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Nila Susanti
Program Studi Teknik Informatika Universitas Ahmad Dahlan Prof. Dr. Soepomo, S.H., Janturan, Umbulharjo, Yogyakarta 55164
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Journal : Journal of English in Academic and Professional Communication

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Students' perception of the SCAMPER technique on creative writing skill: A case study of an ESP class Dewangga, Vigo; Pramudita, Rizqi Febrian; Rukiati, Enik; Taufan, Gullit Tornado; Susanti, Nila; Binarkaheni, Suyik
Journal of English in Academic and Professional Communication Vol 12 No 1 (2026): January (In Progress)
Publisher : Politeknik Negeri Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25047/jeapco.v12i1.6035

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.
Co-Authors Agus Setia Budi, Agus Setia Binarkaheni, Suyik Dewangga, Vigo Dwinata, Vina Emy Yuliantini Enik Rukiati Fitri Wijayanti Harlyanti Muthma'innah Mashar Iswadi Bahardur Jurianto Gambir Kamsiah Kamsiah Miqawati, Alfi Hidayatu Norhasanah Norhasanah, Norhasanah Normayanti, Normayanti Normila, Normila Rayani Purba, Lidya Sarma Rizqi Febrian Pramudita Taufan, Gullit Tornado Titiek Fujita Yusandra Zuhro, Cholimatus