ABSTRACT
This study is aimed at describing the students’ creativity in English learning achievement, which focuses on one main issue which explains whether there is any positive and significant correlation between students’ creativity and their achievement in English learning.
This is a quantitative case study. Questionnaire and Achievement test were used to collect the data. Samples were taken practically by applying cluster random sampling. The validity of the data was established by applying Pearson Product Moment formula. The data consisted of questionnaire data and achievement test. They were analyzed by correlation analysis procedure. Generally, students’ creativity in English learning is high. By applying the analysis of percentage description, it was found that the average value of the strength of students’ creativity was 71 %. Furthermore, in general, the students’ achievement in English learning was good. Moreover, their average or mean score was 70.
By applying the Pearson Product Moment formula, it was found that the obtained value of correlation coefficient was 0.691, while the critical value of “r” in the table with 95% significance level with the number of subject 32 was 0.349. So, the correlation coefficient was higher than critical value. It shows that there is a positive and significant correlation between students’ creativity and their achievement in English learning. Based on the findings, it is suggested that teacher should help the students to increase their creativity. This can be done by giving the students chances to ask questions, have discussions, express their ability in English, and try to help the students to investigate and solve their problem in learning English. Moreover, the students should increase their ability in English by trying to enrich their knowledge related to English, practice their English, and enlarge reading books in English.
