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writing for example, creativity and vocabulary mastery are
really needed because without sufficient vocabulary students
cannot understand others or express their own ideas, it is a
central to English language teaching. While creativity is
needed to create and to connect some vocabulary to be new
words or new sentences which is express through writing.
By mastering vocabulary and creativity, the students can be
easily in doing writing.
Vocabulary learning is an extensively researched
area in applied linguistics research. Both the nature of
vocabulary learning as mental process and learning
strategies have been a focus of interest in the profession for
some time.
Creativity in English language teaching (ELT) is
similar in a sense that it is gaining more and more focus;
however, this is a rather new highlight in ELT research.
Oxford and Crookall (1990) claimed that the
learners’ interest and the use of personalized vocabulary
learning techniques is necessary for successful learning.
Creative tasks improve creativity conditions through
arousing interest by reactive effect as shown in the two-way
model of creativity. The question that arises here is whether
tasks aimed at vocabulary learning can be creative. It is
