The present research focused on exploring the experiences of some senior high school students on Informal Digital Learning of English (IDLE) practices and their influences on their creative writing. This research emerged from the issue of informal digital learning of English. In this new era of technology and information, there are a lot of ways to have a chance to create a lot of creative writing projects. This research also focused to know the creative writing that appears from the IDLE experiences of senior high school education students. A Narrative inquiry was employed in this study to explore the aforementioned focuses. This research used interview and document analysis as data collection techniques. For analyzing the data, the researcher used thematic analysis of narrative inquiry as follows repeatedly reading and listening to the data, coding and categorizing the data extracts, and recognizing thematic headings. This research report was in narrative form. The participants were three female senior high school students. They had an experience living abroad, had a lot of foreign friends, and had a lot of experiences with IDLE practices such as watching British TV shows, and anime in English subtitles, reading online news, and using some applications to communicate with foreign friends. The result explained that IDLE practices influenced their imagination, intuition, and personal memories in their creative writing. This research revealed their IDLE practices could widen their social and cultural understanding. These practices also influenced their affective aspects such as their motivation, creativity, cultural awareness, and fluency in English.
