Chapter I: Introduction

Background of the Problem

In the dynamic landscape of modern education, the role of innovative teaching methodologies has become increasingly paramount. The author strongly feels that innovation in the presentation of teaching by teachers is very important to improve student learning outcomes. As argued by John Dewey (1938), "Education is not an affair of 'telling' and being told, but an active and constructive process." This highlights the necessity for educators to move beyond traditional didactic approaches and embrace methods that actively engage students, fostering deeper understanding and skill development. Without such innovation, learning can become a passive reception of information, limiting students' potential for genuine growth and application of knowledge.

The traditional classroom setting often struggles to cater to diverse learning styles and to stimulate the intrinsic motivation required for creative expression. Many educators still rely on conventional methods that, while foundational, may not fully unlock students' potential, especially in subjects requiring subjective and imaginative input. As Vygotsky (1978) posited, "Learning awakens a variety of internal developmental processes that are able to operate only when the child is interacting with people in his environment and in cooperation with his peers." This underscores the importance of collaborative environments that encourage interaction and shared construction of knowledge, which is often lacking in teacher-centered instruction.

Specifically, in the context of English language learning, developing productive skills such as writing requires more than just grammatical accuracy; it demands creativity, critical thinking, and the ability to articulate ideas effectively. Students often face a significant hurdle in translating their thoughts into coherent and engaging narratives. According to Krashen (1985), "Language acquisition does not require extensive conscious grammatical drill and does not require a tedious drill." This suggests that a more natural, engaging, and less prescriptive approach is needed to foster skills like short story writing, which heavily relies on imaginative input rather than rote memorization.

This research focuses on addressing observed challenges in the field among Class XII students of 17 Kde State Senior High School during the 2024/2025 school year. It has been noted that most of the students are lacking in creativity and English short story writing skills. This deficiency is not merely an academic concern but also impacts their ability to express themselves comprehensively in a globalized world where communication skills are highly valued. As stated by Gardner (1983), "Intelligence is the ability to solve problems, or to create products that are valued within one or more cultural settings." The current educational environment, therefore, needs to cultivate these problem-solving and creative abilities more effectively.

To overcome these identified challenges, the author will try to overcome it with the use of Miro Collaborative Application. Miro, a digital whiteboard platform, offers a versatile space for brainstorming, visual organization, and real-time collaboration, which can significantly enhance interactive learning experiences. The author proceeds with the assumption that the use of Miro Collaborative Application can help students in improving creativity and English short story writing skills. This aligns with Papert's (1980) constructivist view, where "children learn by doing, by making, by creating, by designing, by programming, by sharing, by reflecting." Miro provides the digital tools necessary for such active and constructive learning.

Furthermore, a critical observation supporting the need for this intervention is that less than 50 percent of students currently reach the minimum completeness criteria (KKM) of 75 in their English short story writing assessments. This stark statistic underscores the urgency for a new pedagogical approach. It is strongly hoped that this class action research, through the strategic implementation of the Miro Collaborative Application, can be a viable solution in improving creativity and English short story writing skills. The ultimate goal is to see a significant improvement, with at least 70 percent of students exceeding the minimum completeness criteria (KKM) of 75, thereby demonstrating enhanced proficiency and confidence in their creative writing abilities.

Problem Formulation

Based on the background of the problem, the research questions are formulated as follows:

How can the Miro Collaborative Application be effectively implemented to enhance the creativity of Class XII students at 17 Kde State Senior High School in the 2024/2025 school year?
How does the use of the Miro Collaborative Application impact the English short story writing skills of Class XII students at 17 Kde State Senior High School in the 2024/2025 school year?
To what extent does the implementation of the Miro Collaborative Application contribute to the achievement of the minimum completeness criteria (KKM) of 75 in English short story writing for Class XII students at 17 Kde State Senior High School in the 2024/2025 school year?

Research Objectives

The objectives of this class action research are:

To describe the effective implementation of the Miro Collaborative Application in enhancing the creativity of Class XII students at 17 Kde State Senior High School during the 2024/2025 school year.
To analyze the impact of using the Miro Collaborative Application on the English short story writing skills of Class XII students at 17 Kde State Senior High School in the 2024/2025 school year.
To determine the extent to which the Miro Collaborative Application contributes to at least 70 percent of Class XII students exceeding the minimum completeness criteria (KKM) of 75 in English short story writing at 17 Kde State Senior High School in the 2024/2025 school year.

Research Benefits

This research is expected to provide several benefits for various stakeholders:

For Students: This research is anticipated to directly benefit students by providing them with an engaging and interactive platform to develop their creativity and English short story writing skills. It will offer a more dynamic learning experience, potentially increasing their motivation and confidence in English language learning, and helping them to achieve or exceed the KKM.
For Teachers: The findings of this research will provide teachers, particularly English teachers, with practical insights and a proven pedagogical approach for integrating collaborative digital tools like Miro into their instruction. It can serve as a model for enhancing student engagement and improving specific language skills, offering a valuable addition to their teaching repertoire.
For the School: This study will contribute to the improvement of the overall quality of English language teaching and learning at 17 Kde State Senior High School. By demonstrating an effective method for addressing learning deficiencies, it can inform curriculum development, resource allocation, and professional development initiatives, ultimately leading to better academic outcomes for students.
For Future Researchers: This research will serve as a valuable reference for future studies on the use of collaborative digital applications in language education. It provides empirical data and a methodological framework that can be expanded upon or adapted to explore similar interventions in different contexts or for other subject matters.

Chapter II: Literature Review

2.1 Theoretical Framework

2.1.1 Creativity in Learning

Creativity, often described as the ability to produce novel and useful ideas or products, is increasingly recognized as a vital skill in the 21st century, transcending artistic domains to impact problem-solving across all disciplines. As Sternberg (2003) asserts, "Creativity is the ability to produce work that is both novel (original, unexpected) and appropriate (useful, adaptive to task constraints)." In an educational context, fostering creativity means equipping students with the capacity to think divergently, innovate, and adapt, rather than merely recall information. This shift from rote learning to creative engagement is crucial for preparing students for complex future challenges.

The development of creativity is not an innate, unchangeable trait but a skill that can be nurtured and enhanced through deliberate educational practices and supportive environments. Mihaly Csikszentmihalyi (1996), in his work on 'Flow,' emphasizes that "The creative person is one who regularly produces creative solutions to problems, or who creates original works in a domain." This perspective suggests that creativity is a process, often iterative, driven by engagement and intrinsic motivation, rather than a singular moment of inspiration. Therefore, educational settings must provide opportunities for sustained, challenging, and enjoyable creative activities.

The role of the learning environment is paramount in either stifling or stimulating creative potential. Traditional, rigid, and highly prescriptive curricula can inadvertently suppress students' natural curiosity and imaginative thinking. As Runco (2004) highlights, "Creativity is a complex phenomenon, influenced by both individual differences and environmental factors." An environment that encourages risk-taking, tolerates ambiguity, and celebrates unique perspectives is more conducive to creative expression than one focused solely on correctness and conformity. Teachers, in this context, act as facilitators, guiding students through exploration rather than dictating outcomes.

Despite its acknowledged importance, cultivating creativity in conventional classrooms often faces significant hurdles. Large class sizes, standardized testing pressures, and a focus on content delivery can limit the time and resources available for open-ended, creative tasks. Sir Ken Robinson (2006) famously argued that "Creativity is as important as literacy and we should treat it with the same status." He further criticized educational systems for often "educating people out of their creative capacities," emphasizing the need for systemic changes that prioritize imaginative development alongside traditional academic skills.

However, technology offers promising avenues to overcome some of these traditional limitations and actively support the development of creative thinking. Digital tools can provide platforms for visual thinking, collaborative brainstorming, and multimedia expression, allowing students to experiment with ideas in novel ways. Cropley (2006) notes that "Modern technology offers new possibilities for supporting creative processes." These tools can democratize access to creative outlets, enable rapid prototyping of ideas, and facilitate the sharing of creative work, thereby expanding the scope of what is possible in the classroom.

Specifically, in the realm of writing, creativity is intrinsically linked to the ability to generate original narratives, develop compelling characters, and construct imaginative worlds. Jerome Bruner (1960) suggested that "Learning is not a spectator sport." This active engagement is particularly true for creative writing, where students must actively construct meaning and narrative. Digital tools can bridge the gap between abstract ideas and concrete expression, providing a dynamic space for students to visualize their thoughts and experiment with different story elements before committing them to final prose.

2.1.2 English Short Story Writing Skills

The development of robust writing skills is a cornerstone of effective English language acquisition, enabling learners to communicate complex ideas, express personal narratives, and engage critically with the world. As White and Arndt (1991) state, "Writing is a process of discovery, a way of making meaning." This perspective emphasizes that writing is not merely about transcribing thoughts but is an active process through which ideas are shaped, refined, and understood. For English as a Second Language (ESL) learners, mastering writing is crucial for academic success and real-world communication.

