IMPLEMENTING CREATIVE PROBLEM- BASED LEARNING MODEL IN ENGLISH CLASSROOM: STUDENTS‟ AND TEACHERS‟ VOICES
The present study examines the feasibility of Creative Problem- Based Learning (CPBL) model for teaching English in Vocational High Schools (VHS) context. This study is the second phase of the two-years research and development (R&D). It belongs to qualitative research to dig up information on how this learning model can be well implemented for enhancing students‘ English competence. This study involved five teachers and several students of five schools from different regions conducted in the academic year of 2018/2019. Data were gathered from questionnaire, observations, and interviews. To check the trusworthiness, data/ source of data and methods of triangulation techniques were employed and then analyzed using interactive model analysis of Miles, Huberman, and Saldaña (2014), consisting of: data condensation, data display, and drawing conclusion/ verification. The results show that teachers find CPBL model is beneficial for English classroom to date with scientific approach dues to its simplicity and practicability of its syntax abbreviated as DEAR. In addition, teaching and learning through this model brings instructional and some nurturant effects for students‘ 4 Cs (critical thinking skills, creative - problem solving skills, communication skills and collaboration skills). Whereas, from students‘ voices, it can facilitate them to engage in some challenging activities, enhance collaboration with their friends, as well as improve their communicative competence.