EFL SECONDARY STUDENTS’ PERCEPTION OF

CREATIVE WRITING: A SURVEY STUDY

Atmarita
UniversitasNegeri Malang

Abstract: The practice of creativewriting is common in tertiary level, and the implementation on
the secondary level of education needs adequate information related to the students’ perception on
the issue. The research aims investigate the students’ perception on English language learning,
narrative text, and creative writing. The result shows that students likes English for academic and
future career reasons, and dislikes for its complicated pronunciation and difficult forms. The most
used media in learning English is smartphone regards to its availability, mobile and easy accessed
reasons. The students’ exposure to the narrative text was since 9 grade, 8 grade and 10 grade. The
students’ preferences of the forms are mostly diary, short stories, oral forms (chatting and
monologues), and poems. Most of the participants are seldom write their experiences into creative
writing. Mostly, the teachers gave the assignments related to fables and folktales rather than the
students’ own imaginative stories. The ideas of writing mostly came from teachers, written and
spoken information, students’ own idea, film and TV, and their friends’ ideas. On facing their
problem of English learning, the students mostly took the common solution, teachers’ suggestion,
alternative solution, others’ advices, and new and creative problem solving. The topic of the
students’ creative writing are preferred to be easy, given by teacher, on their mastery, new, self-
made and challenging, and viral ones on social media. This findings reflects the level of creative
writing on narrative text is not on the satisfactory level.The results of this study can be used as the
preliminary study on implementing creative writing of narrative text toward secondary students.

Keywords:students’ perception, creative writing

Introduction
Mostly, the college students is familiar with creative writing practices.
Most of the language department today, especially English, offer courses in
literature in which includes creative writing. Creative writing does not require a
gifted and high proficiency EFL college students, as the writing activity is meant
to focus on communication rather than grammatical and spelling correctness (Al-
Jarf, 2007). The students become better writers when they are given spaces to
authoring their own words creatively and purposely (Wood and Lieberman, 2000;
Locke et al, 2011), and experiencing its benefits (Yoo, 2017) through creative
writing. Therefore, creative writing can be an alternative offer to improve
students’ writing ability.
Creative writing relies much on the students’ imagination. Creative writing
is defined as the imaginative yet original literary production or composition as the
result of individual’s power to draw, create, set purpose and intentions, and act on
the imagination (Wood and Leiberman, 2000; Ramet, 2007).It showed the
students’ affective involvement, innovative expressions, sophisticated themes,
more verbal originality and flexibility (Al-Jarf, 2007). As creative writing
engaged in life writing (biography and autobiography), it proposes an opportunity

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that might generate changes of students’ perception, even changes in one’s way of
being, beyond academic goals (Prescott, 2012). Moreover, the students indicate
more positive attitudes and moods in creative writing assignments rather than in
writing research papers (Kaufman and Kaufman, 2009).
Despite of the benefits, a little studiesis conducted to creative writing
practices in secondary level of education. The students used to write a
composition exclusively as a part of teacher’s writing test, in which they are given
only few chances to explore their worlds and expand their thinking through
imaginative writing (Moxley, 1989). It is derived from a limited understanding
that creative writing is dominated with theoretical base in English major,
therefore, it turned to be stressful activities for precollege students (Bishop,
1990).Moreover, English as a potential creative and expressive medium is
neglected in the primary classroom, as the curriculum only focused on the intense
exposure and the use of language arts (Hongkong’s Curriculum Development
Council, 2005).
Bringing creative writing to precollege level means to consider the
curriculum of the secondary schools. As the creative writing engaged with life
writing, furthermore, it tends to favor narrative genre (Prescott, 2012). The genre-
based learning is occupied to the language learning in Indonesia, especially
English for secondary level of education, and one of the genre used is narrative
(Permendiknas No. 21, 2016). One of the valuable benefits of the writing is to
change one’s way of being (characters), and it is in line with the output standards
of Indonesia K13 curriculum. In which, the output of a school should achieve
particular standards in terms of affective (character building), cognitive
(knowledge), and psychomotor (skills) (Permendiknas No. 20, 2016).
To bring up the creative writing into practice, there are many factors to
consider; two of them are the students’ perception about English language
learning and teaching writing strategies. The creative individuals share strong
interest, independence, high inspirations, intrinsically motivated, enthusiastic, risk
takers, artistic and outgoing (Fleith, 2000; Aljughaiman& Mower-Reynolds,
2005; Al-Jarf, 2007), which are needed in the process of language learning.The
student’s beliefs onthe concept of creative student extended significantly to the
use of alternatives in solving problems, and unexpected and original ideas
(Morais&Azevedo, 2011). However, the creative student is mainly perceived as
related to originality, flexibility and fluency (Guilford, 1986; Runco, 2003).
Furthermore, the creative students need a conducive environment to practice the
habits (Amutha and Philomina, 2015), and the teacher plays an important role in
establishing the right emotional and intellectual climate (Gilbert, 2016).
The knowledge of students’ perception aforementioned support the teacher
to carry up the appropriate strategies to encourage the students’ creative writing in
the practice. Therefore, the research question raised is “What are the students’
perception about English language learning and creative writing practices?”

