The Strategies of Teaching Writing to Promote Creativity at University of Nusantara PGRI Kediri

Abstract

The purpose of this research is to analyze the instructional process and assessment of an Essay Writing course, specifically examining the integration of technical Writing and ideational Creativity indicators. Employing a qualitative case study design, data were collected from one lecturer and six students categorized into high, medium, and low achievement groups through semi-structured interviews, classroom observation, and document analysis of lesson plans and student essays. The study utilized data triangulation to ensure validity. Findings reveal a discrepancy between the formal lesson plan and classroom implementation, particularly where low-achieving students frequently          neglected         the            pre-writing      planning          stage.   The      analysis demonstrates that technical Writing competencies, such as organization and grammar, serve as essential prerequisites for Creativity. Students who mastered     technical foundations     demonstrated higher originality    and elaboration, whereas those who bypassed the planning phase failed to produce creative content due to cognitive overload on technical errors. The study concludes that effective essay writing instruction must strictly enforce pre-writing stages to bridge the gap between technical proficiency and creative ideation, ensuring that creativity is grounded in appropriate academic structure.