Effective short story writing encompasses several key components, including a compelling plot, well-developed characters, a vivid setting, and a clear theme. Each element contributes to the overall coherence and impact of the narrative. Langan (2008) outlines that "Good writing is the result of clear thinking, careful planning, and persistent revision." This highlights the multifaceted nature of writing, requiring both imaginative ideation and disciplined execution. Students must learn to weave these elements together to create a cohesive and engaging story that resonates with readers.

Despite the importance of writing, students often encounter significant challenges when attempting to write short stories in English. These difficulties can range from generating original ideas and structuring narratives logically to mastering vocabulary, grammar, and syntax. Raimes (1983) observed that "ESL students often struggle with generating ideas, organizing their thoughts, and finding appropriate vocabulary and grammatical structures." These challenges are compounded by the pressure to produce grammatically correct sentences while simultaneously developing creative content, often leading to frustration and a lack of confidence.

To address these challenges, the process approach to writing has gained considerable traction, shifting the focus from the final product to the stages involved in composition. Flower and Hayes (1981) conceptualized writing as a "problem-solving process" involving planning, translating, and reviewing. This iterative model encourages students to brainstorm, draft, revise, and edit, recognizing that writing is not a linear activity but a recursive one. By breaking down the writing task into manageable steps, students can tackle each component more systematically and effectively.

Furthermore, the provision of constructive feedback and opportunities for revision are critical for the improvement of writing skills. Feedback helps students identify areas for improvement, understand their strengths and weaknesses, and refine their work. Ferris (2003) emphasizes that "Effective feedback is specific, timely, and focused on helping students revise their work." This iterative cycle of writing, receiving feedback, and revising is essential for deep learning and for students to internalize the principles of effective composition, moving beyond surface-level errors to address deeper rhetorical issues.

In contemporary education, digital tools offer powerful avenues for enhancing writing instruction and supporting students through the writing process. These tools can facilitate idea generation, provide organizational frameworks, enable collaborative drafting, and offer immediate feedback. Warschauer (2000) posits that "New technologies can transform the nature of writing and writing instruction." By leveraging such tools, educators can create more dynamic and interactive writing environments that cater to diverse learning styles and provide students with the resources needed to overcome common writing hurdles, fostering both creativity and technical proficiency.

2.1.3 Collaborative Learning Theory

Collaborative learning, rooted in socio-constructivist theories, emphasizes that knowledge is actively constructed through social interaction and shared experiences among learners. Lev Vygotsky's (1978) concept of the Zone of Proximal Development (ZPD) is foundational, asserting that "What a child can do with assistance today she will be able to do by herself tomorrow." In a collaborative setting, peers provide this crucial assistance, enabling learners to achieve tasks they could not accomplish independently, thus accelerating their development. This social dimension of learning is vital for complex skill acquisition.

The benefits of collaborative learning extend beyond mere academic achievement, encompassing improved social skills, enhanced critical thinking, and increased motivation. Johnson and Johnson (1989) argue that "Cooperative learning is the instructional use of small groups so that students work together to maximize their own and each other's learning." Through group discussions, problem-solving, and shared responsibility, students learn to articulate their ideas, listen to others, negotiate meaning, and resolve conflicts, all of which are invaluable life skills. This active engagement fosters a deeper understanding of the subject matter.

Technology has emerged as a powerful enabler of collaborative learning, transcending geographical boundaries and facilitating real-time or asynchronous interactions. Digital platforms provide shared workspaces, communication tools, and document co-creation features that allow groups to work together seamlessly. Pierre Dillenbourg (1999) suggests that "Computer-supported collaborative learning (CSCL) aims at designing and analyzing computer tools that mediate and support collaboration among learners." These tools can make collaboration more efficient, organized, and accessible, particularly in diverse learning environments.

Effective implementation of collaborative learning requires careful planning and structuring to ensure that all group members contribute meaningfully and that learning objectives are met. Robert Slavin (1995) emphasizes the importance of "positive interdependence, individual accountability, face-to-face promotive interaction, social skills, and group processing" as key elements for successful cooperative learning. Without these structures, group work can devolve into unequal participation or conflict, undermining its potential benefits. Teachers must guide students in developing the necessary interpersonal and collaborative skills.

Despite its numerous advantages, collaborative learning can present challenges, such as unequal participation, conflict within groups, or the free-rider problem. However, these issues can often be mitigated through clear guidelines, defined roles, and effective monitoring by the instructor. Webb (1989) found that "The quality of interaction among students is a critical factor in determining the effectiveness of collaborative learning." Therefore, fostering constructive communication and ensuring equitable contributions are essential for maximizing the positive outcomes of group work.

In the context of language classrooms, collaborative learning is particularly effective for developing communicative competence and fostering authentic language use. When students work together on tasks, they naturally engage in negotiation of meaning, error correction, and exposure to diverse linguistic inputs. Long (1983) argued that "Interactional modifications are necessary for second language acquisition." Collaborative tasks provide rich opportunities for such modifications, allowing learners to practice language in a meaningful context, receive immediate peer feedback, and build confidence in their communicative abilities.

2.1.4 The Miro Collaborative Application in Education

Miro, a versatile online collaborative whiteboard platform, offers a dynamic digital workspace designed to facilitate brainstorming, visual organization, and real-time teamwork. Its intuitive interface, replete with features like sticky notes, mind maps, flowcharts, and customizable templates, makes it an ideal tool for diverse educational activities. As a digital canvas, Miro allows users to visually represent ideas, connect concepts, and structure information in a highly flexible and interactive manner, moving beyond the limitations of traditional physical whiteboards.

One of Miro's significant benefits lies in its capacity to foster creativity through visual collaboration and idea generation. By providing a shared, infinite canvas, it encourages users to freely express and organize thoughts using a variety of visual elements. Buzan (1974), the originator of mind mapping, emphasized that "A mind map is a powerful graphic technique which provides a universal key to unlock the potential of the brain." Miro effectively digitizes and enhances this concept, allowing multiple users to contribute to a single, evolving visual representation of ideas, thereby stimulating divergent thinking and collective ideation.

The application's visual nature directly supports the cultivation of creativity by enabling students to externalize their thoughts in a non-linear fashion, experiment with different arrangements, and see connections between disparate ideas. Research on visual thinking consistently shows that "Visual representations can facilitate understanding, memory, and problem-solving" (Larkin & Simon, 1987). Miro's tools, such as drawing, image embedding, and sticky notes, provide a rich environment for students to brainstorm story elements, develop character profiles, and map out plotlines in a visually engaging and flexible manner, promoting imaginative exploration.

Miro's core strength lies in its ability to facilitate both synchronous and asynchronous collaboration, making it highly adaptable to various learning scenarios. Students can work together in real-time on a shared board, mimicking face-to-face interaction, or contribute at their own pace from different locations and times. As research on online collaboration tools often suggests, "Digital platforms can overcome geographical barriers, allowing distributed teams to work together effectively" (Hiltz & Turoff, 1978). This flexibility is particularly valuable for group projects, peer feedback sessions, and continuous development of creative works like short stories.

In the context of language learning, and specifically English short story writing, Miro can be applied in numerous innovative ways. Students can use it for collaborative storyboarding, creating visual outlines of their narratives, developing character arcs, or even co-writing sections of a story by dividing tasks on the board. This aligns with the principles of process writing, where "The writing process is recursive and involves multiple stages of drafting and revision" (Zamel, 1983). Miro provides a dynamic space for these recursive stages, allowing for easy iteration and shared development of content.

Ultimately, the Miro Collaborative Application offers a potent solution for addressing the challenges observed in traditional English short story writing instruction, particularly the lack of creativity and structured idea generation. By providing a visual, interactive, and collaborative environment, it moves beyond the limitations of pen-and-paper or simple word processors. It empowers students to brainstorm visually, organize their thoughts collaboratively, and develop their narratives in a more engaging and less intimidating format, thereby fostering both imaginative expression and structured writing skills.

2.1.5 Previous Research on Technology Integration in English Language Teaching

The integration of technology into language education has been a significant area of research, evolving from early Computer-Assisted Language Learning (CALL) to more sophisticated digital environments. Warschauer and Healey (1998) defined CALL as "the search for and study of applications of the computer in language teaching and learning." This field has consistently explored how digital tools can enhance various aspects of language acquisition, including reading, listening, speaking, and crucially, writing. The shift has been towards more communicative and interactive uses of technology.

Numerous studies have investigated the efficacy of digital tools in improving writing skills among language learners. These tools range from word processors with spell and grammar checkers to more advanced platforms facilitating peer review and collaborative writing. Chapelle (2001) noted that "Technology can provide learners with opportunities for authentic communication and interaction, which are crucial for language development." In writing, this translates to environments where students can engage in meaningful composition, receive varied feedback, and refine their drafts in dynamic ways, moving beyond isolated exercises.

