Analysing Students’ Needs in Creative Writing Course: An Exploratory Case Study in an Indonesian Higher Education

Yasnur Asri; M. Aries Taufiq; Jasril Jasril; Lira Hayu Afdetis Mana; Rahmi Eka Putri

doi:10.35445/alishlah.v14i2.1977

Analysing Students’ Needs in Creative Writing Course: An Exploratory Case Study in an Indonesian Higher Education

Yasnur Asri, M. Aries Taufiq, Jasril Jasril, Lira Hayu Afdetis Mana, Rahmi Eka Putri

Abstract

This study aims at investigating what students expect when taking a Creative Writing course. To obtain the required data, an exploratory case study was utilized by distributing a questionnaire to the students and conducting interviews with the writing lecturer and the head of the study program. 60 students, one writing lecturer, and the head of the Indonesian Language Study Program were involved in this study. Findings in this study indicated that students expected to learn by having more practice in writing. Four emergent topics were discussed, namely building creativity and accuracy in writing, effective learning methods, available learning resources, and considering students' ability and interest in writing. They wished to write by following the writing process explained by the lecturer. This study concluded that it is required to design a learning model which facilitated students to learn in Creative Writing courses in a better way. The learning model is expected to provide students with the writing process and grammar.

Keywords

creative writing, students’ expectations, students’ needs

Full Text:

PDF

References

Adas, D., & Bakir, A. (2013). Writing difficulties and new solutions: Blended learning as an approach to improve writing abilities. International journal of humanities and social science, 3(9), 254-266.

Alfaki, I. M. (2015). University Students’ English Writing Problems: Diagnosis And Remedy. International Journal of English Language Teaching, 3(3).

Anae, N. (2014). " Creative writing as freedom, education as exploration": Creative writing as literary and visual arts pedagogy in the first year teacher-education experience. Australian Journal of Teacher Education (Online), 39(8), 123-142.

Babalola and H. A. Litinin. (2012). Effects of Process-genre Based Approach on the Written English Performance of Computer Science Students in a Nigerian Polytechnic. Journal of Education Practice, 3(6), 1–7.

Corden, R. (2001). Group discussion and the importance of a shared perspective: Learning from collaborative research. Qualitative Research, 1(3), 347-367.

Ennen, N. L., Stark, E., & Lassiter, A. (2015). The importance of trust for satisfaction, motivation, and academic performance in student learning groups. Social Psychology of education, 18(3), 615-633.

Evans, T., D., & M. S. J. (1998). Developments in ESP: A Multidisciplinary Approach. Cambridge University Press.

Gawain, S. (2016). Creative visualization-: use the power of your imagination to create what you want in your life. New World Library.

Harmer, J. (2004). How to Teach Writing. Longman.

Heffernan, N. (2006). An Integrated Approach to Teaching Academic Writing. Asian EFL Journal, 8(3), 249–258.

Hutchinson, T., & Waters, A. (1987). English for Specific Purposes. Cambridge University Press.

Hutchinson, T. (1988). Making materials work in the ESP classroom. ESP in the Classroom: Practice and Evaluation. Modern English Publication.

Hyland, K. (2006). English for Academic Purposes: An Advanced Resource Book. Routledge.

Ivanic, R. and Lea, M. R. (2006). New contexts, new challenges: The teaching of writing in UK higher education. In L. Ganobcsik-Williams (Ed.), Teaching Academic Writing in UK Higher Education: Theories, Practices and Models. Universities into the 21st Century. Palgrave Macmillan.

Kavaliauskiene, G., & U. (2003). Ongoing needs analysis as a factor to language learning. Journal of Languange Learning, 1(1), 4–11.

Keong, C., Y., & I. H. M. (2015). Academic Writing Difficulties of Iraqi Postgraduate Students in Malaysia. International Journal of Education Research, 3(6), 25–34.

Marlina, L., & Narius, D. (2020). Students’need On Creative Writing Based–Children Literature Course For Efl College Learners. SALEE: Study of Applied Linguistics and English Education, 1(2), 45-61.

Morley, D. (2007). The Cambridge introduction to creative writing. Cambridge University Press.

Nik, Y. A., Sani, B., Chik, M. N. W., Jussof, K., & Hasbollah, H. R. (2010). The writing performance of udergraduates in the University of Technology Mara, Trengganu, Malaysia. Journal of Language and Culture, 1(1), 8–14.

Senel, E. (2018). The Integration of Creative Writing into Academic Writing Skills in EFL Classes. Online Submission, 6(2), 115-120.

Sudjana, I. (2007). Penelitian dan Penilaian Pendidikan. Sinar Baru Algensindo.

Sugiyono. (2017). Metode Penelitian Kuantitatif, Kualitatif, dan R&D. Alfabeta, CV.

Yundayani, A., Emzir, E., & Rafli, Z. (2017). Need analysis: The writing skill instructional material context for academic purposes. English Review: Journal of English Education, 6(1), 59-70.

DOI: https://doi.org/10.35445/alishlah.v14i2.1977