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This study was motivated by the low ability of seventh grade students at SMP Dharma Karya UT to present descriptive texts orally, which is indicated by their lack of fluency, unclear pronunciation and intonation, and low self-confidence. This condition is aggravated by monotonous learning models that make students feel bored. One alternative to overcome this problem is the application of the Teaching at The Right Level (TaRL) learning model. This model focuses on the students’ actual ability levels so that the content and learning activities can be adjusted to their readiness to learn. This research used a quantitative method with a Randomized Demonstration Group Posttest Only Design and involved two groups: an experimental class and a control class. The sample consisted of 53 seventh grade students of SMP Dharma Karya UT. The research instrument was a test of oral descriptive text presentation skills. The results show a significant effect of applying the TaRL model on students’ ability to present descriptive texts orally. The experimental class receiving TaRL obtained an average posttest score of 47.8 out of 80, while the control class only scored 34.29 out of 80. The t-test showed tcount (2.45) > ttable (1.66) at a 5% significance level, so H0 was rejected and H1 was accepted. It can therefore be concluded that the application of the TaRL model is more effective than conventional teaching in improving students’ oral presentation skills of descriptive texts.

The low interest and engagement of lower-grade primary school students in literature serve as an important introduction to this study. The aim of this Community Service Program (PKM) was to enhance children’s literary abilities through the use of three innovative media: word cards, short story videos, and descriptive texts. The study employed an experimental method with a pretest–posttest control group design and a Classroom Action Research (CAR) approach based on Kemmis & McTaggart (1988), carried out among grades I–III students at SD Katolik Roworeke 2, Ende (approximately 25–30 students per class). Results showed a statistically significant improvement in the experimental group compared to the control group, especially in literary element comprehension and literary appreciation. Word cards enriched vocabulary, story videos increased visual appeal and understanding, while descriptive texts trained literacy and imagination skills. The interactive and contextual learning process proved effective in fostering reading interest, teacher creativity, and students’ literacy enthusiasm. In conclusion, this method is recommended for adoption by Indonesian Language and Literature teachers in lower grades. Future research should expand sample size, include diverse literary works, and explore supporting factors influencing method effectiveness.

The low interest and engagement of lower-grade primary school students in literature serve as an important introduction to this study. The aim of this Community Service Program (PKM) was to enhance children’s literary abilities through the use of three innovative media: word cards, short story videos, and descriptive texts. The study employed an experimental method with a pretest–posttest control group design and a Classroom Action Research (CAR) approach based on Kemmis & McTaggart (1988), carried out among grades I–III students at SD Katolik Roworeke 2, Ende (approximately 25–30 students per class). Results showed a statistically significant improvement in the experimental group compared to the control group, especially in literary element comprehension and literary appreciation. Word cards enriched vocabulary, story videos increased visual appeal and understanding, while descriptive texts trained literacy and imagination skills. The interactive and contextual learning process proved effective in fostering reading interest, teacher creativity, and students’ literacy enthusiasm. In conclusion, this method is recommended for adoption by Indonesian Language and Literature teachers in lower grades. Future research should expand sample size, include diverse literary works, and explore supporting factors influencing method effectiveness.

Learning English at the vocational school level requires the right approach to facilitate students in understanding various types of texts, including descriptive texts. One approach that has been widely used is the group learning method. This study aims to explore the application of group learning methods to descriptive text material in English language learning at SMK Bina Profesi Pekanbaru. The research method used was classroom action research (PTK) which was carried out in several stages. The subjects in this research were 27 class X Accounting students consisting of 22 female students and 5 male students. The data collection technique was carried out by direct observation during the teaching process of Class X Accounting which took place in several meetings. Through conducting observations with English teachers, the implementation of learning can be improved by utilizing discussion and observation methods with students. The results of the research show that the application of the group learning method makes a positive contribution to students' understanding of Descriptive Text material. This research suggests that group learning strategies are good for use in the learning process. This can be seen from the results of the observation sheet before and after the implementation of each stage, namely aspects of student activity, student skills, student enthusiasm and increased student interest. In this case, it also makes students more enthusiastic about carrying out learning activities and makes teachers more creative, conducive learning activities are also achieved by implementing Group Method Learning.