Developing teachers’ creative writing skills to support the school literacy program

The problem faced by SDN Girimoyo 02 in implementing the school literacy movement was the lack of the number and type of reading material. This problem was overcome through the empowerment of teaching writing skills. Therefore, the aim of this community service was to provide creative writing assist...

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Autores principales:	Daroe Iswatiningsih, Fida Pangesti, Sudiran
Formato:	article
Lenguaje:	ID
Publicado:	Universitas Muhammadiyah Malang 2020
Materias:	creative writing skills reading material school literacy program Human settlements. Communities HT51-65
Acceso en línea:	https://doi.org/10.22219/jcse.v1i2.12240 https://doaj.org/article/928cf0af29e744e79838e2eb1261eefa
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spelling	oai:doaj.org-article:928cf0af29e744e79838e2eb1261eefa2021-11-14T10:36:12ZDeveloping teachers’ creative writing skills to support the school literacy programhttps://doi.org/10.22219/jcse.v1i2.122402722-42442722-5291https://doaj.org/article/928cf0af29e744e79838e2eb1261eefa2020-08-01T00:00:00Zhttps://ejournal.umm.ac.id/index.php/jcse/article/view/12240https://doaj.org/toc/2722-4244https://doaj.org/toc/2722-5291The problem faced by SDN Girimoyo 02 in implementing the school literacy movement was the lack of the number and type of reading material. This problem was overcome through the empowerment of teaching writing skills. Therefore, the aim of this community service was to provide creative writing assistance for SDN Girimoyo 2 teachers so that teachers can contribute reading material to fill the existing gaps. The service method was carried out through workshops and collective and personal mentoring, face-to-face and online. The results of the activity show that the teacher's main problem was exploring ideas or topics to be written about and starting to write. There were doubts and distrust of the teacher when writing, afraid that the idea is not good, not quite right, and not good. Likewise, when starting to write, the first sentence of the writing is felt to be insufficient. For this reason, the handling was carried out on the teacher by strengthening self-confidence, practicing simple writing that starts from experience to develop in writing accompanied by arguments or rationality, and writing assistance. Through this activity, teachers feel very helpful and motivated to optimize the implementation of GLS in schools. Teachers have been able to access various information related to cultural literacy and produce a joint workbook.Daroe IswatiningsihFida PangestiSudiranUniversitas Muhammadiyah Malangarticlecreative writing skillsreading materialschool literacy programHuman settlements. CommunitiesHT51-65IDJournal of Community Service and Empowerment, Vol 1, Iss 2, Pp 93-101 (2020)
institution	DOAJ
collection	DOAJ
language	ID
topic	creative writing skills reading material school literacy program Human settlements. Communities HT51-65
spellingShingle	creative writing skills reading material school literacy program Human settlements. Communities HT51-65 Daroe Iswatiningsih Fida Pangesti Sudiran Developing teachers’ creative writing skills to support the school literacy program
description	The problem faced by SDN Girimoyo 02 in implementing the school literacy movement was the lack of the number and type of reading material. This problem was overcome through the empowerment of teaching writing skills. Therefore, the aim of this community service was to provide creative writing assistance for SDN Girimoyo 2 teachers so that teachers can contribute reading material to fill the existing gaps. The service method was carried out through workshops and collective and personal mentoring, face-to-face and online. The results of the activity show that the teacher's main problem was exploring ideas or topics to be written about and starting to write. There were doubts and distrust of the teacher when writing, afraid that the idea is not good, not quite right, and not good. Likewise, when starting to write, the first sentence of the writing is felt to be insufficient. For this reason, the handling was carried out on the teacher by strengthening self-confidence, practicing simple writing that starts from experience to develop in writing accompanied by arguments or rationality, and writing assistance. Through this activity, teachers feel very helpful and motivated to optimize the implementation of GLS in schools. Teachers have been able to access various information related to cultural literacy and produce a joint workbook.
format	article
author	Daroe Iswatiningsih Fida Pangesti Sudiran
author_facet	Daroe Iswatiningsih Fida Pangesti Sudiran
author_sort	Daroe Iswatiningsih
title	Developing teachers’ creative writing skills to support the school literacy program
title_short	Developing teachers’ creative writing skills to support the school literacy program
title_full	Developing teachers’ creative writing skills to support the school literacy program
title_fullStr	Developing teachers’ creative writing skills to support the school literacy program
title_full_unstemmed	Developing teachers’ creative writing skills to support the school literacy program
title_sort	developing teachers’ creative writing skills to support the school literacy program
publisher	Universitas Muhammadiyah Malang
publishDate	2020
url	https://doi.org/10.22219/jcse.v1i2.12240 https://doaj.org/article/928cf0af29e744e79838e2eb1261eefa
work_keys_str_mv	AT daroeiswatiningsih developingteacherscreativewritingskillstosupporttheschoolliteracyprogram AT fidapangesti developingteacherscreativewritingskillstosupporttheschoolliteracyprogram AT sudiran developingteacherscreativewritingskillstosupporttheschoolliteracyprogram
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Developing teachers’ creative writing skills to support the school literacy program

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