Vigo Dewangga, Rizqi Febrian Pramudita, Enik Rukiati, Gullit Tornado Taufan, Nila Susanti, Suyik Binarkaheni

Students' perception of the SCAMPER technique on creative writing skill: A case study of an ESP class

Introduction

Students' perception of the scamper technique on creative writing skill: a case study of an esp class . Explore students' perceptions of the SCAMPER technique for creative writing skills in an ESP class. Discover how SCAMPER enhances creativity, cognitive flexibility, and innovation.

Abstract

Creativity plays a crucial role in innovation, problem-solving, and both individual and societal advancement, enabling individuals to generate novel ideas, develop effective solutions, and approach challenges with adaptability. The SCAMPER technique is used to foster creative and innovative thinking, providing a structured method for idea generation and refinement. SCAMPER encompasses seven creative strategies: Substitute, Combine, Adapt, Modify, Put to Another Use, Eliminate, and Reverse. This study examines students' perceptions of SCAMPER in developing creative writing skills within English for Specific Purposes (ESP) classes. A qualitative case study method was employed, involving second-semester students from the Informatics Engineering Study Program enrolled in Intermediate English courses. Data collection methods included semi-structured interviews and questionnaires, providing insights into students’ experiences with SCAMPER in writing procedural texts. The findings reveal that the SCAMPER technique enhances creativity, cognitive flexibility, and innovation in writing, enabling students to produce varied and explorative texts. Furthermore, the approach supports critical thinking and deeper idea exploration. Although some students struggled with adapting to the creative thinking process, the overall response to SCAMPER was positive, highlighting its potential as an effective tool in ESP learning environments.

Review

This study provides an insightful exploration into students' perceptions of the SCAMPER technique as a means to cultivate creative writing skills within an English for Specific Purposes (ESP) classroom. The choice of focus is highly pertinent, addressing the crucial role of creativity in modern education and professional contexts, particularly for students in technical fields like Informatics Engineering. Employing a qualitative case study methodology, the research effectively utilized semi-structured interviews and questionnaires to gather student experiences, specifically in writing procedural texts. The abstract clearly establishes that the SCAMPER technique was largely perceived as a valuable tool, leading to enhanced creativity and other cognitive benefits. A significant strength of this work lies in its practical application and the detailed feedback gathered from students. The findings convincingly demonstrate that SCAMPER not only boosts creativity and cognitive flexibility but also encourages the production of more varied and explorative texts. Furthermore, the technique appears to support critical thinking and deeper idea exploration, moving beyond superficial improvements in writing. The acknowledgement of initial struggles for some students, alongside an overall positive response, adds a layer of realism and nuance, affirming SCAMPER's potential as an effective and adaptable pedagogical tool within ESP learning environments. While the study offers compelling evidence of perceived benefits, a deeper dive into the specific nature of the struggles encountered by some students would further enhance its practical implications. Understanding the root causes of these adaptation challenges could inform targeted pedagogical strategies to mitigate them. As a case study, the findings provide rich, localized insights; future research might consider exploring the long-term impact of SCAMPER on students' creative writing abilities, its applicability across diverse ESP contexts, or integrating quantitative measures to complement the perceptual data. Nonetheless, this research makes a valuable contribution to the field by empirically demonstrating the utility of the SCAMPER technique in fostering creative writing within specialized English language learning settings.

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