ENHANCING CREATIVE WRITING SKILLS THROUGH A CULTURAL TOURISM-BASED LEARNING MODEL: A CASE STUDY IN POETRY WRITING INSTRUCTION
DOI:
https://doi.org/10.23969/jp.v11i03.67509Keywords:
creative writing, cultural tourism, poetry writing, cultural literacy, experiential learningAbstract
This study examines the effectiveness of a cultural tourism-based learning model in enhancing students’ creative writing skills, particularly in poetry writing. Using a qualitative case study design, the research involved undergraduate students enrolled in a creative writing course. Data were collected through interviews and documentation of students’ poetry works and analyzed using the interactive model of Miles and Huberman. The findings indicate that the cultural tourism model effectively supports creative writing by providing authentic cultural experiences that stimulate imagination, emotional engagement, and idea generation. Students demonstrated improvements in thematic development, imagery, diction, and cultural representation in their poems. The model also strengthened cultural literacy by encouraging students to transform cultural experiences into meaningful literary expression. Despite some challenges related to language use and stylistic consistency, the results suggest that cultural tourism is an innovative and meaningful approach to creative writing instruction. The study highlights the potential of experiential learning in fostering creativity and cultural awareness in literary education.
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