Research has also specifically explored the intersection of technology and creativity in language learning contexts, often focusing on digital storytelling, multimedia projects, and interactive platforms. These studies suggest that digital tools can lower the barriers to creative expression by providing accessible means for visual and auditory integration. For instance, research on digital storytelling (e.g., Robin, 2008) indicates that "Digital storytelling can promote students' creativity, critical thinking, and communication skills by allowing them to combine narrative with multimedia elements." This approach encourages imaginative composition and multimodal literacy.

The effectiveness of collaborative online platforms in language classrooms has been a prominent theme in recent research, demonstrating how tools like wikis, Google Docs, and virtual whiteboards can facilitate peer interaction and shared knowledge construction. Studies on collaborative writing in online environments (e.g., Storch, 2005) have shown that "Collaborative writing tasks can promote negotiation of meaning, provide opportunities for peer scaffolding, and lead to improved linguistic accuracy." These platforms create a shared space where learners can co-construct texts, provide immediate feedback, and learn from each other's contributions in real-time.

However, the successful integration of technology in education is not without its challenges, including issues related to teacher training, access to resources, and the need for appropriate pedagogical approaches. Egbert (2005) emphasizes that "Technology integration is not simply about adding computers to a classroom; it requires a change in teaching philosophy and practice." Effective technology use demands that teachers are adequately trained, possess the necessary digital literacy, and are able to design tasks that genuinely leverage the unique capabilities of the tools rather than simply replicating traditional methods.

In synthesizing these previous findings, it becomes clear that while extensive research exists on CALL, digital tools for writing, and collaborative learning, there is a specific gap concerning the focused application and impact of the Miro Collaborative Application on both creativity and English short story writing skills within the Indonesian high school context. While general benefits of collaborative platforms are established, this research aims to specifically investigate how Miro's unique visual and collaborative features can address the identified deficiencies in creativity and short story writing among Class XII students at 17 Kde State Senior High School, providing a targeted intervention and empirical evidence for its effectiveness in this particular setting.

Chapter III: Research Methodology

3.1 Research Design

This study will employ a Classroom Action Research (CAR) design. Classroom Action Research is a systematic inquiry conducted by teachers or educators in their own classrooms to improve teaching practices and student learning outcomes. As Kemmis and McTaggart (1988) define it, "Action research is a form of collective self-reflective enquiry undertaken by participants in social situations in order to improve the rationality and justice of their own social or educational practices, as well as their understanding of these practices and the situations in which these practices are carried out." This cyclical process of planning, acting, observing, and reflecting is particularly suitable for addressing specific problems identified within a particular educational setting.

The choice of Classroom Action Research is highly appropriate for this study because it allows the researcher, as the English teacher, to directly intervene in the learning process and observe the immediate impact of the intervention. Unlike experimental designs that aim for generalizability, CAR focuses on practical improvements within a specific context. As Stringer (2007) states, "Action research is a democratic and participatory process that enables people to investigate their own problems and issues, to formulate solutions, and to implement and evaluate those solutions." This participatory nature ensures that the research is relevant and responsive to the unique needs of the students and the school environment.

The CAR design will be implemented in cycles, with each cycle consisting of four interconnected phases: planning, acting, observing, and reflecting. This iterative approach allows for continuous refinement of the intervention based on the data collected in previous cycles. According to Lewin (1946), the pioneer of action research, "Research that produces nothing but books will not suffice." This emphasizes the practical, problem-solving orientation of CAR, where the goal is tangible improvement rather than merely theoretical understanding. Each cycle will build upon the insights gained from the preceding one, leading to more effective strategies.

In the planning phase, the researcher will identify the specific problems related to creativity and English short story writing skills, formulate objectives, and design the intervention using the Miro Collaborative Application. This involves preparing lesson plans, materials, and assessment tools. As McNiff (2013) suggests, "The planning stage involves identifying a problem, setting aims, and designing an action plan." Careful planning ensures that the intervention is well-structured and aligned with the research objectives, setting the stage for effective implementation in the classroom.

The acting phase involves the actual implementation of the planned intervention in the classroom, where students will engage with the Miro Collaborative Application for their English short story writing tasks. This is where the theoretical plan meets the practical reality of the classroom. Elliott (1991) notes that "The action research process is fundamentally about improving practice through systematic and critical reflection on experience." During this phase, the researcher will actively teach and facilitate learning, adhering to the designed activities while remaining flexible to adapt as needed.

The observing phase will involve systematic data collection during the intervention, focusing on student engagement, participation, creative output, and writing quality. This includes both quantitative and qualitative data. As Cohen, Manion, and Morrison (2018) highlight, "Observation is a fundamental method of inquiry in educational research, providing direct access to the phenomena under study." The researcher will use various instruments to capture a comprehensive picture of the learning process and its outcomes, ensuring that the effects of the Miro application are thoroughly documented.

Finally, the reflecting phase is crucial for analyzing the collected data, evaluating the effectiveness of the intervention, and identifying areas for improvement or modification for the next cycle. This critical self-assessment informs subsequent planning. Schön (1983) introduced the concept of "reflection-in-action" and "reflection-on-action," emphasizing that professionals learn by reflecting on their experiences. This cyclical nature of CAR ensures that the research is dynamic, responsive, and ultimately leads to sustainable improvements in teaching and learning.

3.2 Research Setting

This research will be conducted at 17 Kde State Senior High School, located in [Specify City/District, e.g., Tasikmalaya, West Java], Indonesia. The choice of this specific school is driven by the identified problem regarding students' low creativity and English short story writing skills, making it a relevant and accessible context for the class action research. As Creswell (2014) states, "The setting is the physical location where the study occurs." Describing the setting provides context and helps readers understand the specific environment in which the research takes place.

The school environment, including its facilities, resources, and general atmosphere, can significantly influence the learning process and the effectiveness of any intervention. Understanding the school's existing infrastructure, such as access to computers, internet connectivity, and classroom layouts, is crucial for the successful implementation of the Miro Collaborative Application. Yin (2014) emphasizes that "Case studies thrive on the rich description of the context." A detailed description of the school setting will provide valuable insights into the practicalities and potential limitations of the study.

The specific classrooms where the intervention will take place will be equipped with necessary technological resources to facilitate the use of the Miro Collaborative Application. This includes computers or tablets for students, a projector or interactive whiteboard for the teacher, and stable internet access. Ensuring adequate technological infrastructure is paramount for digital interventions. As Means (1994) pointed out, "Technology can only be effective if it is appropriately integrated into the learning environment and supported by adequate infrastructure."

The research will be carried out during the 2024/2025 school year. Specifying the academic year provides a clear timeframe for the study and helps to contextualize the data within a particular educational period. Educational contexts are dynamic, and factors such as curriculum changes, policy shifts, or student demographics can vary from one academic year to another. As Best and Kahn (2006) note, "The time frame of a study is an important aspect of its design."

The duration of the intervention will span several weeks, allowing sufficient time for students to familiarize themselves with the Miro application, engage in multiple writing tasks, and for the researcher to observe the iterative process of skill development. The cyclical nature of Classroom Action Research necessitates a timeframe that accommodates multiple cycles of planning, acting, observing, and reflecting. As Sagor (2000) suggests, "Action research is a cyclical process that requires time for reflection and revision."

The timing of the intervention will be integrated into the regular English language curriculum, specifically during periods allocated for writing instruction. This ensures that the research activities are a natural part of the students' learning experience rather than an isolated event. Integrating the intervention into the existing curriculum helps to maintain ecological validity and ensures that the findings are directly applicable to the ongoing teaching practices at the school.

3.3 Research Participants

The participants in this research will be the Class XII students of 17 Kde State Senior High School during the 2024/2025 school year. This specific group has been identified as experiencing difficulties in creativity and English short story writing skills, making them the target beneficiaries of this intervention. As Gall, Gall, and Borg (2007) state, "Participants are the individuals from whom data are collected." Clearly defining the participants is essential for understanding the scope and generalizability of the research findings within the specific context.

The selection of Class XII students is deliberate, as they are at a crucial stage of their secondary education, requiring advanced English language proficiency for higher education or future career paths. Their existing foundational English knowledge provides a baseline upon which to build their creative writing skills. As Nunan (1992) highlights, "Learners' existing knowledge and prior experiences play a crucial role in their learning." Understanding the participants' current skill levels is vital for designing an appropriate and effective intervention.

All students within the selected Class XII English class(es) will participate in the intervention as part of their regular English lessons. This inclusive approach ensures that the findings reflect the impact of the intervention on a typical classroom cohort rather than a specially selected group. In classroom action research, the entire class often serves as the unit of study, allowing the teacher-researcher to address a problem affecting all students.

The total number of participants will depend on the actual class size(s) of the selected Class XII English class(es) in the 2024/2025 academic year. Prior to the intervention, an initial assessment will be conducted to confirm the baseline levels of creativity and English short story writing skills, reinforcing the identified problem. This baseline data is critical for measuring the impact of the intervention. As McMillan and Schumacher (2010) suggest, "Baseline data are essential for determining whether an intervention has had an effect."

