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All Journal Jurnal Pembelajaran Bahasa dan Sastra
Yulianti Rasyid
Prodi Pendidikan Bahasa dan Sastra Indonesia, Universitas Negeri Padang, Sumatera Barat, Indonesia
Education Languange, Linguistic, Communication & Media Other

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The Influence of the Cooperative Integrated Reading and Composition (CIRC) Model on Learning Biographical Text Writing Skills Nadine Firjatullah; Abdurrahman; Yulianti Rasyid; Mohd. Hafrizon
Jurnal Pembelajaran Bahasa dan Sastra Vol. 5 No. 3 (2026): Mei 2026
Publisher : Raja Zulkarnain Education Foundation

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55909/jpbs.v5i3.1332

Abstract

The purpose of this study is to describe: 1) the skills of writing biographical texts without using the Cooperative Integrated Reading and Composition (CIRC) learning model; 2) the skills of writing biographical texts using the CIRC learning model; 3) the effect of the CIRC learning model on the skills of writing biographical texts. This study uses a descriptive-quantitative method through a quasi-experiment. The design of this study is the posttest only group design which took place in the 2025/2026 academic year at MAN 2 Padang City. The study population was all grade X students of MAN 2 Padang City who participated in the learning of biographical text writing skills both in the control class, namely Phase E4, and in the experimental class, namely Phase E5, totaling 77 students. The sample was determined as many as 65 students based on the Slavin formula divided into 32 E4 students and 33 E5 students. Data were collected using a performance test instrument. Data on biographical text writing skills were analyzed using SPSS-based descriptive statistics. Data on the influence of the learning model were analyzed using parametric inferential statistics, namely the independent sample t-test. The results of the study: 1) the skill of writing biographical texts without using the CIRC learning model is categorized as good; 2) the skill of writing biographical texts using the CIRC learning model is categorized as very good; 3) the CIRC learning model has a significant effect on the skill of writing biographical texts. The t value = -5.087 on df 65 has a sig. value of 0.00. Thus, Ho is rejected because sig. 0.000 < 0.05.
Implementation of the Project-Based Learning Model Assisted by Audiovisual Media in Writing Review Texts Skill of Fictional Works Learning Isna Isna; Yulianti Rasyid; Nursaid; Dadi Satria
Jurnal Pembelajaran Bahasa dan Sastra Vol. 5 No. 2 (2026): Maret 2026
Publisher : Raja Zulkarnain Education Foundation

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55909/jpbs.v5i2.1268

Abstract

This study aims to describe the planning, implementation, and evaluation of the application of the Project Based Learning (PjBL) model assisted by audiovisual media in teaching students to write fictional review texts in Grade VIII of SMP Negeri 1 Sutera. This research employed a descriptive qualitative approach. The research data were obtained through observation, interviews, and documentation. Observations were conducted to examine the planning, implementation, and evaluation processes of learning activities. Interviews were carried out with an Indonesian language teacher and five students of class VIII.4 who participated in the learning process. Documentation consisted of an analysis of the teaching modules and learning tools used by the teacher. The results indicate that the learning planning was systematically prepared in accordance with the Merdeka Curriculum, including the development of teaching modules, selection of audiovisual media, design of project-based learning activities, and determination of assessment techniques. The implementation of learning using the PjBL model assisted by audiovisual media was conducted in four meetings and followed the prescribed learning syntax. Students were actively involved in observing audiovisual media, participating in group discussions, developing review text projects, and presenting their work. The evaluation of learning was carried out comprehensively through pretests, process and project assessments, presentations, reflections, and posttests. The evaluation results show an improvement in students’ ability to write review texts, as indicated by the higher average posttest score compared to the pretest score. Therefore, the application of the Project Based Learning model assisted by audiovisual media has a positive impact on students’ learning outcomes in writing fictional review texts.
The Contribution of Agricultural Vocabulary Mastery to Argumentative Text Writing Skills Aminarti; Dewi Anggraini; Nursaid; Yulianti Rasyid
Jurnal Pembelajaran Bahasa dan Sastra Vol. 5 No. 2 (2026): Maret 2026
Publisher : Raja Zulkarnain Education Foundation

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55909/jpbs.v5i2.1351

Abstract

The purpose of this study is to describe: 1) agricultural vocabulary mastery; 2) argumentative text writing skills; and 3) the contribution of agricultural vocabulary mastery to argumentative text writing skills. This study used a descriptive-quantitative method through simple regression. The population of this study was 81 students of grade XI of SMA Negeri 1 Pasaman who took the agricultural vocabulary mastery test and the argumentative text writing skills test. The sample size was 68 students based on a statistical formula. To determine the effect of agricultural vocabulary mastery on argumentative text writing skills, a simple regression test procedure was used after conducting homogeneity and normality tests of residuals. The results of the study: 1) the vocabulary mastery of grade XI students of SMA Negeri 1 Pasaman was in good qualifications with an arithmetic mean of 80.44; 2) the argumentative text writing skills of grade XI students of SMA Negeri 1 Pasaman were in good qualifications with an arithmetic mean of 77.45; 3) The mastery of agricultural vocabulary of class XI students of SMA Negeri 1 Pasaman contributes significantly to the argumentative text writing skills of class XI students of SMA Negeri 1 Pasaman in the regression equation: Y = 7.443 + 0.513X1. This means that the value of the argumentative text writing skill variable for each sample member is a constant of 7.443 + 0.513 multiplied by the agricultural vocabulary mastery score of each student. Thus, Indonesian language teachers are expected to be able to carry out activities with various strategies and media to improve students' mastery of agricultural vocabulary.
Co-Authors Abdurrahman Aminarti Dadi Satria Dewi Anggraini Isna Isna Mohd. Hafrizon Nadine Firjatullah Nursaid