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ELT Journal Advance Access published online on March 27, 2009
ELT Journal, doi:10.1093/elt/ccp022
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© The Author 2009. Published by Oxford University Press; all rights reserved.

Views on creativity from an Indonesian perspective

Tan Bee Tin, Christine Manara and Debora Tri Ragawanti

Tan Bee Tin started her career as an English language teacher in Burma/Myanmar. She currently lectures on language teacher education programmes at the University of Auckland, New Zealand. Her research interests are materials development, studies of academic discourse, and the role of affective factors in learning. She has published in these areas
Christine Manara has been an English language teacher for eight years in Indonesia. She earned her MA degree in ELT from Assumption University, Bangkok. Her research interests include teaching methodology, teachers' professional development, and the use of literature in ELT
Debora Tri Ragawanti is an English lecturer at STiBA Satya Wacana (Satya Wacana School of Foreign Languages), Salatiga. She received her MA in ELT from Assumption University, Bangkok. Her research interests include second language acquisition, the use of literature in the EFL classroom, and intercultural studies

Email: tb.tin{at}auckland.ac.nz

Email: Christine.Manara{at}education.monash.edu.au

Email: dera03{at}yahoo.com


  Abstract

With an increasing emphasis on creativity in education and language teaching, it is important for teachers and students to examine their own views on and perceptions of creativity. What is regarded as creativity may vary from one context to another. This paper examines the perceptions of creativity reflected in the evaluation of creative poems by students and teachers in an Indonesian context. The participants evaluated short poems written by a group of Indonesian university students. This resulted in several characteristics of creativity being highlighted: honesty, reality, truthfulness, and personal value. The poems were voted on and the ones which received the greatest number of votes were also analysed. The more creative poems demonstrated higher degrees of language play and creative language use. This paper1 suggests several activities which could be conducted by teachers and students in other contexts to help them examine their own explicit and implicit views on creativity.

Final revised version received December 2008


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