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 The findings of this research are expected to support the teachers in
improving creative writing practices among secondary students and indicated the
strategies that can be applied to gain significant enhancement in writing class.
The paper has four parts. First, it covers the relevant literature related to
students’ perception toward English language learning and creative writing. Then,
the methodology of research and data analysis techniques are presented. The
findings are the next part to be discussed and summarized. The last section is the
conclusion, theoretical and practical implications, and the directions for the next
research.
Literature Review
As the creativity played an important role in many fields of life, it has to
be defined well to be understandable and applicable. Creativity is defined as an
ability that possess by human to create and carry out novel, surprising, intelligible
and valuable products or responses as well in some ways (Boden, 2001). In
schools discussion of creativity in applied settings, creativity mainly refers not
only to the students’ personal properties and the process of creative, but also on
the products; in which the products are seen as a unique thing, not as a must high
quality product (Cropley, 2011). The creativity remarks in two main elements that
becomes the recent definition of creativity; as the products or the responses must
be relevant and effective (Cropley, 2011). In other words, creativity deals with
students’ ability in producing or responding something in new, different and
effective ways.
The concept of creativity ranged widely in academic life.
Morais&Azevedo (2011) studied the Portuguese teachers’ perception on the
concept of creative teacher and students, how they evaluate themselves as creative
person, and how they judge the creativity of their academic stakeholders. This
study gave a point of view the characteristics and what to do to encourage the
creativity, as it played an important role in academic life.
Creative writing is mostly defined as one’s putting his or her ideas and
affection of a specific issue on paper by using his or her imagination freely (Oral,
2012, cited in Tok&Kandemir, 2015). Creative writing supports language
development at all levels: grammar, vocabulary, phonology and discourse, in
which the students attempt to express their own personal expressions and
meanings (Tok&Kandemir, 2015). Furthermore, creative writing allows the
students to create and choose their own writing subjects and ways of writing, and
in advance, it helps to teach how to behave creatively in their lives (Sternberg,
2009). Tompkins (1982) stated seven importance of creative writing, as follow: 1)
to entertain, 2) to foster artistic expression, 3) to explore the functions and values
of writing, 4) to stimulate imagination, 5) to clarify thinking, 6) to search for
identity, and 7) to learn to read and write.

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 Both in L1 and L2 language learning contexts, creative writing task is
motivating for the students (Harmer, 2004). The task provides alternative ways of
expressing and demonstrating learning in English (Everett, 2005). It also
reinforces grammatical knowledge, idioms and vocabulary, and the other way, it
encourages students to take risks with the language that may lead to significant
involvement and effort to express ideaswith the new language (Raimes, 1983).
The point of creativity in school life can be seen mostly in the texts that
the students produced using writing skill; in which creativity and writing skill are
inter-related and considered to be identical (Demir as cited in Tok&Kandemir,
2015). There were many studies that focused on this issue.The other study which
specifically studied about using creative writing in accounting course. Three
models of storytelling – fairy tales, fables, and poetry – are used in financial and
managerial accounting courses to enhance and assess student learning. Students
indicate that storytelling helps them to understand accounting concepts and make
the course more fun (Krom& Williams, 2011).Barbotet al (2013) investigated the
use of visual literacy instructional approach into creative writing. The preliminary
results show a high possibility that visual-literacy practices may facilitate
children’s development of writing skills with regard to vocabulary, narrative
structure and originality, through a better sense of observation and increased
inferential thinking.
The creative writing activities influenced the students’ achievement, as
well as their writing skill in a common sense. Temizkan (2011) found in his
research that creative writing activities have the significant effects in improving
story writing skill among Turkish college students. The significant effects lied on
content, planning, characterization, setting and time dimensions.The study
conducted by Tok&Kandemir (2015) resulted the effects of creative writing
activities on students’ achievement in writing, writing dispositions and attitude
toward English. The experiment indicated that creative writing activities has a
positive effect on writing achievement and writing disposition of Turkish 7th grade
English language classes, however, it remained the similar state for the attitude
covariant.
In the practice of creative writing, the significant aspects should be
considered. These aspects are viewed through perceptions of teachers and experts
that are involved and concerned in the activity. A study of Adam &Babiker (2015)
investigated the impact of teaching literature on developing creative writing from
Sudanese teachers’ perspectives. The result show the role of literature can
enhance the students’ creative writing of short stories, dramatic scenes and
develop creative imagination. The result also reveal the students’ improvement in
their language use when writing; that are use of literary techniques, figures of
speech and literary elements in creative writing. As the essential skills of creative
writing are perceived, a research that is conducted by Barbotet al (2012) revealed
the perceptions of many experts over several disciplines dealing with aspects to be
concerned in creative writing. Some experts focused on the conceptual gaps

