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Many senior high school students face significant difficulties in generating ideas, organizing thoughts, and selecting appropriate vocabulary when writing descriptive texts. Traditional teaching methods often limit creativity, making the integration of visual media crucial. Therefore, this study aims to develop creative poster-based learning module for teaching descriptive writing. A Research and Development (R&D) design was employed, adapting the ADDIE (Analysis, Design, Development, Implementation, Evaluation) model. However, due to time constraints, this research is strictly limited to the Analysis (Needs Analysis) and the initial Development (Prototype Development) stages. The participants for the needs analysis consisted of 22 senior high school students in Indonesia, selected through purposive sampling. Data were collected using an online needs analysis questionnaire. The findings indicate a strong student preference for visual support, which informed the design and creation of a poster-based learning module prototype intended to help students visualize concepts. The implications suggest that while the prototype aligns with student needs, further research is required to validate and test the product.

This study compares Grammarly and Paraphraser.io in supporting students’ academic writing and rewriting skills based on Flower and Hayes’s (1981) cognitive process theory, which includes the stages of planning, translating, and reviewing. Using a descriptive qualitative method supported by quantitative data, the research involved 32 English Education students who had used both tools in academic writing. Data were collected through questionnaires and analyzed descriptively to identify students’ perceptions of grammatical accuracy, rewriting ability, feedback quality, and overall writing improvement. The results of this study indicate that 54.4% of students use Grammarly and 45.6% use Paraphraser.io, showing that Grammarly is the slightly more dominant and trusted tool for improving grammatical accuracy and clarity, while Paraphraser.io functions as a complementary platform for paraphrasing and generating new sentence structures; together, both tools contribute effectively though through distinct roles to enhancing students’ academic writing performance. The comparative analysis revealed that Grammarly was most effective in enhancing analytical skills during the planning and reviewing stages, improving grammar, coherence, and clarity. In contrast, Paraphraser.io was most beneficial for generative skills in the translating stage, directly enhancing originality and sentence variation. Most respondents rated their writing improvement highly, confirming the positive impact of both tools on academic performance. In conclusion, the findings confirm that Grammarly and Paraphraser.io serve distinct, yet complementary roles: the former ensures linguistic precision, while the latter supports structural creativity, ultimately helping students produce highly accurate and original academic texts.

The purpose of this study is to analyze the implementation of the practice of writing text procedures based on the creation of texted videos carried out at SMP Negeri 1 Jeruklegi. The background of this research is the low writing skills of students' procedural texts and the need for technology-based contextual learning innovations. This research method is qualitative descriptive with the subject of grade IX students. Data collection was carried out through observation of learning, interviews with students, and analysis of written documents and videos of the procedural texts made. The instruments in the study used observation sheets, interview guidelines, and product assessment rubrics. Data analysis is carried out through several stages such as reduction, presentation, and drawing conclusions. The results of the study show that the implementation of writing practices based on the creation of texted videos is able to increase creativity, student cooperation, and systematic ability in writing. The challenges faced include facilities and infrastructure as well as video production time. Another result obtained is that text-based video writing learning is effective in improving students' digital literacy skills. Teachers play an important role in being facilitators as well as directing in the process of writing to making videos.

Based on the results of initial interviews and observations, it was found that several students still experienced difficulties in writing procedural texts effectively. These difficulties included a lack of understanding of the structure and characteristics of procedural texts, challenges in expressing ideas in written form, limited ability to compose coherent and communicative sentences, and the use of monotonous learning models that failed to stimulate student motivation. This study aims to describe the implementation of the Project Based Learning (PjBL) model based on the Tri N approach (Niteni, Niroke, and Nambahake) to improve the procedural text writing skills of fourth-grade students at Sidomukti Elementary School, Ambal Sub-district, Kebumen Regency, as well as to identify the improvement in writing skills after its application. The research employed a descriptive qualitative method with data collection techniques including observation, tests, and documentation. Data analysis was conducted through the stages of data reduction, data display, and conclusion drawing. The findings revealed that the application of the PjBL model integrated with Tri N values significantly improved students’ ability to write procedural texts. The learning process was carried out through six main stages of PjBL: formulating essential questions, planning projects, creating schedules, monitoring student activities, testing results, and evaluating learning experiences. The integration with Tri N principles encouraged students to understand, imitate, and develop their writing skills gradually. Thus, the PjBL model based on Tri N proved effective in helping students overcome writing difficulties while also fostering creativity, independence, and active participation in the learning process.

This study aims to analyze the difficulties faced by phase B learners in primary schools in the skill of writing description essays. The research method used is qualitative with a case study approach, which involves observation and in-depth interviews with 20 learners. The results of the analysis showed that the difficulties in writing description essays resulted from several factors, including a lack of understanding of text structure, a lack of vocabulary, and a lack of motivation to learn. In addition, environmental factors such as support from parents and teachers also affect students' writing ability. This research is expected to provide insights for teachers and related parties in improving description essay writing skills so that students can develop optimally.

Arabic writing is one of the important skills in learning Arabic, but many students have difficulty in mastering it. This study aims to identify strategies used by teachers in overcoming students' difficulties in writing Arabic. The method used in this study is descriptive qualitative with data collection techniques through observation, interviews, and documentation. The results of the study indicate that the main difficulties experienced by students include limited vocabulary, understanding of grammatical structures (nahwu and sharaf), and lack of directed writing exercises. To overcome these problems, teachers apply several strategies, including: the use of interactive learning media, a contextual approach in teaching vocabulary, gradual structured writing exercises, and providing regular feedback. In addition, teachers also encourage students to read simple Arabic texts as an effort to improve their understanding of sentence structures and enrich their vocabulary. These strategies have been proven to help improve students' writing skills gradually. This study concludes that the active role of teachers, creativity in learning, and an approach that suits students' needs are very important in overcoming difficulties in writing Arabic among students.  