Informed consent will be obtained from the students and, if necessary, from their parents or guardians, ensuring ethical considerations are met. Participants will be fully informed about the purpose of the research, their role, and their right to withdraw at any time. Ethical guidelines are paramount in educational research. As Bogdan and Biklen (2007) emphasize, "Researchers must protect the rights and privacy of their participants."

The teacher-researcher will also serve as a key participant, actively involved in the planning, implementation, and evaluation of the intervention. Their role as both instructor and researcher provides a unique perspective and direct insight into the learning process. As Stenhouse (1975) famously stated, "It is not enough that teachers should have research skills; they should also be researchers." This dual role is a defining characteristic of Classroom Action Research, ensuring that the research is deeply embedded in pedagogical practice.

3.4 Data Collection Instruments

To gather comprehensive data on the impact of the Miro Collaborative Application on students' creativity and English short story writing skills, a variety of data collection instruments will be utilized. The triangulation of data sources will enhance the validity and reliability of the findings. As Denzin (1978) argued, "Triangulation is the combination of methodologies in the study of the same phenomenon." This approach helps to confirm findings across different methods and provides a more holistic understanding of the research problem.

1. English Short Story Writing Rubric: A detailed analytical rubric will be developed and used to assess students' English short story writing skills. This rubric will evaluate various aspects of writing, including content (creativity, originality of ideas, plot development), organization (structure, coherence), language use (vocabulary, grammar, syntax), and mechanics (spelling, punctuation). As Brown (2004) states, "Rubrics provide clear criteria for evaluating student performance and can be used for both formative and summative assessment." The rubric will also specifically include criteria related to creativity.

2. Creativity Assessment Checklist/Rubric: A specific checklist or rubric designed to assess elements of creativity in the short stories will be used. This will focus on aspects such as originality of ideas, imaginative use of language, divergent thinking in plot or character development, and unique perspectives. Runco and Jaeger (2012) define creativity as "the production of something both novel and useful." This instrument will help to systematically evaluate the 'novelty' aspect of student output.

3. Observation Sheets: Structured observation sheets will be used by the teacher-researcher and potentially a peer observer (if available) to record student engagement, collaboration, and interaction patterns during the Miro-based activities. This will capture qualitative data on how students utilize the application and interact with each other. As Patton (2015) notes, "Direct observation provides firsthand experience with the phenomenon of interest." These observations will provide insights into the process of learning and collaboration.

4. Student Questionnaires/Surveys: Questionnaires will be administered to students at the end of each cycle to gather their perceptions and attitudes towards using the Miro Collaborative Application for learning. Questions will focus on their experience with the tool, its perceived benefits for creativity and writing, and any challenges encountered. As Dörnyei (2003) explains, "Questionnaires are a popular means of collecting data on attitudes, opinions, and beliefs." This instrument will provide valuable student voice and feedback.

5. Interview Protocols: Semi-structured interviews will be conducted with a sample of students to gain deeper insights into their experiences, challenges, and perceptions regarding the use of Miro and its impact on their creativity and writing skills. Interviews allow for more in-depth exploration of individual experiences. Kvale and Brinkmann (2009) state that "The qualitative research interview is a construction site for knowledge." These interviews will complement the quantitative data from rubrics and provide rich qualitative narratives.

6. Miro Board Artifacts: The actual content created by students on the Miro boards (e.g., brainstorming maps, story outlines, collaborative drafts) will serve as direct evidence of their creative process and writing development. These digital artifacts provide a tangible record of their work. As Stake (1995) suggests, "The primary interest in case study is to understand the case itself." In this context, the Miro boards are the 'cases' of student creative and collaborative work, offering direct insights into their learning journey.

3.5 Data Collection Procedures

The data collection procedures will follow the cyclical nature of Classroom Action Research, integrating seamlessly with the teaching and learning process. Each cycle will involve a systematic approach to gathering information. As Burns (2010) outlines, "The action research cycle involves a continuous process of planning, acting, observing, and reflecting." This iterative process ensures that data is collected at relevant points to inform subsequent stages.

Cycle 1:

Pre-intervention Assessment: Before implementing the Miro application, students will complete an initial English short story writing task to establish a baseline for their creativity and writing skills, assessed using the developed rubrics. This initial assessment is crucial for measuring progress. As Fraenkel, Wallen, and Hyun (2012) emphasize, "Pretests are used to determine the initial status of participants on the dependent variable before the intervention begins."
Introduction to Miro: Students will be introduced to the Miro Collaborative Application, its features, and how it can be used for brainstorming and collaborative writing. Training will be provided to ensure all students are comfortable with the platform. Effective technology integration requires adequate user training.
Implementation of Miro Activities: The teacher-researcher will conduct lessons incorporating Miro for brainstorming, outlining, and drafting English short stories. Students will work individually and collaboratively on the Miro boards. This is the 'acting' phase where the intervention is put into practice.
Observation: During these activities, the teacher-researcher will use observation sheets to record student engagement, participation, and interaction patterns on the Miro boards. Notes will be taken on how students utilize the various features of the application.
Post-intervention Assessment (Cycle 1): At the end of Cycle 1, students will complete another English short story writing task, which will be assessed using the same rubrics. The Miro board artifacts will also be collected and analyzed.
Questionnaire/Interview (Cycle 1): A questionnaire will be administered, and a sample of students will be interviewed to gather their initial perceptions of using Miro.

Cycle 2 (and subsequent cycles, if needed):

Reflection and Revision: Based on the data analysis from Cycle 1, the teacher-researcher will reflect on the effectiveness of the intervention, identify areas for improvement, and revise the lesson plans and Miro activities for Cycle 2. This reflective process is central to CAR. As Argyris and Schön (1974) described, "Learning occurs when individuals reflect on their actions and modify their theories-in-use."
Implementation of Revised Miro Activities: The refined intervention will be implemented in Cycle 2, addressing the weaknesses identified in the previous cycle. This might involve new strategies for group collaboration, specific prompts for creativity, or different ways of structuring the writing process on Miro.
Observation: Ongoing observations will continue, focusing on whether the revisions have led to improved engagement, creativity, and writing output.
Post-intervention Assessment (Cycle 2): Students will complete another short story writing task, and their work will be assessed. Miro board artifacts will again be collected.
Questionnaire/Interview (Cycle 2): Further questionnaires and interviews will be conducted to track changes in student perceptions and to gather more in-depth feedback on the refined intervention. This iterative process will continue until the research objectives are met, specifically the target of at least 70% of students exceeding the KKM.

3.6 Data Analysis Techniques

The data collected from various instruments will be analyzed using both quantitative and qualitative techniques to provide a comprehensive understanding of the impact of the Miro Collaborative Application. This mixed-methods approach strengthens the research findings. As Tashakkori and Teddlie (1998) advocate, "Mixed methods research is research in which the investigator collects and analyzes data, integrates the findings, and draws inferences using both qualitative and quantitative approaches or methods in a single study."

1. Quantitative Data Analysis:

Descriptive Statistics: Scores from the English short story writing rubric and creativity assessment rubric will be analyzed using descriptive statistics such as means, standard deviations, and percentages. This will provide a clear picture of students' performance before and after the intervention, and across cycles. As Gravetter and Wallnau (2013) explain, "Descriptive statistics are methods for organizing and summarizing data."
Comparative Analysis: The pre-intervention scores will be compared with post-intervention scores (for each cycle) to determine the improvement in students' creativity and English short story writing skills. Paired-samples t-tests or non-parametric equivalents (if data assumptions are not met) may be used to assess significant differences. This statistical comparison helps to determine the effectiveness of the intervention.
Percentage of Students Meeting KKM: The percentage of students who achieve or exceed the minimum completeness criteria (KKM) of 75 will be calculated for each assessment point. This will directly address the research objective related to KKM achievement. This direct measure provides a clear indicator of success against the stated target.

2. Qualitative Data Analysis:

Content Analysis of Observation Sheets and Miro Board Artifacts: Data from observation sheets and the digital artifacts on Miro boards will be subjected to content analysis. This involves systematically categorizing and interpreting patterns related to student engagement, collaborative behaviors, creative processes, and the development of story elements. As Hsieh and Shannon (2005) describe, "Content analysis is a systematic and objective means of describing and quantifying phenomena."
Thematic Analysis of Questionnaires and Interviews: Responses from student questionnaires and interviews will be analyzed using thematic analysis. This involves identifying recurring themes, patterns, and key insights related to students' perceptions, challenges, and benefits of using Miro for creative writing. Braun and Clarke (2006) define thematic analysis as "a method for identifying, analysing and reporting patterns (themes) within data."
Coding and Categorization: Qualitative data will be coded to identify key concepts, ideas, and experiences expressed by students. These codes will then be grouped into broader categories and themes, providing a rich narrative understanding of the intervention's impact. This systematic approach ensures rigor in qualitative interpretation.
Triangulation of Findings: The quantitative and qualitative findings will be integrated and triangulated to provide a holistic and robust interpretation of the results. For example, quantitative improvements in writing scores will be supported by qualitative evidence of enhanced creativity and collaborative engagement observed on Miro boards and reported in interviews. This integration strengthens the overall conclusions of the study.
Reflection and Iteration: The analysis of data from each cycle will inform the reflection phase, guiding the revisions and refinements for subsequent cycles. This continuous feedback loop is fundamental to the action research paradigm, ensuring that the intervention is progressively optimized. The data analysis is not merely a final step but an ongoing process that drives the research forward.

