Exploring the Roles of Teachers' Creativity in Teaching English at Junior High School

Creativity in education is increasingly foregrounded in English learning because diverse, interesting activities can attract learners’ attention and sustain engagement. This study examines how English teachers implement creativity in junior high school English classes and what barriers hinder its use. Using a qualitative design, two English teachers at SMPN 22 Surabaya (teaching experience >3 years) participated. Data were collected through semi-structured interviews and classroom observations, allowing triangulation. Guided by theories of teacher creativity, student engagement, and innovative language pedagogy, the data were transcribed and analyzed thematically through coding and theme development. Findings show that teacher creativity is expressed through technology integration (Quizizz, Kahoot, Canva, Padlet, and PowerPoint) and student-centered strategies such as project-based learning, problem-solving activities, and open-ended tasks. These practices encouraged critical thinking, collaboration, and motivation to learn English. However, implementation was constrained by limited access to technology, classroom time restrictions, and students’ varied proficiency levels, requiring teachers to continuously adapt activities and pacing. The study highlights the potential of creative, technology-supported instruction to enhance engagement in EFL classrooms while emphasizing the need for adequate resources and flexible lesson planning.