This study aims to examine the effectiveness of using short stories to enhance the writing creativity of fourth-grade elementary students through a literature review approach. It employs a qualitative descriptive method with a non-experimental design. Data were gathered from various written sources such as scientific journals, books, and relevant proceedings, focusing on the role of short stories as a medium for writing instruction. The findings indicate that short stories can stimulate students' imagination, expressive abilities, and narrative understanding through structured plots rich in emotional meaning. Short stories also support students in composing more organized, creative, and expressive narrative texts, in line with the concrete thinking stage of Piaget’s theory. This approach aligns with constructivist principles, as it encourages students to connect personal experiences with story content. In the learning process, short stories are considered more engaging than traditional methods because they create a more interactive and meaningful learning environment. Therefore, the use of short stories has the potential to be an effective instructional strategy in fostering writing creativity and building a strong foundation in literacy from an early age.

This research was intended to find out the utizilation of Canva for education to enhance the students' writing skills in a Project-Based learning among the students in Culinary Program Vocational High School. In this research, a PJBL was conducted to close the gap and enhance the students' writing skills in writing an exposition text using Canva for education. A Descriptive qualitative method was proposed to investigate the problem of the research. The data was collected using observation and  questionnaire, and the researcher used purposive sampling to select the data. Thirty-six students in grade 11 are in the Culinary Program of SMKN 6 Yogyakarta as the research data. The results show project-based learning by integrating the Canva app successfully and using the Canva application in the PjBL model to enhance the student's writing skills, especially in Exposition text. It is also supported by the questionnaire of students' perception of using the Canva application. Most of the students agree that using Canva in writing Project of Exposition text can ease their understanding of the learning material, explore their idea and creativity and enable them to focus more on the writing project.  

Effective learning management is very important to support the development of student character in Vocational High Schools (SMK). The output that is the goal of this writing is to explore the management of batik learning in SMK in an effort to instill student character values through a local wisdom approach.This study uses a case study methodology combined with a qualitative descriptive method. Analysis of learning documents, teacher and student interviews, and observations are used to collect data. The subjects of this study were grade XI students of the Batik and Textile Creative Crafts Program at SMK Negeri 4 Palangkaraya with an emphasis on batik subjects. The results of the study indicate that batik learning in SMK has the potential to develop student character, such as responsibility, patience, creativity, and love for local culture. Good learning management includes the planning, implementation, and evaluation stages that are integrated with local wisdom values. It is hoped that this approach will become a culture-based learning model that can be applied in various schools.

Education in Indonesia plays an important role in the development of individuals and the country, shaping social and cultural values and preparing for the future. Quality education creates human resources who are innovative and have high social awareness, as regulated in Republic of Indonesia Law no. 20 of 2003. The main challenge is to maintain achievements and adapt to the Society 5.0 era. Curricula, such as the 2013 Curriculum and the Merdeka Curriculum, are designed to develop students' knowledge, skills and character. English as a compulsory subject increases career and educational opportunities in the context of globalization. English teaching in Indonesia emphasizes listening, speaking, reading and writing skills, as well as the importance of grammar and vocabulary. Nouns are an important element in sentence formation, and understanding nouns helps students in all aspects of language skills. An effective method for studying nouns is through descriptive text analysis. The Community Service Activity (PKM) entitled "Learning Nouns Through Descriptive Text Analysis for Grade 7 Students at MTs Lijamul Athfal Sukabumi" aims to develop community potential, increase creativity, writing skills and relationship networks. It is hoped that this PKM can improve students' understanding of nouns and become a guide for language learning in Indonesian literature, as well as arouse interest in learning English. The method used includes preparation and implementation of noun learning through descriptive text analysis at MTs Lijamul Athfal Sukabumi with results showing high enthusiasm from students. It is hoped that this fun context-based learning can be an alternative that advances education and produces students with international insight.

This research aims to determine the effectiveness of using story framework media in improving the ability to write fantasy story texts for class VII students at Junior high school 5 Cimahi. Writing fantasy story texts requires creativity, developing imagination, and the ability to organize story lines well. Based on initial observations, many students still have difficulty writing structured, creative and coherent fantasy stories. This research uses a qualitative descriptive method to describe the facts that emerged during the research through observation and questionnaires. Data was collected through observation sheets which included plot development, characterization, use of language, and creativity. Based on the results of the analysis, 39% of students achieved the Very Good category, 50% the Good category, and 11% the Poor category with an average score of 81.9, which is classified as Good. Thus, story framework media is effective in helping students develop better and more structured fantasy story text writing skills. It is hoped that this research can contribute to the development of more innovative and effective Indonesian language learning methods

This article is a report on community service activities in order to fulfill the 2023 Government Assistance Program for Facilitating Cultural Advancement organized by the Region XII West Kalimantan Cultural Advancement Agency. The purpose of this article is to reintroduce, preserve and develop literacy culture, especially reading and writing in Javanese texts, to teachers, especially Islamic Religious Education Teachers (PAI) and Local Content Teachers (Mulok) at the junior high school/equivalent level in Sambas City. PAI and Mulok teachers are also the spearheads of introducing local culture. Therefore, this activity focuses on recognizing Jawi letters and reading Jawi writing. The reporting procedure is based on a qualitative descriptive approach. Data collection techniques were carried out using interviews, observation and documentation. The results of the research show that PAI and Mulok teachers at junior high school/equivalent level actively participate in seminar activities and practice reading and writing Jawi texts. This is very important because the development of an independent curriculum today requires the capacity and creativity of schools, especially teachers and is a benchmark for school progress. Apart from that, material development should focus on exploring local wisdom, one suitable material is the practice of reading and writing Javanese texts.