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competence that demand writing in fantasy story
learning is Basic Competence 4.4 “To present
creative ideas in the form of fantasy story in oral and
written form by paying attention to the structure and
language usage.”
Based on the elaboration, one way to cope with
the writing problems is by implementing learning
model that is able to stimulate the students to develop
their creative thinking in writing. One of the learning
models that can be implemented is Treffinger
learning model (created by Donald J. Treffinger).
Treffinger learning model is one of the learning
models that directly deals with the creativity
problems. By involving both cognitive and affective
skills at every stage of this model, Treffinger shows
relationship and dependency between the two in
encouraging the creative learning process.
The problem that is aimed to be solved by this
model is that whether the comic-based Treffinger
learning model is effective to improve the students’
skills in writing fantasy story.
2 THEORETICAL REVIEW
Dr. Donald J. Treffinger is the first person to
introduce Treffinger learning model in 1986. He is the
president of creative learning center in Sarasota,
Florida. He has written more than 60 books and 300
articles of scientific work. Treffinger is also actively
involved as a speaker or instructor throughout US and
lecturer in other countries that focuses on creativity,
CPS, talent development, and problem-solving
techniques (Treffinger, 2006).
Treffinger learning model is also known as
Creative Problem Solving (CPS) that attempts to
engage students to think creatively in facing
problems. According to Treffinger (as cited in Huda,
2013), the initiation of this model is because of the
development era condition that is rapidly changing
and the more complexity of the problems
encountered. In order to cope with the problem,
creative thinking is needed, so that any kind of
problems can provide various alternatives.
The creative learning process in this model covers
the divergent thinking process (thinking process
which is in various directions and producing a lot of
alternative solutions) and convergent thinking
process (thinking process that seeks for single
answer). That process assists the students to think
creatively in solving problems, supports the students
in mastering the concepts of material taught, and
providing chances to the students to perform their
competence. By having creativity, the students are
able to discover solutions to problems faced.
Treffinger explains three stages of creative
learning, which are Stage 1: Basic tools (using open
questions and brainstorming), Stage II: Practice with
Process (covering implementation, analysis,
synthesis, and assessment. The affective aspects in
this stage II involve the openness of the compound
feelings and conflict, directing attention to the
problem, using imagination, relaxation, and the
development of psychology “safety” in being
creative).
The concept of Treffinger learning model
development is based on the concept of Joyce, Weil,
and Calhoun (2016) that covers (a) model orientation,
(b) teaching model, (c) instructional effect, and (d)
nurturant effect.
The learning that is conducted by using this model
is fantasy story. Fantasy story as one of the learning
material of Indonesian language subject can enable
the students to earn new ideas to the things that has
never been thought before. According to Harsiati et
al. (2016), fantasy story is one of the story genres that
is essential to drill creativity. Meanwhile, Ryuzaki
(2016) says that fantasy story is a writing genre in a
form of fantasy, wishful thinking, and imagination of
the writer. This story is created with full of creativity
and the development of the writer’s sense of fantasy.
3 METHODOLOGY
The methodology employed in this research is
research and development. This method is chosen to
produce certain product, and examine the
effectiveness of the product. In this research, comic-
based Treffinger learning model is developed in
fantasy story writing skills.
In this research and development, the procedure
that the researcher used is based on Borg and Gall
concept. According to Borg and Gall (as cited in
Sukmadinata, 2012), there are ten steps of research
and development implementation, which are (1)
research and data collection, (2) planning, (3)
development of the draft product, (4) preliminary
field testing, (5) field testing revision, (6) field
testing, (7) the completion of field testing product, (8)
operational field testing, (9) final product completion,
and (10) dissemination and implementation.
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Conference in collaboration with the First International Conference on Language, Literature, Culture, and Education
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