Title : Creative Thinking in ELT
Date : 9 October, 2016
Venue : Graduate School Auditorium UHAMKA Jl. Warung Buncit Raya 17 Jakarta
First of all, I would like to thank Head of GFETC for giving me the opportunity to attend the ELT Workshop at UHAMKA. The workshop was very interesting and gave the opportunity to learn many issues in regards to infusing creative thinking into English teachings. As a trainer who needs to instigate trainees to be creative thinkers for learning purposes, I find it was a very enriching experience for me. I will describe briefly below some elements in the workshop.
- The workshop is designed to : 1) provide insight and understanding regarding the key concepts 2) discuss practical steps in infusing creative thinking into ELT teachings
- The workshop was well attended by university lecturers, school teachers and administrators, and university students in the master’s and doctoral programs; around 35 participants were present.
- The workshop started late (2 hour) at 12.30 p.m. The opening speech was delivered by Head of English Education of UHAMKA Graduate School Dr. Suciana W. Rahayu. The workshop was led by Hamzah Puadi Ilyas, Ph. D. a lecturer from Graduate School of English Education UHAMKA.
- The first session was presentation by Ilyas on paradigms in the undertaking of creative thinking. Though critical thinking has been officially written as one of education objectives in Indonesia as written in the Regulation of the Republic of Indonesia Number 17 Year 2010 Regarding Educational Management and Administration, it seems that schoolteachers in Indonesia have not understood yet what it is and realized the importance of critical thinking for students and professionals. This might be because there is no clear conception of what kind of critical thinking needed in education in Indonesia, or probably because Indonesian schoolteachers do not really know how to encourage students’ critical thinking as they may still be confused with the concept. The presenter emphasized that critical thinking can contribute to Indonesian students, as it has been admitted by many authors to have a lot of benefits in various aspects of life and for students and professionals (Alfaro-LeFevre, 2003; Bandman & Bandman, 1995; Brown & Rutter, 2007; Cottrell, 2011; Forshaw, 2012; Milos & Hitchcock, 2005; Sharma & Elbow, 2000).
- Then the presenter proposes Ilyas’ critical thinking framework. This framework is the result of synthesising, examining and evaluating critical thinking taxonomies (using Benjamin Bloom’s taxonomy), strategies, programmes and tests. There are nine dimensions to make questions: Clarification, Assumptions, Reasons and Evidence, Viewpoints or Perspectives, Implication, Consequences and Alternatives, Question, Predictions, Agreement and Disagreement, as well as Summary and Conclusion. In each dimension, there are many sample questions that a teacher can ask to students to enhance their critical thinking. Applying critical thinking to reading texts not only promotes reading comprehension skills but also encourages students’ independence in analysing and criticizing the texts, thus avoiding them to become the victims of text propaganda.
- The second session was the workshop. The participants are grouped into four teams and each team must create critical thinking activities based on the English book they generally use for teaching. I got team 1 and I had the chance to present our team result on the first turn. Our group use Evan Frendo’s English for Accounting and we made 5 questions for pre-reading activities using Ilyas’ critical thinking framework. All teams were successful in creating ELT activities using Ilyas’’ CT framework.
- The seminar ended at 15.30 WIB with the official closing by the presenter.
Jakarta, 11 October 2016
Efi Dyah Indrawati