using the verb II in past tense which became one of the essential features in a recount text as they were writing.
Moreover, the English teachers’ method in teaching English seemed monotonous. In this case, they were used to delivering the English instructions
through giving many lectures, whereas few interactions between teachers and students almost frequently happened. This made the students felt uninterested in
learning English, and especially in learning writing as well. Furthermore, the English teachers were less creative as well as lacked to
give the students exercises in terms of learning recount text. They only facilitated their students’ learning by presenting and discussing the materials as well as
providing the tasks or assignments which are commonly taken from students’ worksheet; also, the English teacher often asked them to translate an English
passage into Indonesian language. The passage usually is taken from the students’ handbook. Due to this condition, some students did not have much opportunity to
increase their creative thinking ability, and as a result many of them still had low ability to think creatively as they were writing. These are indicated by most of
them who were still confused of what to write and how to generate, organize, and develop ideas into a good writing.
To sum up, the creative thinking ability that belongs to students has some influences toward their English learning, and particularly their writing skill. By
identifying their creative thinking ability, they may figure the solutions out of the problems found in learning writing, particularly on a recount text.
Based on the rationale above, this study was conducted to investigate students’ creative thinking ability with respect to their writing recount text skill.
Specifically, this study sought to investigate the empirical evidence about whether or not there is any significant relationship between students’ creative thinking
ability and their writing recount text skill.
B. Identification of the Problem
Based on the background of the study above, the problems were identified as follows:
1. Students still had lack of practicing their writing skill. 2. Many students still had low understanding in terms of recount text learning.
3. Many students considered that writing recount text is a difficult subject to learn.
4. The method employed by the teachers in teaching and learning process seemed monotonous and was not interesting.
5. English teachers were less creative to give the students exercises in terms of learning recount text.
6. Many students still had low ability to think creatively as they were writing. 7. It was assumed that students with a high creative thinking ability will be more
successful to write a recount text than those who had a low creative thinking ability.
C. Limitation of the Problem
Based on the problems that were identified above, the problems of this research were limited on:
1. Students’ writing recount text skill 2. Students’ creative thinking ability.
3. Students’ creative thinking ability associated with their writing recount text skill.
D. Problem Formulation
In line with the limitation of the problem above, the problem of this study was formulated as follows: Was there a significant relationship between students’
creative thinking ability and their writing recount text skill?
E. Objective of the Study
By considering the problems that were formulated above, the objective of this study was to investigate whether or not there was a significant relationship
between students’ creative thinking ability and their writing recount text skill.
F. Significance of the Study
The results of this study were expected to give significances not only theoretically but also practically that went to:
1. Students Theoretically, it can provide students of the school in which this research was
conducted more understanding about the importance of creative thinking ability in recount text learning. Meanwhile, practically, identifying the role
and effect of students’ creative thinking ability in relation to their writing skill gives a great chance to learn writing recount text successfully, i.e., they can
figure out problems encountered as they are learning writing recount text. 2. English teachers
Theoretically, it can provide the English teachers of the school where this research was conducted more understanding about the importance of creative
thinking ability in recount text learning. Also, it can serve as the information about their attainment related to the teaching and learning process of recount
text. Meanwhile, practically, based on the information gathered as a result of this research, the creative thinking ability can be considered as a gateway
through which teachers can enhance the students’ writing skill, particularly on recount text; besides, it can provide them better directions in designing the
students’ curriculum or lesson plan associated with recount text learning. 3. Other researchers
Theoretically, it can give a better understanding of the role of creative thinking ability, particularly in writing. Meanwhile, practically it might serve as a
related study for other researchers who will conduct any future research dealing with creative thinking ability with respect to writing skill that had
been delimited in this study; also, it can serve as the source of inspiration for further replication, expansion, or evaluation to examine more definite view of
the investigated domain.
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CHAPTER II THEORETICAL FRAMEWORK
This chapter discusses and elaborates the concepts of the variables with respect to this study, i.e. creative thinking ability in relation to writing skill.
Besides, this chapter presents the relevant studies investigating creative thinking ability and writing skill. Moreover, it reveals the synthesized concepts elaborated
in a conceptual framework leading to the research hypotheses.
A. The Concept of Creative Thinking Ability 1. Nature of Creativity
Creativity is believed important for people in dealing with matters encountered in daily life. A number of new inventions have been produced
through creativity. However, before discussing more about the importance of creativity, this section tries to uncover the nature as well as definitions in the light
of several experts. Adair points out that creativity refers to the ability associated with using
mind and spirit that leads to things exist and have some use, beauty and significance.
1
From this notion, creativity is deemed as the craft as a result of employing mind and spirit through which something unique and new appears.
Also, through creativity something can be made to be useful, and have aesthetics, and significance. In daily life, there are numerous discoveries as a result of
creativity, and one of the instances is mobile phones that continuously develop. In terms of usefulness and significance, the mobile phones provide a number of
benefits, for instance, making information be easily accessed because each mobile phone now is equipped with the internet access; in addition, in terms of aesthetics,
the recent mobile phones have several unique and nice forms, such as a slim form and even in the form of watch.
Similarly, Carter and Russel asserts, “Creativity refers to mental process that lead to solutions, ideas, concepts, artistic expression, theories or products that
1
John Adair, The Art of Creative Thinking: How to Be Innovative and Develop Great Ideas, London: Kogan Page, 2007, p. 8.