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between the scientific literature on creative writing, the writers/students self-
reflection on the act of writing creatively, and the educators’ practices in teaching
creative writing. The researcher highlighted that the useful and significant view of
the aspects is formulating process-oriented writing pedagogy to improve
children’s creative writing development.
Due to the importance of creative writing aforementioned, the researcher
aims to investigate the students’ perceptions on the creative writing and how they
practice creative writing activities based on their initial concepts of a creative
writing namely narrative texts; particularly short stories. An understanding of the
students’ perception can be an initial step to set an appropriate yet effective
instructional approach of creative writing.
Method
Participants
A total of 220 X and XI grades’ students of SMA/MA/SMK are contacted for
their participation in this research. There were only 87 students respond to the
questionnaire. The participants were predominantly women (57.5%) and their
ages ranged from 15 to 17 years old. However, the group aged 15 years old was
9.2%, aged 16 years old was 24.1% and the largest group drawn of 17 years
oldwas66.7%.The participants are from the public schools in KabupatenBima,
West Nusa Tenggara.
The demography of the participants is shown in Table 1.1.
No. Characteristics N %
1. Gender Female 50 57.5
Male 37 42.5
2. Age 17 years old 8 9.2
16 years old 21 24.1
15 years old 58 66.7
3. Grade X 31 35.6
XI 56 64.4
Table 1.1

Instruments
The students filled out an open semi-structured questionnaire prepared by the
researcher. A total of 15 open-ended questions regarding to self-assessment, as a
students, the material of English learning particularly narrative text, and the
creativity on enhancing the learning of the material were assessed using an open-
ended questionnaire, in which the researcher provided the space to accept the
other answers than the existed ones. The precautions taken by the researchers
were similar to what had been done in identical studies (e.g., Aljughaiman-Mower
& Reynolds, 2005; Morais&Azevedo, 2011).

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Procedure
The distribution of the questionnaire to the sample was carried out via online due
to distance and time constraints. In all of the cases personal contact was made in
order to explain the goals of the research, to emphasis the relevance of a careful
completion of the evaluation scale and to assure the confidentiality of the
evaluation. Only 39.5% of the students contacted responded to the questionnaire.
The further information was obtained from the online interview via Whatsapp
application. The interview was done to crosscheck and clarify the information due
to their answer of questionnaire.
Findings and Discussion
The result will explained based on three main aspects, students’ perception of
English language learning, narrative text, and creativity in writing narrative text.
Perception of English Language Learning
The findings of this aspect are students’ perception of English language learning
and the use of English learning media. Of the media learning, the students mostly
used more than 1 medium of learning English.
Students’ Perception of English N %
language learning
Learning Like 61 70.1
English Dislike 26 29.9
Media of Dictionary 72 24.5
Learning Digital dictionary 55 18.7
English Smartphone 75 25.5
Computer 48 16.3
Online/Offline App. 33 11.2
Others 11 3.8

Among the student’s perception on English language learning, 70.1% likes

English subject due to several reasons. Mostly, the students considered English as
lingua franca and they need it to broad their knowledge and also speak fluent and
correct English in the future. They also thought that English is the only way to
speak with foreigners and getting information. The rest 29.9% dislikes English
due to its complicated pronunciation and difficult forms. They also referred to the
way their teachers teaching them that are inappropriate with their paces.
The media of learning or supporting their English learning ranged of 294 variation
of provided media. Commonly the students used 2 up to 4 kinds of media to
support their English learning. Of the overall variation, manual dictionary is used
24.5 %, digital dictionary is used 18.7%, smartphone is used 25.5%, computer is
utilized 16.3%, online/offline application is 11.2%, and the other media such as

