Proceedings of First International Conference on Culture, Education, Linguistics and Literature, CELL 2019, 5-6 August, Purwokerto, Central Java, Indonesia

Research Article

Reflective Practice and Teaching Creativity of Indonesian ELT Practitioners within the Postmethod Paradigm

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  • @INPROCEEDINGS{10.4108/eai.5-8-2019.2289784,
        author={Muhamad  Ahsanu},
        title={Reflective Practice and Teaching Creativity of Indonesian ELT Practitioners within the Postmethod Paradigm},
        proceedings={Proceedings of First International Conference on Culture, Education, Linguistics and Literature, CELL 2019, 5-6 August, Purwokerto, Central Java, Indonesia},
        publisher={EAI},
        proceedings_a={CELL},
        year={2019},
        month={11},
        keywords={pmc pmp rp tc elt indonesian context},
        doi={10.4108/eai.5-8-2019.2289784}
    }
    
  • Muhamad Ahsanu
    Year: 2019
    Reflective Practice and Teaching Creativity of Indonesian ELT Practitioners within the Postmethod Paradigm
    CELL
    EAI
    DOI: 10.4108/eai.5-8-2019.2289784
Muhamad Ahsanu1,*
  • 1: Jl. Profesor DR. HR Boenyamin No.708, Dukuhbandong, Grendeng, Kec. Purwokerto Utara, Kabupaten Banyumas, Jawa Tengah 53122, Indonesia
*Contact email: ahsanu.muhamad@yahoo.com

Abstract

This article discusses the interconnection between reflective practices, teaching creativity under post-method paradigm in the practice of English language teaching (ELT) practitioners in Indonesian context. It aims to explore the extent to which Indonesian ELT practitioners are engaged in the post-method paradigm in terms of its pedagogy of particularity, practicality and possibility through reflectivity and creativity. This research takes a qualitative approach, collecting the data using observation, interview and documents, and analysing the data using content analysis. The findings suggest that qualitatively Indonesian ELT practitioners are both reflective and creative in their teaching; their practice is not impulsive and repetitive; they evaluate their own teaching and reflect on what is happening and what happened in their class; they also solve classroom problems creatively by particularizing their teaching approach and technique; and they are not dependent on a certain prescriptive method, but they use and develop their own way of teaching.