Abstract
This study aims to explore the teaching of creative writing through an indigenous perspective. This study used qualitative methods based on narrative interpretation and exposure. The respondents of this study were 40 students. Data collection techniques were conducted using creative writing, picking, and interviews. The data analysis technique consisted of three stages, namely pre-writing, writing process, and post-writing. The results showed that 77.5% of students answered very well, 17.5% answered well, 32% answered mediocre about the learning process of creative writing uses the perspective of indigenous psychology. Students’ responses related to the perspective of indigenous psychology that it makes someone easier to write: 32% of students answered yes, 0% answered no, and 68% answered mediocre. Students' responses regarding the perspective of indigenous psychology that it provides benefits to the learning of creative writing: 90% of students answered yes and 10% answered no. Students’ responses regarding the learning of creative writing that it is more easily using the perspective of indigenous psychology: 80% of students answered yes and 20% answered no.
 Keywords: creative writing, literature, indigenous studies, indigenous psychology, pre-writing, writing process, post-writing
Highlights
Writing activity in the context of language learning is the most complex writing activity because it requires high skills (Ahmadi, 2019a, 2020a; Hayes, 2012)
Related to writing and psychology, this study aims to explore (1) how the pre-writing stages related to indigenous psychology are; (2) how the stages of the writing process associated with indigenous psychology are; (3) how the post-writing stages associated with indigenous psychology are
The purpose of this study is to describe in-depth the findings related to creative writing from the perspective of indigenous psychology
Summary
Writing activity in the context of language learning is the most complex writing activity because it requires high skills (Ahmadi, 2019a, 2020a; Hayes, 2012). That is why not all students are able to write and succeed in writing because many indicators are used as parameters (Crossley, Roscoe, & McNamara, 2014) of success. These indicators are from the theoretical, methodological, assessment context and related to the instructor's strategy (Porte, 1995) and the learning environment. It is not wrong if there is an assumption that writing is difficult. A teacher, according to Blikstad-Balas, Roe, and Klette (2018), has sustainably facilitated the learning of writing and not fragmentary to get more successful learning of writing
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