Several
months later they had a son. His name was Sangkuriang. He was a handsome and
healthyboy.
Sangkuriang liked hunting very much, especially deer. He often hunted to the wood
using his arrow. When he went hunting , Tumang was always with him.
One day Dayang Sumbi wanted to have deer’s heart so she asked Sangkuriang to
hunt for a deer. Then Sangkuriang when to the wood with his arrow and his faithful
dog. Tumang, but after several days in the wood Sangkuriang could not find any
deer. Then where all disappeared. Sangkuriang was exhausted and desperate. He
did not want to disappoint her mother so he killed Tumang. He did not know that
Tumang was his father. Tumang’s heart to her mother. But Dayang Sumbi knew
that it was Tumang’s heart. She was so angry that she could not control her
emotion. She hit Sangkuriang at his head Sangkuriang was wounded. There was a
scar in his head. She also repelled her son. Sangkuriang left her mother in sadness.
Many years passed and Sangkuriang became a strong young man. He wandered
everywhere. One day he arrived. at his own village but he did not realize it. There
he met Dayang Sumbi. At the time Dayang Sumbi was given an eternal beauty by
God so she stayed young forever. Both of them did know each other. So they fall in
love and then they decided to marry. But then Dayang Sumbi recognized a scar on
Sangkuriang’s head. She knew that Sangkuriang was his son. It was impossible for
them to marry. She told him but he did not beliave her. He wished that they marry
soon. So Dayang Sumbi gave very difficult condition. She asked Sangkuriang to
build a lake and a boat in one night! She said she needed that for honeymoon.
Sangkuriang agreed. With the help of genie and spiritis, Sangkuriang tired to build
them. By midnight he had completed the lake by building a dam in Citarum
river. Then he started making the boat. It was almost dawn when he almost finished
it. Meanwhile Dayang Sumbi kept watching on him. She was very worried when she
knew this. So she made lights in the east. Then the spiritis thought that was already
dawn. It was time for them to leave. They left Sangkuriang alone. Without their
help he could not finish the boat.
Sangkuriang was angry. He kicked the boat. Then the boat turned upside down. It,
leter, became Mounth Tangkuban Perahu. Which means an upside-down boat. From
a distant the mount really looks like an upside-down boat.
QUIZ
Lampiran 2
Arrange into good order!
1. He fell in love with her at the first sight.
2. There he met Dayang Sumbi..
3. He did not know that she was Dayang Sumbi.
4. One day Sangkuriang went back to his village.
5. He was big and strong.
Jawaban : 4,5,2,3,1.
Appendix 8: Writer Biography
WRITER BIOGRAPHY
Septi Rahmayanti
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