Teaching creative (Literary) writing: Indigenous psychological perspective

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