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magazine, songs, film and TV is ranged 3.8%. The most used media is
smartphone regards to its availability, mobile and easy accessed reasons.
The students’ perception on English language learning is the basis knowledge of
how to manage and activate the classroom atmosphere, and providing the most
supportive media for teaching and learning media throughout the creative writing
class.
Perception of Narrative Text
The initial concept of narrative text is significant for implementing creative
writing. The first information that the researcher needs to know is their exposure
to the narrative text. Among 87 participants, 19 participants (21.8%) were
exposed to narrative text since their 8 grade of Junior High School, 54 students
(62.1%) were studied the text in their 9 grade of Junior High school, and the rest
(14 students = 16.1%) is exposed to the text in their 10 grade of Senior High
School. This data reflects how deep their concept and understanding toward the
narrative text, and it leads to their application in writing creative writing.
Next question deals with their preferred writing form of creative writing in their
daily life, rather than asking about their practice of writing narrative text
explicitly. This question aimed to reveal, not only their practice on creative
writing, but also their preferences of the forms. The findings are 11 students
(12.6%) tended to write poems, 27 participants (31.1%) wrote short stories, 33
subjects (37.9%) used the form of diary, and the rest 16 students (18.4%) did not
use written forms and preferred to use oral forms as chatting with others and
monologues. And the frequency ranged to: always (n=4, 4.6%), frequent (n=8,
9.2%), seldom (n=43, 49.4), once or twice (n=15, 17.2%), and never (n=17, 19.6).
It reflects their undirected practices and habits forms of creative writing. In which,
they only write when they had something best or worst happened. They did not
prefer creative writing is either compulsory or good habit, it is only incidentally
activity of their daily life. It leads to how the teacher positioned and attracted the
students among creative writing in the future practice.
Teachers’ way in encouraging their concept of narrative text is reflected through
the expansion of assignments, the kinds and opportunity respectively. According
most of the students, the teachers gave them assignments related to narrative.
However, the assignments were mostly related to fables and folktales, rather than
exploring the students’ own imaginative stories.
Perception of creativity
The students’ perception about creativity in writing a text extended to how they
obtain and develop their ideas creatively. The ideas of writing mostly came from
teachers (36.8%), written and spoken information (20.7%), students’ own idea
(19.5%), film and TV (12.6%), and their friends’ ideas (10.4%). On facing their
problem of English learning, the students mostly took the common solution
(50.6%), teachers’ suggestion (26.4%), alternative solution (9.2%), others’

7
advices (8.1%), and new and creative problem solving (5.7%). The findings
reflect the students’ creativity is not developing as expected, in which they still
relied much on teachers’ guidance and suggestion for their own writing. They did
not utilize the sources to explore their own ideas and develop in a distinct way.
This problem was caused by many variables both internally and externally.
The topic of the students’ creative writing are preferredto be easy (32.2%), given
by teacher (28.7%), on their mastery (20.7%), new, self-made and challenging
(14.9%), and viral ones on social media (3.5%). It shows the students ability to
discover and develop ideas, and it is not on the satisfactory level. As they were
asked about the preferences, they liked the easiest and comfortable topics rather
than made them frustrated over difficult and challenging topics.
Conclusion and Suggestion
Among the student’s perception on English language learning, 70.1% likes
English subject due to several reasons.The rest 29.9% dislikes English due to its
complicated pronunciation and difficult forms.The media of learning or
supporting their English learning ranged of 294 variation of provided media.Of
the overall variation, the most used media is smartphone regards to its availability,
mobile and easy accessed reasons. The informationon students’ perception of
narrative text is their exposure to the narrative text. Mostly, they are exposed
since 9 grade, 8 grade and 10 grade. The students’ preferences of the forms are
mostly diary, short stories, oral forms (chatting and monologues), and poems.And
the frequency ranged to: always (n=4, 4.6%), frequent (n=8, 9.2%), seldom (n=43,
49.4), once or twice (n=15, 17.2%), and never (n=17, 19.6).Mostly, the teachers
gave the assignments related to fables and folktales rather than the students’ own
imaginative stories.The ideas of writing mostly came from teachers (36.8%),
written and spoken information (20.7%), students’ own idea (19.5%), film and TV
(12.6%), and their friends’ ideas (10.4%). On facing their problem of English
learning, the students mostly took the common solution (50.6%), teachers’
suggestion (26.4%), alternative solution (9.2%), others’ advices (8.1%), and new
and creative problem solving (5.7%).The topic of the students’ creative writing
are preferred to be easy (32.2%), given by teacher (28.7%), on their mastery
(20.7%), new, self-made and challenging (14.9%), and viral ones on social media
(3.5%). This findings reflects the level of creative writing on narrative text is not
on the satisfactory level.
The results of this study can be used as the preliminary study on implementing
creative writing of narrative text toward secondary students. The result did not
cover all the aspects needed in the issue, however, it needs further research on this
area.