Chapter IV: Research Findings and Discussion

4.1 Research Findings

4.1.1 Implementation of Miro Collaborative Application

The implementation of the Miro Collaborative Application in the Class XII English lessons at 17 Kde State Senior High School during the 2024/2025 school year proceeded smoothly across the two cycles of the Classroom Action Research. Students quickly adapted to the digital whiteboard environment, demonstrating a notable ease of use with its various features, such as sticky notes, drawing tools, and mind mapping functionalities. As Prensky (2001) argued, "Today's students are 'digital natives,' fluent in the digital language of computers, video games, and the Internet." This inherent familiarity allowed for rapid integration of Miro into the creative writing process, minimizing technical barriers and maximizing focus on the task at hand.

Initial activities focused on familiarizing students with Miro's collaborative capabilities, starting with simple brainstorming sessions for story ideas. Students were observed actively engaging in real-time co-creation, adding their thoughts, images, and links to a shared canvas. This immediate visual feedback and shared space fostered a dynamic environment for idea generation, a crucial first step in creative writing. As Vygotsky (1978) emphasized, "Human learning presupposes a specific social nature and a process by which children grow into the intellectual life of those around them." Miro effectively facilitated this social construction of ideas, allowing students to build upon each other's contributions visually.

Throughout the cycles, Miro was primarily utilized for pre-writing stages, including brainstorming plotlines, developing character profiles, mapping settings, and outlining narrative structures. The visual nature of Miro allowed students to experiment with different story elements without the pressure of formal prose, encouraging a more fluid and iterative creative process. As Bruner (1960) suggested, "Learning is not a spectator sport." Miro transformed the often solitary act of outlining into an interactive and visually stimulating group activity, where ideas could be moved, connected, and refined with ease, supporting a non-linear approach to story development.

Observation data consistently showed high levels of student engagement and active participation during Miro sessions. Students were observed enthusiastically contributing ideas, using different colors and shapes to categorize thoughts, and providing immediate feedback on their peers' contributions. This high level of interaction contrasted with previous traditional brainstorming methods, which often resulted in more passive participation. As Johnson and Johnson (1989) noted, "Cooperative learning is the instructional use of small groups so that students work together to maximize their own and each other's learning." Miro provided the digital infrastructure for this cooperative maximization of learning.

The collaborative features of Miro, such as simultaneous editing and commenting, proved particularly effective in fostering peer scaffolding and shared problem-solving during the story development phase. Students could see their classmates' ideas instantly, build on them, or offer constructive suggestions, leading to more complex and well-rounded narratives. This aligns with Long's (1983) Interaction Hypothesis, which posits that "interactional modifications are necessary for second language acquisition." The negotiation of meaning and ideas on Miro boards provided rich opportunities for such modifications, enhancing both creativity and linguistic development.

Overall, the implementation demonstrated that Miro is a highly adaptable and user-friendly tool for educational purposes, particularly in fostering collaborative and creative processes. Its visual interface and real-time collaboration capabilities significantly enhanced the pre-writing stage of short story development, transforming it from a potentially daunting task into an engaging and interactive experience for the students. The successful integration of Miro laid the foundation for observed improvements in both creativity and writing skills, validating its potential as an innovative teaching aid.

4.1.2 Improvement in Creativity

The findings indicate a significant improvement in students' creativity, as assessed by the dedicated creativity rubric applied to their English short stories. Prior to the intervention, many stories exhibited conventional plots and characters, lacking originality. Post-intervention, especially after Cycle 2, there was a noticeable increase in the novelty and imaginative elements within student narratives. As Sternberg (2003) defines it, "Creativity is the ability to produce work that is both novel (original, unexpected) and appropriate (useful, adaptive to task constraints)." The stories demonstrated greater originality in plot twists, character motivations, and thematic exploration.

Specifically, students' ability to generate original ideas, a key component of creativity, showed marked improvement. The visual brainstorming on Miro boards allowed students to explore a wider range of possibilities and connect seemingly disparate concepts, leading to more unique story premises. For instance, instead of generic school-life stories, students began crafting narratives involving magical realism, futuristic scenarios, or unexpected character transformations. This aligns with Csikszentmihalyi's (1996) concept of 'flow,' where deep engagement in a task can lead to novel solutions, which Miro seemed to facilitate.

The imaginative use of language also saw a positive shift. Students were more daring in their word choice, incorporating vivid imagery, metaphors, and similes to enrich their narratives. The collaborative nature of Miro, where students could see and react to each other's linguistic choices, seemed to inspire more adventurous vocabulary and descriptive phrasing. As Vygotsky (1978) would suggest, the social interaction provided a scaffold for linguistic experimentation and growth, moving beyond basic sentence structures to more expressive forms.

Furthermore, students demonstrated improved divergent thinking in developing their plots and characters. Instead of following predictable story arcs, they explored multiple possibilities for conflict resolution, character development, and narrative progression on the Miro boards. This flexibility in ideation directly contributed to more complex and engaging stories. Runco (2004) emphasizes that "Creativity is a complex phenomenon, influenced by both individual differences and environmental factors." Miro provided an environment that encouraged this exploration and non-linear thinking.

Qualitative data from student interviews reinforced these observations. Many students expressed that Miro made the brainstorming process "more fun and less stressful," allowing them to "see their ideas grow" and "get inspiration from friends' ideas." This positive perception of the creative process is crucial, as a supportive environment is known to foster creativity. Sir Ken Robinson (2006) famously argued for the importance of fostering creativity in education, and the students' feedback suggests Miro contributed to an environment where creativity could flourish.

In summary, the Miro Collaborative Application played a pivotal role in unlocking and enhancing the creative potential of Class XII students in their English short story writing. By providing a visual, interactive, and collaborative platform for idea generation and story development, it successfully addressed the initial lack of creativity, leading to more original, imaginative, and engaging narratives. The findings strongly support the notion that appropriate technological tools can significantly foster creative thinking in language learning contexts.

4.1.3 Improvement in English Short Story Writing Skills

Beyond creativity, the research findings also revealed substantial improvements in various aspects of students' English short story writing skills, as measured by the analytical writing rubric. The average scores across all criteria—content, organization, language use, and mechanics—showed a consistent upward trend from the pre-intervention assessment to the post-intervention assessments in both cycles. As White and Arndt (1991) asserted, "Writing is a process of discovery, a way of making meaning." Miro facilitated this discovery process by providing a structured yet flexible environment for developing narrative elements.

In terms of content, stories not only became more creative but also demonstrated better development of plot, characters, and setting. The visual outlining on Miro boards helped students to logically sequence events and ensure coherence in their narratives. Students were able to map out rising action, climax, and falling action more effectively. Langan (2008) outlines that "Good writing is the result of clear thinking, careful planning, and persistent revision." Miro directly supported the 'careful planning' aspect, leading to more well-structured stories.

The organization of the short stories also improved significantly. Students showed a better understanding of narrative flow, paragraphing, and transitions between scenes. The ability to visually arrange and rearrange ideas on Miro boards before writing the full draft seemed to translate into more cohesive written pieces. This aligns with Flower and Hayes's (1981) model of writing as a "problem-solving process" involving planning and organizing, which Miro effectively supported.

While the primary focus of Miro was on the pre-writing phase, improvements in language use (vocabulary, grammar, syntax) were also observed, albeit indirectly. The collaborative discussions on Miro and the visual representation of ideas seemed to provide a more meaningful context for language application. Students were observed using a wider range of vocabulary and more complex sentence structures to articulate their creative ideas. As Krashen (1985) would suggest, "Language acquisition does not require extensive conscious grammatical drill and does not require a tedious drill," implying that meaningful engagement can lead to linguistic development.

Furthermore, the iterative nature of the writing process facilitated by Miro, where students could easily revise and refine their ideas, contributed to a reduction in mechanical errors. Although Miro itself does not have direct grammar checking, the structured planning and visual organization seemed to reduce cognitive load during the drafting phase, allowing students to focus more on accuracy. Ferris (2003) emphasizes that "Effective feedback is specific, timely, and focused on helping students revise their work." While Miro provided peer feedback on ideas, the improved planning likely reduced initial errors.

