EXPLORING HAIKU IN STUDENTS’ ENGLISH CREATIVE WRITING AT SMA NEGERI 7 KOTA KUPANG
DOI:
https://doi.org/10.33323/l.v1i2.11Keywords:
creative, descriptive writing, haiku, poetryAbstract
Getting challenged with academic writing, creative writing in a form of poetry can be delivered as an alternative task to help students cope with writing challenges. Haiku as one of the simplest poetry writings from Japan may help beginner writers to explore poetic words on certain objects or topics without using too many words in each line. Struggling writers can also use Haiku to stimulate their creative thinking in descriptive writing. With its simple pattern, Haiku can also boost students’ confidence to write. This study investigated whether students’ Haiku writing follows its rules and represents the qualities of creative writing. This qualitative study took 20 students in their third year of senior high school as research participants. This research used documentation as an instrument which is the students’ Haiku poetry writing. In the data analysis, students’ Haikus were assessed based on Haiku rules and the qualities of creative writing. It was found that most students have a sufficient understanding of the rules of Haiku writing. Students made some mistakes in their Haikus. However, students showed their efforts to perform the qualities of creative writing. Thus, the researchers believe that with consistent practices, students can write a qualified haiku as creative writing. More use of sensory words can further help the students to vary the diction and characterize the image described in their haikus. Finally, using haiku to express students’ feelings and thoughts and stimulate students’ creative writing is recommended in EFL classrooms.
References
Aryusmar & Putria, W. (2014). The Effectiveness of Teaching Creative Writing Using Cinquain Poetry. Humaniora, Vol. 5, No. 2. Oktober 2014. Retrieved from https://journal.binus.ac.id/index.php/Humaniora/article/download/3218/2602
Burroway, J. (2011). Imaginative writing: Elements of craft. New York: Penguin
Carter, R., & Long, M. N. (1991). Teaching literature: Longman handbooks for Language teachers. New York: Longman.
Hakutani, Y. (2009). Haiku and Modernist Poetics. United Kingdom: Palgrave Macmillan, Basingstoke.
Hanauer, D. I. (2001). The task of poetry reading and second language learning. Applied linguistics, 22(3), 295–323.
Lida, A. (2008). Poetry Writing as Expressive Pedagogy in an EFL Context: Identifying Possible Assessment Tools for Haiku Poetry in EFL Freshman College Writing. Assessing Writing, v13 n3 p171-179 2008.
Lida, A. (2010). Developing voice by composing Haiku: A social-expressivist approach for teaching Haiku writing in EFL contexts. English Teaching Forum, 48 (1), 28–34.
Kramsch, C. (1993). Context and culture in language teaching. Oxford: Oxford University Press.
Lee, B. Y. (2011). The Practice of Haiku Writing in Second Language Classrooms. Komaba Journal of English Education, pp. 2, 23–44.
Marpaung, T. (2017). Writing Haiku: Stimulating EFL Students to Better Writing. Vision Journal. ISSN: 2407–0904. Vol. 3, No.2, pp. 126-133.
Marpaung, T., & Hambandima, E. (2018). Collaborative experiential learning. International Journal of Linguistics, Literature, and Culture, 4(5), 55-67. https://doi.org/10.21744/ijllc.v4n5.292.
Mills, P. (2006). The Routledge creative writing coursebook. New York: Routledge
Rollinson, P. (2005). Using peer feedback in the ESL writing class. ELT Journal, 59 (1), 23–30.
Scrivener, J. (2005). Learning teaching: A guidebook for English language teachers. Oxford: Macmillan.
Troyka, L., & Hesee, D. (2005). Simon & Schuster handbook for writers. New Jersey: Pearson Education.
