THE IMPLEMENTATION OF CREATIVE WRITING ON ELT (ENGLISH LANGUAGE TEACHING) TO INSPIRE SENIOR HIGH SCHOOL STUDENTS‟ WRITING ACTIVITIES IN ELEVENTH GRADE OF MAN 2 PONOROGO IN ACADEMIC YEAR 2017/2018

This purpose of this thesis is describing the effect of the implementation of creative writing on ELT (English Language Teaching) to inspiring the students‟ writing activities in Eleventh Grade of MAN 2 Ponorogo in Academic Year 2017/2018.The subject of this research is the student of Eleventh Grade of MAN 2 Ponorogo. This research provide classroom action research method which doing the observations about the students‟ writing learning activities before and after the research and monitoring the development of the students‟ tasks by guiding them in creative writing. The researcher also makes the interview with the students‟ experienced when they‟re conducting writing activities. The data comes from students‟ interviews and observation conducts to students‟ writing paper, which one that they are finding problems in finding ideas than the other students within their understanding to find the ideas. This study will show you how creative writing will improve the students‟ ideas and also provide their abilities to stay in their way of writing; they can also find their style in writing. Creative writing also produce their energy in order to find new discovery in the topic they had been chosen. It also guide them to be discipline, confident, imaginative, be a planner, because they will make their deadline a project of writing, they also try to be a pioneer, not a plagiarism. The researcher suggestion about this research were the student should read intensively to increase their vocabularies, doing the example of the task for more understanding about the lesson, and the last the teacher should apply the various the teaching method to motivate the student in learning English.


BACKGROUND OF THE STUDY
In the world of second and foreign language teaching, most professionals largely take it for granted that language instruction is naturally divided into discrete skill sets, typically reflecting speaking, listening, reading, and writing, and usually arranged in this order. That is, the primacy Coulmas (2002) stated writing has been with us for several thousand years, and nowadays is more important than ever.
Having spread steadily over the centuries from clay tablets to computer chips, it is poised for further dramatic advances.
Although hundreds of millions of people are still unable to read and write, humanity relies on writing to an unprecedented extent.
It is quite possible that, today, more communication takes place in the written than in the oral mode.
English because not only is writing an academic skill, but it is also an important skill that translates into any career fields.
However, many students at high school do not aware of the importance of writing skill and the number of high school students that is successful in learning writing is too small.
In addition, there are a lot of mistakes in students" written works, this come from the less concentration on writing skill in most of students. Planning.This next phase, the researcher has gathered with the teacher to plan the actions to apply in the class base on the preliminary study or observation before.
When planning the lesson plan, the researcher collaborated with the English teacher of science class in MAN 2 Ponorogo.

Acting and Observing
In this phase, the researcher conducted the action in the class base on the lesson plan which has plan before. To do this action, the researcher makes a role play to be the teacher that teaches in the class, she will teach explanation text through creative writing.

Reflecting
After conducting the action and observation, the researcher shall reflected the data from the action to know the successful of the action. The teacher will guide the researcher to analyze and evaluate the learning activities in the cycle I. The success of the action would be record as the learning media to improve the students" writing competence.

FINDING AND DISCUSSION
The researcher came to MAN 2 Students looked so confused when they asked to find the topic, but when the researcher reminds about the previous topics; they can find the other topics related to their daily activities. After getting their own topic they decide the title of the text, and write down in the paper. The researcher asked them to submit the little papers that contained the title they had been found.
Because the time was over, she closed the class with praying and say goodbye to the students. Meeting 2 was on Saturday, March 24 th 2018, 10.00-11.30 am. The last meeting, researcher came to the class to hold the test, before she began the class; she checked the attendance list as usual and asked them to move to the school garden. Over there they looked for the suitable position to write.
When they found their "own position", the researcher gave the little papers that they had been made before. The last step as in cycle 1 researcher gave them worksheet to write down the topics which had been prepared. After the papers gave to the students randomly; some of them feel confused because they felt the topics too hard for them. But some of them feel it so easy so they could start to write the texts.
There were a student asked to the researcher, he said he could not arrange the sentences.
He can arrange in the Indonesia, but he did not know how to arrange that in English.

Suggestion to Students
The students should be creative, so they could express their ideas in the text, they felt shy because they were so afraid to made mistake when they wrote English sentences. The students should read more and more to increase their knowledge about English. Last point of the suggestion was about the students" identity when they were writing, not doing plagiarism.

Suggestion to Next Researcher
Hopefully this research could be the sources to the next research. By looking to