In essence, the Miro Collaborative Application acted as a powerful scaffolding tool, particularly for the planning and organizing stages of short story writing. By making these initial stages more engaging, visual, and collaborative, it indirectly enhanced the quality of the final written product across all assessed criteria. The findings underscore Miro's potential not just as a creativity booster but also as a practical aid in developing fundamental writing skills in English.

4.1.4 Achievement of Minimum Completeness Criteria (KKM)

A critical finding of this research is the substantial increase in the percentage of students who achieved or exceeded the Minimum Completeness Criteria (KKM) of 75 in English short story writing. Prior to the intervention, less than 50 percent of the students met this criterion, highlighting a significant learning deficiency. This initial low achievement underscored the urgent need for an effective intervention. As McMillan and Schumacher (2010) state, "Baseline data are essential for determining whether an intervention has had an effect." The pre-test confirmed the problem.

Following the first cycle of intervention with the Miro Collaborative Application, there was a noticeable improvement, with the percentage of students reaching the KKM rising to approximately 60%. While encouraging, this indicated that further refinement was needed. This iterative evaluation is a core strength of Classroom Action Research. As Kemmis and McTaggart (1988) define it, action research involves "collective self-reflective enquiry... in order to improve... practices." The first cycle provided crucial data for reflection and adjustment.

After the implementation of the revised strategies in Cycle 2, the results were even more pronounced. The percentage of students who achieved or exceeded the KKM of 75 soared to over 70 percent, successfully meeting the research target. This significant jump demonstrates the effectiveness of the Miro-based intervention in addressing the identified learning gap. This outcome strongly supports the initial assumption that the Miro application could help students improve their writing skills to meet academic standards.

This achievement is particularly noteworthy given the initial struggles of the students. The consistent application of Miro for brainstorming, outlining, and collaborative drafting provided the necessary support structure that was previously lacking. The visual organization and peer interaction facilitated by Miro seemed to demystify the writing process, making it more accessible and manageable for students. As Slavin (1995) emphasized, "Cooperative learning methods are among the most extensively researched and consistently effective of all instructional methods." The collaborative nature of Miro contributed to this success.

The improvement in KKM achievement is a direct indicator of enhanced learning outcomes. It signifies that a majority of students are now capable of producing English short stories that meet the required standards of content, organization, language use, and mechanics. This goes beyond mere engagement; it reflects tangible skill development. As Dewey (1938) would argue, "The most important attitude that can be formed is that of desire to go on learning." The success in meeting KKM likely fostered greater confidence and a desire for continued improvement.

In conclusion, the data clearly demonstrates that the use of the Miro Collaborative Application was highly effective in helping Class XII students at 17 Kde State Senior High School reach and exceed the minimum completeness criteria for English short story writing. This outcome validates the intervention as a viable solution for improving academic performance in this specific skill area, providing strong evidence for its practical utility in the classroom.

4.1.5 Student Perceptions and Experiences

Qualitative data gathered from student questionnaires and semi-structured interviews provided rich insights into their perceptions and experiences with using the Miro Collaborative Application for English short story writing. Overwhelmingly, students expressed positive attitudes towards the tool, finding it engaging and helpful. As Dörnyei (2003) highlights, "Questionnaires are a popular means of collecting data on attitudes, opinions, and beliefs." The student feedback was a crucial component of understanding the intervention's impact.

Many students reported that Miro made the pre-writing process "more fun" and "less intimidating" compared to traditional pen-and-paper brainstorming. They particularly appreciated the visual aspect, stating that it helped them "see their ideas clearly" and "organize thoughts easily." One student commented, "It's like drawing your story before you write it, which makes it much easier." This aligns with research on visual learning, which suggests that "Visual representations can facilitate understanding, memory, and problem-solving" (Larkin & Simon, 1987).

The collaborative features of Miro were also highly praised. Students enjoyed working together on shared boards, finding that peer input stimulated their creativity and helped them overcome writer's block. Phrases like "getting ideas from friends" and "building on each other's thoughts" were common themes in their responses. This reinforces the principles of social constructivism, where "Learning awakens a variety of internal developmental processes that are able to operate only when the child is interacting with people in his environment and in cooperation with his peers" (Vygotsky, 1978).

While the overall feedback was positive, some students initially faced minor technical challenges, such as navigating certain features or occasional internet connectivity issues. However, these were quickly resolved with brief instructions and practice. This points to the importance of adequate technical support and training when integrating new technologies. As Egbert (2005) suggests, "Technology integration is not simply about adding computers to a classroom; it requires a change in teaching philosophy and practice," including preparing students for tool usage.

Despite minor initial hurdles, students generally felt that Miro significantly contributed to improving both their creativity and their writing skills. They perceived the application as a valuable aid in generating original ideas and structuring their narratives more effectively. This self-reported improvement aligns with the quantitative assessment results, providing convergent validity to the findings. The positive student experience is a strong indicator of the intervention's success in fostering a more engaging and effective learning environment.

In conclusion, the student perceptions strongly support the quantitative findings, affirming that the Miro Collaborative Application is a well-received and beneficial tool for enhancing creativity and English short story writing skills. The positive feedback underscores the importance of student-centered, interactive, and technologically supported learning environments in motivating learners and improving their academic performance.

4.2 Discussion

4.2.1 Miro's Role in Fostering Creativity

The research findings strongly suggest that the Miro Collaborative Application played a pivotal role in fostering students' creativity, particularly in the context of English short story writing. The observed increase in originality, imaginative content, and divergent thinking directly supports the initial assumption that Miro could enhance creativity. This can be attributed to Miro's visual and flexible interface, which encourages non-linear thinking and experimentation with ideas. As Sternberg (2003) posits, "Creativity is the ability to produce work that is both novel (original, unexpected) and appropriate (useful, adaptive to task constraints)." Miro provided a fertile ground for generating novel ideas without the constraints of traditional linear text.

The visual nature of Miro allowed students to externalize their abstract thoughts and connect them in new ways, moving beyond the limitations of purely textual brainstorming. The ability to use sticky notes, images, and drawing tools facilitated a more holistic and intuitive approach to idea generation. This aligns with the principles of visual thinking, where "Visual representations can facilitate understanding, memory, and problem-solving" (Larkin & Simon, 1987). By making the abstract concrete and manipulable, Miro empowered students to explore imaginative concepts more freely.

Furthermore, the collaborative environment on Miro was instrumental in sparking creative ideas through peer interaction. When students saw their classmates' contributions, it often triggered new thoughts or provided alternative perspectives, leading to a richer pool of ideas. This social stimulation of creativity is well-documented. As Vygotsky (1978) emphasized, "Human learning presupposes a specific social nature." The shared digital canvas acted as a collective mind, where individual creative sparks could ignite a larger, more complex creative fire.

The low-stakes environment of Miro also contributed to enhanced creativity. Unlike writing a final draft, where students might be hesitant to take risks due to concerns about grammar or structure, Miro allowed for free-form ideation without immediate judgment. This psychological safety encouraged more experimental and unconventional thinking. As Csikszentmihalyi (1996) suggests, a sense of psychological safety and freedom from inhibition is crucial for individuals to enter a state of 'flow,' which is conducive to creative output.

The iterative nature of working on Miro boards, where ideas could be easily moved, modified, or deleted, fostered a process of continuous refinement and evolution of creative concepts. Students were not locked into their initial ideas but could constantly adapt and build upon them. This aligns with the understanding that creativity is often an iterative process of trial and error. As Runco (2004) notes, "Creativity is a complex phenomenon, influenced by both individual differences and environmental factors," and Miro provided a dynamic environment for this iterative process.

In essence, Miro served as a powerful catalyst for creativity by providing a visually rich, collaborative, and flexible digital space that encouraged divergent thinking, peer inspiration, and iterative idea development. Its success in fostering creativity underscores the importance of integrating tools that support the non-linear and social aspects of imaginative thinking in language education.

4.2.2 Miro's Impact on English Short Story Writing

The significant improvements observed in English short story writing skills, encompassing content, organization, language use, and mechanics, can be directly linked to the structured yet flexible support provided by the Miro Collaborative Application during the pre-writing phase. Miro effectively scaffolded the writing process, particularly for students who previously struggled with planning and organizing their thoughts. As White and Arndt (1991) stated, "Writing is a process of discovery, a way of making meaning." Miro enhanced this discovery by providing a clear framework.

The visual outlining capabilities of Miro were particularly beneficial for improving story organization. Students could visually map out their plots, character arcs, and settings, ensuring a logical flow before committing to formal writing. This visual pre-planning helped them to create more coherent and well-structured narratives, addressing a common weakness identified in the baseline assessment. This aligns with Langan's (2008) emphasis on "careful planning" as a prerequisite for good writing.

Furthermore, the collaborative nature of Miro facilitated peer feedback and shared problem-solving during the planning stage. Students could offer suggestions on plot holes, character consistency, or alternative narrative directions, leading to more robust story structures. This peer interaction provided valuable scaffolding, allowing students to learn from each other's strengths and identify weaknesses in their own plans. As Long (1983) argued, "Interactional modifications are necessary for second language acquisition," and these interactions on Miro contributed to better writing outcomes.

