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All Journal Al Ishlah Jurnal Pendidikan
Ahmad Johari Sihes
UTM
Education Languange, Linguistic, Communication & Media Mathematics Other

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Enhancing News Text Writing Skills through the RADEC Learning Model: The Role of Reading Interest among Indonesian Vocational High School Students Yuliarny Yuliarny; Syahrul Ramadhan; Ahmad Johari Sihes; Norliza Jamaluddin
AL-ISHLAH: Jurnal Pendidikan Vol 17, No 3 (2025): SEPTEMBER 2025
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v17i3.7739

Abstract

Effective writing instruction remains a challenge in Indonesian vocational education, particularly in teaching structured genres like news texts. This study explores the effectiveness of the RADEC (Read, Answer, Discuss, Explain, Create) learning model in improving students’ news text writing skills and examines the moderating role of reading interest. A 2×2 factorial experimental design was implemented with Grade XI students at SMKN 2 Pariaman during the 2024/2025 academic year. A total of 66 students were selected via purposive sampling, with 32 assigned to the experimental group (RADEC instruction) and 34 to the control group (conventional instruction). Instruments included a validated reading interest questionnaire and a performance-based news writing test aligned with curriculum standards. Data were analyzed using independent t-tests and two-way ANOVA. Students in the RADEC group outperformed the control group in writing scores (M = 83.25 vs. 72.15), t(64) = 12.031, p 0.001. The model benefited both high- and low-reading-interest students: high-interest learners in the RADEC group scored higher than those in the control group (M = 83.89 vs. 71.56, t(64) = 3.047, p 0.001), and similar results were found for low-interest students (M = 83.67 vs. 69.56, t(16) = 7.662, p 0.001). However, no significant interaction was found between learning model and reading interest (F(1,32) = 0.16, p = 0.692). The findings highlight the RADEC model’s consistent effectiveness across varying levels of reading interest, positioning it as an inclusive, student-centered strategy for enhancing functional writing in secondary education.
Rotation Station and Learning Motivation: Effects on Job Application Letter Writing Skills in Indonesian Senior High Schools Yeni Afdal; Syahrul Ramadhan; Ahmad Johari Sihes; Norliza Jamaluddin
AL-ISHLAH: Jurnal Pendidikan Vol 17, No 3 (2025): SEPTEMBER 2025
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v17i3.7738

Abstract

Effective job application letter writing is a crucial functional skill for high school students. However, traditional instructional methods often fail to engage learners actively. This study explores the impact of the Rotation Station method—an active learning model adapted from STEM education—on students’ job application letter writing skills, with particular focus on the moderating role of learning motivation. A quasi-experimental design was conducted with 89 Grade XII students at SMA Negeri 20 Batam. Participants were assigned to an experimental group (n = 47), taught using the Rotation Station method, and a control group (n = 42), taught using conventional methods. Writing performance was assessed through a validated test scored with an analytic rubric, and learning motivation was measured using a questionnaire (Cronbach’s α = 0.87). Students were categorized into high- and low-motivation groups based on a median split. Data were analyzed using independent samples t-tests and two-way ANOVA. Students taught using Rotation Station significantly outperformed those in the control group in writing scores (M = 85.64 vs. M = 78.27), t(87) = 4.31, p 0.001. Both high- and low-motivation students benefited similarly, with no significant interaction between teaching method and motivation, F(1, 85) = 1.15, p = 0.286. The Rotation Station method improved writing performance regardless of motivation level, highlighting its potential as an inclusive and effective instructional strategy. Its application in language education supports active engagement and real-world writing practice, offering a valuable alternative to traditional teaching approaches.
Co-Authors Norliza Jamaluddin Syahrul R, Syahrul Yeni Afdal Yuliarny Yuliarny