CHAPTER II
REVIEW OF RELATED LITERATURE
CREATIVE WRITING
Creativity and creative writing are inseparable elements. Creative writing involves originality,
the form of writing, writer's thoughts, expressions, feelings, and imagination. According to
Manalastas (2020), creative writing is the process of self-expression that allows writers to
communicate their thoughts, feelings, and imagination in enjoyable ways. On the other hand,
Ma’rifah, Rochsantiningsih, and Sulistyawati (2020), said learning experiences in the EFL context as
the writing tasks include text construction collaboratively and information gap activities. In addition,
they found students’ learning experiences gained through interactive applications such as e-learning to
assist the learning process. Further, they added, exploring students’ learning experiences allowed the
researcher to better understand students’ learning habits, challenges, students’ satisfaction with the
program, and those that led to educational evaluation and improvement.
Benavente
Gallagher (2023) offers a variety of tactics that help educators: Recognise the value of teaching
writing and how to inspire students to write; Explain how role modelling from educators and authentic
texts develops student writers; Give students the freedom to choose what to write, which elevates
teenage writing; Show how to incorporate writing into a demanding curriculum; Assist students in
realising the significance of purpose and audience; Evaluate essays in ways that promote improved
writing performance.
Ederio
According to Fitria, T. N (2024) creative writing is an innovative writing style that emphasizes
narrative, character development, opinions, and non-formal language styles. It involves expressing
ideas and imagination in various forms of fiction and nonfiction and requires the ability to build the
reader's imagination and research skills such as poetry, short stories, novels, epics, short stories, fairy
tales, drama scripts, film scenarios, song lyrics, television scripts, advertising scripts, popular articles,
opinions, news, etc.
Abcede
According to Roberts, K. L. (2022). The purpose of the SRSD program was to assess its impact
on enhancing learners' creative writing abilities while also promoting critical thinking. This
assessment took into account the challenges faced by the broader school community, including
gang violence, drug abuse, and unemployment, while emphasizing the importance of
empowering young learners and fostering self-esteem. The study combined a broadly Freirean
approach with a detailed analysis of learners' daily writing. The primary research inquiries
guiding this study were: i) How can self-regulated strategy development enhance the creative
writing skills of Intermediate Phase learners? ii) What factors hinder motivation in creative
writing? Data collection involved observations, interviews, and an intervention program. The
observation of learner interactions during the intervention program and the monitoring of the
steps taken by the SRSD program demonstrated improvements in learners' writing skills and
self-perception. The investigation maintained a learner-centred learning environment. This
environment of security and support illustrated that disruptive behaviour and feelings of
hopelessness could be overcome. Behavioural inconsistencies and difficulties in writing and
thinking freely were gradually addressed in a comprehensive manner, validating the
effectiveness of the SRSD program and its underlying Freirean principles.