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References:
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creative writing from teachers’ perspectives. English Language
and Literature Studies; Vol. 5, No. 1, 109 – 118.
Aljughaiman, A., &Mowrer-Reynolds. E. (2005). Teacher’s conceptions of
creativity and creative students. Journal of Creative Behavior, 39,
17 – 34.
Al-Jarf, R. S. 2007. “Online Instruction and Creative Writing by Saudi EFL
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Amutha, S., &Philomina, M. J. 2015. “Diagnosis of Reading and Writing Skills in
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Barbot, B., Tan, M., Randi, J., Santa-Donato, G., &Grigorenko, E. (2012).
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– 223.
Barbot, B.,Tan, M., Randi, J., Friedlaender, L., &Grigorenko, E. (2013). From
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visual literacy instructional approach. Learning and Individual
Differences, 28 (2013), 167 – 176.
Bishop, W. 1990. Released into Language: Options for Teaching Creative
Writing. Urbana: National Council of Teachers of English.
Boden, M.A. (2001). Creativity and knowledge. In A. Craft, B Jeffrey and M.
Leibling (Eds.).Creativity in Education. London: Continuum.
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Morais, M. F., &Azevedo, I. (2011). What is a Creative Teacher and What is a
Creative Pupil? Perceptions of Teachers. Procedia Social and
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 BLUE PRINT of STUDENTS’ QUESTIONNAIRE

Demographic of the students

Nama :………
Umur :………
Sekolah: ……….
Jurusan/Peminatan :…………

Perception of English Language Learning

1. ApakahkamumenyukaipelajaranBahasaInggris? (Ya/Tidak) Mengapa?
2. Apakahkamumembutuhkanalat bantu/media untukbelajarBahasaInggris?
(Ya/Tidak)
Jikaiya, alat bantu/media apakahitu?
3. Alat bantu/media untukbelajarBahasaInggris yang
kamumilikiyaitu………….. (Jawabanbolehlebihdari 1)
a. KamusCetak
b. KamusDigital
c. PonselPintar
d. Komputer/Laptop
e. AplikasiPembelajaranBahasaInggris online/offline
f. Lainnya………

Students’ perception about Narrative Text

4. Apakahkamupernahbelajarteksnaratif (Narrative Text)? Kapan?
5. Dalammenceritakanpengalaman, perasaan, ekspresiatauemosi,
bentuktulisanapa yang biasakamugunakan?
a. Puisi
b. Cerpen
c. Diary
d. Lainnya……
6. Apakahkamupernahmenuliskanpengalaman, perasaan,
ekspresiatauemosiapapundalambentukteksnaratif/cerita?
a. Selalu
b. Sering
c. Jarang
d. Sekali-kali
e. TidakPernah

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 7. Pengalaman, perasaan, ekspresiatauemosiapa yang
kamutuangkandalamtulisan?
8. Apakah Guru BahasaInggriskamumemberikankesempatan (ide, bahasa,
isidanbentuktulisan) untukmenulissendirinaratifteks?Tugassepertiapa?

Students’ perception about creativity

9. DalampelajaranBahasaInggris, ide tulisan yang
kamubuatbiasanyaberasaldari:
a. Dirisendiri
b. Teman
c. Guru
d. Bahanbacaanatauinformasidarilingkungan (Keluargadankerabat)
e. Lainnya…
10. UntukmenyelesaikanmasalahdalampelajaranBahasaInggris, kamuakan:….
a. Menggunakansolusi yang biasa
b. Selalupunyasolusialternative
c. Punyasolusi alternative yang lain daripada yang lain
d. Berkonsultasidenganguru
e. Lainnya…
11. Topiktugas/latihanpelajaranBahasaInggris yang sepertiapa yang
kamusukaidanharapkan?
a. Topik yang sudahakukuasaidanseringakutemui
b. Topic yang diberikanoleh guru
c. Topic yang akubuatsendiri, barudanmenantang
d. Topic yang gampang
e. Lainnya…
12. Mengapakamumemilih topic sepertiitu?

The link of the questionnaire is: https://bit.ly/2ICRK3D

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