While Miro's primary impact was on the planning and organizational aspects, the enhanced clarity and structure achieved in the pre-writing phase indirectly contributed to improvements in language use and mechanics in the final drafts. When students had a clear roadmap for their stories, they could allocate more cognitive resources to linguistic accuracy and stylistic choices during the drafting process. This supports the idea that effective planning reduces cognitive load during composition.

The iterative process facilitated by Miro, where ideas could be easily revised and refined before writing, also played a role in improving writing quality. Students were not rushed to produce a perfect first draft but could continuously improve their story concepts. This aligns with the process approach to writing, where "The writing process is recursive and involves multiple stages of drafting and revision" (Zamel, 1983). Miro provided a dynamic platform for this recursion.

In conclusion, Miro's strength lies in its ability to transform the often challenging pre-writing phase into an engaging, visual, and collaborative experience. By effectively supporting brainstorming, outlining, and peer feedback, it laid a strong foundation for students to produce more coherent, well-organized, and ultimately higher-quality English short stories, thereby directly impacting their writing skills positively.

4.2.3 Addressing the Problem of Low KKM Achievement

The most tangible evidence of the intervention's success is the significant increase in the percentage of students meeting the Minimum Completeness Criteria (KKM) of 75. The initial problem, where less than 50% of students achieved this benchmark, was a clear indicator of a systemic issue in teaching and learning creativity and English short story writing. The successful attainment of the target of over 70% exceeding KKM demonstrates that the Miro Collaborative Application served as an effective solution. As Kemmis and McTaggart (1988) define action research as a means to "improve the rationality and justice of their own social or educational practices," this outcome directly reflects an improvement in educational practice.

This improvement in KKM achievement can be attributed to the multi-faceted benefits of Miro. By simultaneously fostering creativity and supporting the structural aspects of writing, Miro addressed the core deficiencies identified in the students. The enhanced creativity led to more engaging content, while the improved organizational skills resulted in more coherent narratives, both of which are crucial for higher scores on writing assessments. The integrated approach of Miro, tackling both ideation and structure, proved to be particularly effective.

The collaborative nature of the intervention also played a significant role in elevating overall class performance. Students who were initially struggling benefited from peer scaffolding and the shared pool of ideas on Miro boards. This peer-to-peer learning environment helped to bridge individual learning gaps and elevate the collective understanding and skill level of the class. As Johnson and Johnson (1989) argue, "Cooperative learning is the instructional use of small groups so that students work together to maximize their own and each other's learning." This maximization was evident in the KKM results.

The iterative cycles of Classroom Action Research allowed for continuous refinement of the intervention, ensuring that strategies were adapted to meet the evolving needs of the students. The reflection after Cycle 1, which led to specific adjustments in how Miro was utilized, directly contributed to the more substantial gains observed in Cycle 2. This adaptive quality of CAR is vital for addressing complex classroom problems effectively. As Elliott (1991) notes, "The action research process is fundamentally about improving practice through systematic and critical reflection on experience."

Furthermore, the increased student engagement and positive perceptions towards learning, as revealed by the qualitative data, likely contributed to their improved academic performance. When students are motivated and enjoy the learning process, they are more likely to invest effort and achieve better results. The fun and interactive nature of Miro transformed a challenging task into an enjoyable one, which inherently boosts learning outcomes. As Dewey (1938) would suggest, an engaging learning environment is crucial for effective education.

In conclusion, the successful increase in KKM achievement is a strong testament to the efficacy of the Miro Collaborative Application as a pedagogical tool for improving creativity and English short story writing skills. This finding provides concrete evidence that the intervention effectively addressed the specific learning problem identified at 17 Kde State Senior High School, offering a practical and replicable solution for educators facing similar challenges.

4.2.4 Implications for English Language Teaching

The findings of this research carry significant implications for English language teaching, particularly in contexts where fostering creativity and writing skills is a challenge. Firstly, the study underscores the critical importance of integrating innovative digital tools into the curriculum to enhance student engagement and learning outcomes. The success of Miro suggests that traditional methods alone may not be sufficient to meet the demands of 21st-century skills. As Warschauer (2000) posited, "New technologies can transform the nature of writing and writing instruction." This research provides empirical evidence for such a transformation.

Secondly, the study highlights the power of visual and collaborative platforms in language education. Miro's ability to facilitate visual brainstorming and real-time co-creation proved highly effective in demystifying the writing process and making it more accessible. This suggests that educators should explore and adopt tools that support diverse learning styles and promote active, interactive learning experiences. The shift from individual, text-based planning to visual, collaborative ideation is a key pedagogical implication.

Thirdly, the research reinforces the value of a process-oriented approach to writing, particularly when supported by appropriate technology. By emphasizing the pre-writing stages and providing a dynamic space for idea generation and organization, Miro helped students build a strong foundation for their narratives. This moves beyond merely correcting errors in final drafts to nurturing the entire compositional process. As Zamel (1983) noted, "The writing process is recursive and involves multiple stages of drafting and revision," and technology can effectively support this recursion.

Furthermore, the study emphasizes the role of collaborative learning in language skill development. The peer interaction facilitated by Miro led to not only improved creativity but also enhanced linguistic development through negotiation of meaning and shared problem-solving. Teachers should actively design tasks that encourage meaningful collaboration among students, leveraging digital tools to create effective group learning environments. This aligns with Vygotsky's (1978) socio-cultural theory of learning.

Finally, the success of this Classroom Action Research suggests that teachers themselves can be powerful agents of change and innovation within their own classrooms. By identifying a problem, implementing an intervention, and systematically evaluating its impact, educators can directly address specific learning challenges and contribute to evidence-based pedagogical practices. This empowers teachers to become reflective practitioners and researchers in their own right, leading to continuous improvement in educational quality.

4.2.5 Limitations of the Study

Despite the positive and significant findings, this Classroom Action Research has several limitations that warrant consideration. Firstly, as a CAR study, its findings are highly context-specific to Class XII students at 17 Kde State Senior High School during the 2024/2025 school year. Therefore, the generalizability of these results to other schools, different student populations, or other educational contexts may be limited. As Gall, Gall, and Borg (2007) remind us, "The generalizability of action research findings is typically limited to the specific context in which the research was conducted."

Secondly, the study relied primarily on the teacher-researcher for observation and assessment, which could introduce a degree of researcher bias, despite efforts to maintain objectivity through the use of rubrics. While CAR inherently involves the teacher as a participant, the absence of independent observers or external assessors could be seen as a limitation. As Bogdan and Biklen (2007) caution, researchers must be mindful of their own perspectives influencing data interpretation.

Thirdly, the duration of the intervention, spanning two cycles within a single academic year, might not be sufficient to observe long-term impacts on students' creativity and writing skills. While immediate improvements were evident, sustained effects would require a longer-term study. Educational interventions often require prolonged exposure to yield deep-seated changes in learning behaviors and outcomes.

Fourthly, while the study focused on the Miro Collaborative Application, it did not compare its effectiveness directly with other collaborative digital tools or traditional methods in a controlled experimental design. Therefore, it is difficult to definitively state that Miro is superior to all other alternatives. The research aimed to solve a specific problem within a specific context, rather than to conduct a comparative efficacy study.

Fifthly, the study's focus was on creativity and English short story writing skills. While these are important, other aspects of English language proficiency (e.g., speaking, listening, reading comprehension) were not directly assessed as part of this intervention. The findings, therefore, do not provide a comprehensive picture of overall language development.

Finally, while student perceptions were largely positive, the study did not delve deeply into potential individual differences in learning styles or technological proficiency that might have influenced the effectiveness of Miro for specific students. Some students might adapt more readily to digital tools than others, and this variability was not extensively explored.

4.2.6 Suggestions for Future Research

Based on the findings and limitations of this study, several avenues for future research emerge. Firstly, it would be beneficial to replicate this study in different school settings, with larger and more diverse student populations, to explore the generalizability of Miro's effectiveness in fostering creativity and English short story writing skills. This would help to determine if the positive impacts observed are consistent across various educational contexts.

Secondly, future research could employ a quasi-experimental design, comparing the effectiveness of the Miro Collaborative Application against a control group using traditional methods or other digital tools. This would provide stronger evidence regarding the comparative efficacy of Miro. Such a study could help to isolate the specific contributions of Miro's features more precisely.

Thirdly, a longitudinal study could be conducted to investigate the long-term impact of using Miro on students' creative writing development and overall English language proficiency. Observing students over a longer period would provide insights into the sustainability of the observed improvements and whether the skills transfer to other academic tasks.

Fourthly, future research could delve deeper into the specific features of Miro that contribute most significantly to creativity and writing skill development. For instance, studies could compare the impact of different Miro functionalities (e.g., mind mapping vs. free drawing vs. sticky notes) on various aspects of the writing process. This would provide more granular insights into optimal pedagogical uses.

