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All Journal Jurnal Pendidikan Indonesia (Japendi) Frasa: Jurnal Keilmuan Bahasa, Sastra dan Pengajarannya
Dwi Bambang Putut Setyadi
Universitas Widya Dharma Klaten
Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice

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A Case Study on Teaching and Learning Writing Recount Text on Merdeka Curriculum at The Tenth Grade of The Students of TKJ 2 SMKN 1 Bantul in The Academic Year 2023/2024 Dian Awaliati; Dwi Bambang Putut Setyadi; Hersulastuti Hersulastuti
Jurnal Pendidikan Indonesia Vol. 6 No. 4 (2025): Jurnal Pendidikan Indonesia
Publisher : Publikasi Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59141/japendi.v6i4.7657

Abstract

Writing is vital in English education, particularly for vocational school students who need practical communication abilities. This study explores the teaching and learning of recount text writing under the Merdeka Curriculum at SMKN 1 Bantul, where recount texts are used to enhance students’ narrative and linguistic skills. The research aims to investigate instructional strategies, student engagement, and curriculum implementation challenges in recount writing lessons. Using a qualitative case study design, data were collected through classroom observations, teacher and student interviews, and document analysis of lesson plans and syllabi. The findings reveal that the teacher employed structured guidance, multimedia resources, and collaborative tasks to facilitate learning. Although students participated actively, many struggled with grammar and vocabulary, which affected their writing proficiency. Instructional media like PowerPoint and videos enhanced understanding, yet individualized feedback and differentiated instruction were limited. Assessment relied primarily on group tasks and observation, lacking personalized evaluation mechanisms. These results suggest that while current strategies align with Merdeka Curriculum principles, improvements are needed in language support, feedback systems, and assessment frameworks. The study implies that integrating interactive, student-centered approaches with targeted grammar instruction and more individualized assessment can enhance the effectiveness of writing instruction in vocational settings. Future research is recommended to compare practices across schools to identify broader trends and best practices in implementing writing pedagogy under the Merdeka Curriculum.
A Case Study on Teaching and Learning Writing Recount Text on Merdeka Curriculum at The Tenth Grade of The Students of TKJ 2 SMKN 1 Bantul in The Academic Year 2023/2024 Dian Awaliati; Dwi Bambang Putut Setyadi; Hersulastuti Hersulastuti
Jurnal Pendidikan Indonesia Vol. 6 No. 4 (2025): Jurnal Pendidikan Indonesia (Japendi)
Publisher : Publikasi Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59141/japendi.v6i4.7657

Abstract

Writing is vital in English education, particularly for vocational school students who need practical communication abilities. This study explores the teaching and learning of recount text writing under the Merdeka Curriculum at SMKN 1 Bantul, where recount texts are used to enhance students’ narrative and linguistic skills. The research aims to investigate instructional strategies, student engagement, and curriculum implementation challenges in recount writing lessons. Using a qualitative case study design, data were collected through classroom observations, teacher and student interviews, and document analysis of lesson plans and syllabi. The findings reveal that the teacher employed structured guidance, multimedia resources, and collaborative tasks to facilitate learning. Although students participated actively, many struggled with grammar and vocabulary, which affected their writing proficiency. Instructional media like PowerPoint and videos enhanced understanding, yet individualized feedback and differentiated instruction were limited. Assessment relied primarily on group tasks and observation, lacking personalized evaluation mechanisms. These results suggest that while current strategies align with Merdeka Curriculum principles, improvements are needed in language support, feedback systems, and assessment frameworks. The study implies that integrating interactive, student-centered approaches with targeted grammar instruction and more individualized assessment can enhance the effectiveness of writing instruction in vocational settings. Future research is recommended to compare practices across schools to identify broader trends and best practices in implementing writing pedagogy under the Merdeka Curriculum.
PENGARUH PEMBELAJARAN KOLABORASI DAN MOTIVASI BELAJAR TERHADAP KEMAMPUAN MEMBACA PEMAHAMAN SISWA KELAS X SMA DAERAH 3T KABUPATEN SORONG Yasin Nalole; Tukiyo Tukiyo; Dwi Bambang Putut Setyadi; Hersulastuty
FRASA: Jurnal Keilmuan, Bahasa, Sastra, dan Pengajarannya Vol. 6 No. 2 (2025): FRASA: JURNAL KEILMUAN BAHASA, SASTRA, DAN PENGAJARANNYA
Publisher : Universitas Pendidikan Muhammadiyah Sorong

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36232/frasaunimuda.v6i2.3140

Abstract

This study aims to analyze the effect of collaborative learning and learning motivation on the reading comprehension skills of 10th grade high school students in the 3T (Frontier, Outermost, and Disadvantaged) areas in Sorong Regency. The method used in this study is descriptive with a quantitative approach. This descriptive method involves collecting data to test hypotheses or answer questions about public opinion on certain issues or topics. The population in this study included all 10th grade students of SMA Negeri 4 and SMA Negeri 8 Sorong Regency, with the research sample consisting of 10th grade students in both high schools. The sampling technique used was Purposive Random Sampling with a 5% error rate. By using the Slovin formula to determine the number of samples, it was determined as many as 120 out of 172 students. The data analysis technique was carried out with the help of the SPSS 25 application on data from the questionnaire regarding collaborative learning and student motivation towards reading comprehension skills, through reliability tests, correlation tests, homogeneity tests, validity tests, normality tests, linearity tests, and hypothesis tests. The results of the analysis showed that both collaborative learning and learning motivation had a significant influence on reading comprehension skills. The correlation test showed a value of 0.333, indicating that learning motivation has a stronger relationship to reading comprehension ability compared to collaborative learning. The results of the regression test showed that learning motivation has a greater influence than collaborative learning, with a regression coefficient value of 0.304 and a p value <0.001. This analysis confirms that effective learning strategies must integrate collaborative methods. In addition, this approach must also be able to increase student learning motivation. Therefore, teachers and schools need to develop programs that not only emphasize group-based learning but also encourage students' intrinsic motivation to improve reading comprehension.
Co-Authors Dian Awaliati hersulastuti hersulastuti Hersulastuty Tukiyo Tukiyo Yasin Nalole