Enhancing Primary School Teachers’ Creative Writing Skills through Reflective Training
In the domain of education, great teachers are those who facilitate students’ learning effectively in an inspiring learning environment. Therefore, they should continuously develop and empower their professional and pedagogical competencies. In fact, there emerge abundant ways to empower themselves, and one of which is through the so-called ‘reflective training’. As empirical evidence, English teachers in specific primary schools have not reached the expected level of CEFR criteria for creative writing (B1 at the minimum). For this reason, this study adopted action research via the implementation of reflective training to enhance the subjects’ creative writing skills in one cycle incorporating planning, taking action(s), observing, and reflecting. Three instruments were employed, i.e., writing tasks, observation sheets, and questionnaires. Creative writing rubrics were taken from CEFR and Mozaffari to evaluate teachers’ writing. The training made the teachers engaged in producing a piece of creating writing as output and allow them to reflect and improve it with the elements of creative writing aspects namely image, characterization, voice, and story. Teachers have successfully completed their writings with theories and skills in their writing products to reach the B2 CEFR level in creative writing.
Keywords: primary school teachers, creative writing skills, reflective training, CEFR
 Peraturan Pemerintah. Undang-Undang Republik Indonesia Nomor 14 Tahun 2005 tentang Guru dan Dosen. Jakarta: Departemen Pendidikan Nasional Republik Indonesia; 2005.
 Sulistyo, G.H., Rachmajanti. S., Suharyadi, & Muniroh, S. Empowering Teachers’ Professionalism for Students’ Better Learning through Reflective Training: A Theoretical Framework for Sustainable EFL Teacher Professional Development. Advances in Social Science, Education and Humanities Research, 2018;164:119-124.
 OECD. PISA 2018 results: Combined executive summaries (Volume I, II, & III); 2019. Retrieved from https://www.oecd.org/pisa/Combined_Executive_ Summaries_PISA_2018.pdf.
 Kemendikbud. Panduan Gerakan Literasi Sekolah. Jakarta: Kementrian Pendidikan dan Kebudayaan; 2016.
 Bruner, J. Learning Theories in Education. Cambridge: Harvard University Press; 1960.
 Rachmajanti, S & Sulistyo, G. H. EYL teachers’ view on Literature Circle Strategy: Strengths, challenges, opportunities, and threats, in N. Hayati, Suharyadi, Andreani, S. & U.P. Astuti (Eds.).The Changing face of ELT: A festschrift for Prof. Ali Saukah and Prof. M. Adnan Latief (pp. 92-106). Malang: UM Press; 2020.
 Ariani, N., Rachmajanti, S. & Rahmanintyas, H. Improving ICP Primary School Teachers’ Writing Competences through Process-Oriented Training. in N. Hayati, Suharyadi, S. Andreani & U.P. Astuti (Eds.). The Changing face of ELT: A festschrift for Prof. Ali Saukah and Prof. M. Adnan Latief (pp. 92-106). Malang: UM Press; 2020.
 Puchta, H & Williams, M. Teaching Young Learners to Think. Hebling Languages; 2011.
 Pinter, A. Teaching Language to Young Learners. New York: Macmillan; 2015.
 Council of Europe. Common European Framework of Reference for Languages: Learning, Teaching, Assessment. Cambridge, U.K.: Press Syndicate of the University of Cambridge; 2018.
 Burroway, J. Imaginative writing: Elements of craft. New York: Penguin; 2011.
 Mills, P. The Routledge creative writing coursebook. New York: Routledge; 2006.
 Latief, M. A. Research Methods on Language Learning: An Introduction. Malang: Universitas Negeri Malang; 2013.
 Kemmis, S. & McTaggart, R. The Action Research Planner. Geelong: Deakin University Press; 1998.
 Mills, G. E. Action Research: A guide for the teacher researcher. Ohio: Pearson Education; 2003.
 Burns, A. Doing Action Research in English Language Teaching. New York: Routledge; 2010.
 Hyland, K. Second Language Writing. UK: Cambridge University Press; 2003.
 Carter, K. Teaching Descriptive Writing through Visualization and the Five Senses. In English Teaching Forum, 2015;53(2):37-40.
 Mozaffari, H. An Analytical Rubric for Assessing Creativity in Creative Writing. Theory and Practice in Language Studies, 2013;3(12). DOI: 10.4304/tpls.3.12.2214-2219
 Weigle, S.C. Assessing writing. UK: Cambridge University Press; 2002.
 Akkaya, N. Elementary Teachers’ Views on the Creative Writing Process: An Evaluation. Educational Sciences: Theory & Practice, 2014;14(4):1499-1504. DOI:10.12738/estp.2014.4.1722
 Weldon, F. On Assessing Creative Writing. New Writing, 2010;6(3). DOI: 10.1080/14790720903556734
 Martin, A., Tarnanen, M., & Tynjala, P. Narrative of professional development in a teachers’ creative writing group. New Writing. 2021. DOI: 10.1080/14790726.2021.1900274
 Yoo, J. Teachers as creative writers: needs , desires, and opportunities for growth. New Writing. 2017. DOI: 10.1080/14790726.2017.1391296