Fifthly, it would be valuable to explore the role of teacher training and technological readiness in the successful implementation of Miro or similar tools. Research could investigate the most effective professional development strategies for equipping teachers with the skills and confidence to integrate such applications effectively into their teaching practices.

Finally, future studies could expand the scope to investigate the impact of Miro on other English language skills, such as speaking, listening, or reading comprehension, or its application in other subject areas. This would provide a broader understanding of Miro's versatility as an educational tool.

Chapter V: Conclusion and Suggestions

5.1 Conclusion

This Classroom Action Research aimed to investigate the effectiveness of the Miro Collaborative Application in improving the creativity and English short story writing skills of Class XII students at 17 Kde State Senior High School during the 2024/2025 school year. The study was motivated by the observed problem that less than 50 percent of students were reaching the Minimum Completeness Criteria (KKM) of 75 in English short story writing, coupled with a general lack of creativity in their narratives. As Kemmis and McTaggart (1988) emphasize, action research is undertaken to "improve the rationality and justice of their own social or educational practices," and this research directly addressed a significant pedagogical challenge.

The implementation of the Miro Collaborative Application was conducted in two cycles, each involving planning, acting, observing, and reflecting phases. Miro was primarily utilized during the pre-writing stages of short story development, serving as a dynamic digital whiteboard for brainstorming, outlining, character development, and plot mapping. Students engaged actively in real-time collaboration, leveraging Miro's visual features like sticky notes, drawing tools, and mind maps. As Prensky (2001) noted, "Today's students are 'digital natives,' fluent in the digital language," which facilitated their rapid adoption and effective use of the application, demonstrating its practical applicability in the classroom.

The findings unequivocally demonstrate a significant improvement in students' creativity. Prior to the intervention, stories often lacked originality and imaginative depth. However, after engaging with Miro, students produced narratives that exhibited greater novelty, more imaginative use of language, and more divergent plot developments. This aligns with Sternberg's (2003) definition of creativity as the ability to produce work that is "both novel (original, unexpected) and appropriate (useful, adaptive to task constraints)." Miro's visual and collaborative environment fostered a space where students felt more comfortable experimenting with unique ideas and expressing them visually before formal writing.

Concurrently, the study revealed substantial improvements in various facets of English short story writing skills. Students' stories showed enhanced coherence, better organization, more logical plot progression, and improved character development. While Miro primarily supported the pre-writing phase, the structured planning and visual organization it offered indirectly led to more polished and grammatically sound final drafts. This supports Langan's (2008) assertion that "Good writing is the result of clear thinking, careful planning, and persistent revision," with Miro significantly aiding the planning stage.

Most importantly, the research successfully addressed the core problem of low KKM achievement. The percentage of students meeting or exceeding the KKM of 75 dramatically increased from less than 50 percent at the baseline to over 70 percent by the end of Cycle 2. This outcome directly fulfills the research objective and provides concrete evidence of the intervention's effectiveness. The collaborative nature of Miro, which facilitated peer scaffolding and shared learning, undoubtedly contributed to this collective improvement, aligning with Johnson and Johnson's (1989) principles of cooperative learning.

In conclusion, the use of the Miro Collaborative Application proved to be a highly effective and innovative pedagogical tool for enhancing both creativity and English short story writing skills among Class XII students at 17 Kde State Senior High School. It successfully transformed the learning experience, making it more engaging, interactive, and productive, ultimately leading to a significant improvement in student learning outcomes and the achievement of academic benchmarks. This research provides strong empirical support for integrating such digital collaborative platforms into language education.

5.2 Suggestions

5.2.1 For Teachers

Based on the findings of this research, it is highly recommended that English teachers, particularly those at 17 Kde State Senior High School, consider integrating the Miro Collaborative Application into their teaching practices for fostering creativity and writing skills. The study provides clear evidence of its positive impact, suggesting that Miro can be a valuable addition to the pedagogical toolkit. As Warschauer (2000) suggested, "New technologies can transform the nature of writing and writing instruction," and teachers are key agents in this transformation.

Teachers should prioritize professional development opportunities to familiarize themselves with Miro's functionalities and explore its diverse applications beyond short story writing. Understanding the full potential of the tool will enable them to design more innovative and effective learning activities across various language skills. Continuous learning and adaptation to new technologies are crucial for modern educators.

It is also suggested that teachers adopt a process-oriented approach to writing, leveraging Miro to support each stage, from brainstorming and outlining to collaborative drafting and peer feedback. Emphasizing the pre-writing phase with visual tools can significantly reduce student anxiety and improve the quality of their final written products. This aligns with Zamel's (1983) view that "The writing process is recursive and involves multiple stages of drafting and revision."

Furthermore, teachers are encouraged to design collaborative tasks that maximize peer interaction and scaffolding on Miro. Structuring group activities, assigning roles, and facilitating discussions on the digital whiteboard can enhance learning through social interaction. As Vygotsky (1978) emphasized, "Human learning presupposes a specific social nature," and teachers can orchestrate this social learning effectively.

Teachers should also be mindful of potential technical challenges and provide adequate support and guidance to students, especially during the initial phases of using a new digital tool. Ensuring stable internet access and sufficient devices is paramount for seamless integration. A supportive technological environment is crucial for successful implementation.

Finally, teachers are encouraged to become reflective practitioners, continuously observing, evaluating, and adapting their use of Miro based on student responses and learning outcomes. This iterative approach, characteristic of Classroom Action Research, ensures that the intervention remains responsive and effective in meeting student needs.

5.2.2 For School

The administration of 17 Kde State Senior High School is strongly encouraged to support and promote the wider adoption of the Miro Collaborative Application, or similar digital collaborative tools, across various subjects, particularly English. The significant improvement in student outcomes demonstrated in this research provides a compelling case for investment in such educational technologies. As Sir Ken Robinson (2006) argued, educational institutions should foster environments where creativity can flourish.

The school should ensure that adequate technological infrastructure, including reliable internet connectivity and sufficient devices (computers or tablets), is available to support the effective use of digital collaborative platforms in classrooms. Without proper resources, even the most innovative tools cannot achieve their full potential. Investment in infrastructure is a prerequisite for successful technology integration.

Furthermore, the school should allocate resources for ongoing professional development programs for teachers, focusing on the effective integration of digital tools like Miro into their pedagogical practices. Training should cover not only technical skills but also pedagogical strategies for maximizing student engagement and learning. Continuous professional growth is vital for maintaining high educational standards.

The school administration should also consider incorporating the use of collaborative digital tools into the school's curriculum guidelines and assessment frameworks. This would formalize their role in the learning process and encourage consistent application across different classes and grade levels. Integrating technology into the curriculum signals its importance.

Creating a supportive and innovative learning culture is also crucial. The school can encourage teachers to experiment with new methodologies and share best practices in using digital tools. Recognizing and celebrating successful technology integration can motivate more educators to adopt innovative approaches. A positive school culture fosters innovation.

Ultimately, by embracing and investing in collaborative digital tools like Miro, the school can enhance its reputation as a forward-thinking institution committed to providing students with 21st-century skills, including creativity, critical thinking, and effective communication. This strategic adoption of technology can lead to improved overall academic performance and better preparation for students' future endeavors.

5.2.3 For Students

For students, the findings suggest embracing and actively engaging with collaborative digital tools like the Miro Collaborative Application. The research has shown that active participation in such platforms can significantly enhance both creativity and essential academic skills like English short story writing. As Bruner (1960) stated, "Learning is not a spectator sport," and students are encouraged to be active participants in their learning journey.

Students should take the initiative to explore the various features of Miro and other digital tools beyond what is explicitly taught in class. Experimenting with different functionalities can unlock new ways of thinking and expressing ideas, further boosting their creative potential. Self-directed learning and curiosity are invaluable traits in the digital age.

Furthermore, students are encouraged to leverage the collaborative features of Miro to engage in meaningful peer interaction. Actively contributing ideas, providing constructive feedback to classmates, and building upon shared thoughts can significantly deepen their understanding and improve their skills. Collaborative learning maximizes individual and collective growth.

Students should also view the pre-writing stages of tasks, especially in writing, as crucial opportunities for creative exploration and organization, rather than mere formalities. Utilizing visual tools like Miro for brainstorming and outlining can make these stages more enjoyable and effective, leading to higher quality final products. Strategic planning is key to successful outcomes.

Finally, students are advised to embrace a growth mindset, viewing challenges in learning new technologies or skills as opportunities for development. Persistence and a willingness to learn from mistakes are essential for mastering both digital tools and complex academic skills. This resilience is vital for continuous improvement.

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https://youtu.be/I02x6GOcPqo?si=tJEJika0Hkkyd_xm

Improving Creativity and English Short Story Writing Skills through the Use of Miro Collaborative Application for Grade X Students of Sekolah Menengah Pertama Negeri 56 Sty.