English (United Kingdom)

https://curated-unify.zendy.io/wp-json/zendy-region/v1/featured_content/oa?rat=en

https://curated-unify.zendy.io/wp-json/zendy-region/v1/highlighted_journal/

Global: Zendy Plus annual

Presents the access of premium content as premium feature

Premium Content

Presents the keyphrase highlighting as premium feature

Keyphrase Highlighting

Presents the summarisation as premium feature

Summarisation

Insights

Presents the pdf analysis as premium feature

PDF Analysis

Presents the zaia usage as premium feature

ZAIA

Global: Zendy Tools annual

Global: Zendy Free Plan

Global: Zendy Tools monthly

Global: Zendy Plus monthly

Although many approaches and learning models have been implemented in teaching English, the learning objectives of teaching English have not been achieved maximally. One of the causes is the inappropriateness of models/methods/techniques implemented. It happens in teaching and learning process, especially on teaching reading, whereas a teacher tends to do evaluation or testing directly without guiding students to comprehend the text. Because of that, the creative learning model, that is a model that combines the model suggested by 2013 curriculum and another model/method/technique/strategy, have been developed by a student of in-service teaching program on reading skill in Senior High (SMA). The combination of scientific approach (SA), discussion, collaboration, and visualization has been conducted on the right steps or procedures. In the stage of collecting the data, teacher discusses deeply the general information and specific information before asking the students to do the task. Moreover, in teaching and learning process, creative thinking or critical thinking has been conducted started from pre-activities whereas students are supported to think creatively by doing prediction and hypothesis related to the materials that will be learned. The critical thinking in whilst-activities is seen clearly while students give simple explanation, conclusion, opinion, and find an alternative solution. Those can be categorized in cognitive level as analysis (C4), evaluation (C5), and creation (C6) (Anderson and Krathwohl, 2001). Keywords—creative teaching model; reading comprehension

Creative Learning Model to Support Senior High Students in Reading Comprehension