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Lira Hayu Afdetis Mana
Universitas PGRI Sumatera Barat
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Flipped Project-Based Learning Model in Creative Writing Class: How Do Students Need It? Lira Hayu Afdetis Mana; Atmazaki; Harris Effendi Thahar; Nurul Haniza Samsudin
International Journal of Language Pedagogy Vol. 4 No. 1 (2024)
Publisher : Language Pedagogy Study Program, Faculty of Languages and Arts, Universitas Negeri Padang, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/ijolp.v4i1.57

Abstract

Student needs for each course are different. Implementations that do not meet the needs will cause problems in the learning process. This study aims to analyze the characteristics of materials to be used in creative writing classes, especially while learning opinion writing that meets the students' needs of learning materials. This research is a quantitative descriptive study. Using purposive sampling technique, 38 of all students of the PGRI University of West Sumatra in the Indonesian Language and Literature Education Study Program, participated in this study. The students were asked to respond to an online questionnaire investigating their situation in the creative writing class, their needs and difficulties in learning materials about opinion writing as one of subtopics in the creative writing course. This research provides insights to design a Flipped Project Based Learning model using an e-learning platform. The results revealed that with the conventional learning, some students were less motivated and creative, so it is necessary to provide learning materials that can encourage all students' active participation and writing creativity without exception . Besides, the students need a complete and systematic set of learning materials about the concept of opinion writing that allows them to customize the topics and ideas for writing opinions, along with lecturer guidance in understanding the concept of writing the opinions. Additionally, the materials should be able to help them deal with their difficulties in determining ideas and the title of the opinion essay.
Comparing students’ text-writing skills in module-based and web-based Student Teams Achievement Division (STAD) Indriani Nisja; Lira Hayu Afdetis Mana
BAHASTRA Vol. 46 No. 2 (2026): BAHASTRA
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Writing instruction in Indonesian language classrooms requires students to develop ideas, organize genre-specific structures, and use appropriate linguistic features across print and digital environments. Previous studies on Student Teams Achievement Division (STAD) have largely examined it as a cooperative-learning intervention, with limited attention to how different instructional media shape writing outcomes within the same STAD framework. This study compared module-based and web-based STAD for tenth-grade students’ writing of observation report, exposition, and anecdote texts. A quantitative quasi-experimental comparative design involved 70 students from two Grade X classes at SMA Negeri 3 Padang, with 35 students in each instructional condition. Students’ texts were assessed using an analytic rubric covering content development, generic structure, and linguistic features. Data were analyzed using descriptive statistics, Welch’s t test, the Mann–Whitney U test, and effect sizes. The module-based group obtained an overall mean of 76.06 (SD = 6.46), whereas the web-based group achieved 80.85 (SD = 5.61). The overall difference was significant, t(66.69) = 3.31, p = .001, d = .79. Web-based STAD also showed significant advantages in observation report and anecdote writing, whereas the difference in exposition writing was not significant. These findings indicate that instructional-media effects within STAD are genre-sensitive. The study demonstrates that cooperative writing outcomes may depend on the alignment between instructional media and genre-specific writing demands.
Co-Authors Afrilia Trideni Anisa Nurjanah Anisul, Monika Efendi Armet, Armet - Ary ramadhan Atmazaki Atmazaki Citra Rulando Devia Dwi Putri Putri Dina Ramadhanti Diyan Permata Yanda Dwinitia, Suci Endut Ahadiat Fariq, M Fitriyani Fitriyani HARNON, harnon Harris Effendi Thahar Harry Andeska Harry Andheska husna, salmiatul Indah Wulandari Indriani Nisja Indriani Nisja Iswadi Bahardur Jasril Jasril Laspida Harti Laspida Harti Lismay, Leli M. Aries Taufiq M. Bayu Firmansyah, M. Bayu Mahmuddah, Liya Nur Mardhatillah, Siti Masyitha Melvina Monika Efendi Anisul Monika, Monika Nabila, Fira Nihal Bouabida Ninda, Guspa Novia Hastuti Nurdi Layli Nurul Haniza Samsudin Nurul Haniza Samsudin Pitri, Eni Wahyu Putri Dian Afrinda Rahayu Fitri Rahmadani Yuningsih Rahmi Eka Putri Reza Putri Rika Agustin Riri Trinanda Riska Ilfia Nela Silvia Marni Susi Widia Wati Syafri Yullanda Syahrul R, Syahrul Tati Lispiana Thassya Ferdilla Putri Titiek Fujita Yusandra Titiek Fujita Yusandra Titiek Fujita Yusandra Trisna Helda Upit Yulianti Vivi Indriyani Yasnur Asri Yulia Pebriani Yulia Pebriani Yulmiati Yulmiati Zurniawati Zurniawati