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"Improvement of Short Story Writing Ability Through the Personal Experience of Class VIII Unismuh Junior High School Makassar". Thesis of Indonesian Language and Literature Education Department, Faculty of Teacher Training and Education, Makassar Muhammadiyah University.This type of research is a Class Action Research (Class Action Research) which aims to describe the improvement of short story writing skills through the personal experience of students of class Class VIII Unismuh Junior High School Makassar and describes the process of improving the ability to write short stories through the personal experience of the MA class Class VIII Unismuh Junior High School Makassar. The instruments used in data collection were tests, observation guidelines, interview guidelines, and the data were analyzed descriptively qualitatively. The data in this study are in the form of tesp there are 24 students and the results of observations in the learning process.The results showed that quantitatively there was an increase in the learning outcomes of short story writing through the personal experience of 24 students, namely on the pretest results, an average score of 56.63%. In the first cycle the average score of student learning outcomes was 68.13%, while the second cycle of student learning outcomes writing short stories through personal experience was 81.74%. In the first cycle, students who finished 9 students or 46.48% and categories of incomplete were 15 students or 53.52%. While in the second cycle category there were 21 students or 89.96% and the incomplete category were 3 people or 10.04% meaning that there was an increase of 13.61%.Based on the results of the research above, it can be concluded that the results of learning to write short stories through the personal experience of students of class XI MA Darul Istiqamah Maccopa Maros Regency can be improved through students' personal experiences.

This research explores strategies to support novice learners in developing their writing skills in the English Education Study Program at an Indonesian university, the Islamic Institut of Palangka Raya. Writing is often considered one of the most challenging aspects of language learning, requiring a combination of vocabulary knowledge, grammatical precision and structural coherence. The participants, five beginner learners, were selected using purposive sampling and underwent a writing task that progressed from sentence-level exercises to paragraph construction. Data were collected through semi-structured interviews and direct observation, and analyzed thematically. Findings showed that challenges such as limited vocabulary, grammatical errors, and psychological barriers such as low self-confidence hindered students' progress. Effective strategies included guided sentence construction, collaborative writing exercises, and exposure to structured templates and quality reading materials. The participants reported improved confidence and skills through positive feedback and step-by-step writing tasks. The findings suggest that integrating motivating and structured learning methods can significantly improve writing ability among beginners, contributing to their academic and personal growth.

This case study investigates the impact of blended learning on students' English writing skills, focusing on a group of third-semester students majoring in English Education. Blended learning, which combines traditional face-to-face instruction with online learning components, is explored as a pedagogical approach that enhances writing proficiency through increased engagement and personalized feedback. Data were collected through questionnaires administered to 20 participants, revealing that a significant majority of students perceive blended learning as a motivating factor that fosters their writing development. The findings indicate that this approach not only improves grammar and overall writing skills but also provides ample opportunities for practice and constructive feedback, which are essential for skill enhancement. Additionally, the study highlights the importance of a supportive learning environment that encourages collaboration and community among students. The results advocate for the broader implementation of blended learning strategies in English writing instruction, emphasizing their potential to empower students and improve their language acquisition outcomes. This research contributes to the growing body of literature on effective teaching methodologies in language education and underscores the need for continuous adaptation and innovation in instructional practices.  

Bahasa Indonesia as an official communication tool had grammatical guidelines such as Ejaan Bahasa Indonesia yang Disempurnakan (EYD) V, which was used to regulate the use of letters, punctuation, and word writing. One important aspect of this grammar was the correct use of capital letters. Unfortunately, there were still many errors in applying this rule, both in scientific and non-scientific writing. This study aimed to analyze the capitalization errors in the three winning letters of the Writing a Letter to the Minister of Education and Culture competition published on the Instagram account @kemdikbud.ri. This research used a qualitative method to examine the errors in capitalization in more depth. The results showed that most errors occurred in using capital letters at the beginning of sentences and proper names, and there were also inappropriate capital letters in the middle of sentences. Further education on capitalization was still needed, especially to improve good and correct writing skills according to Indonesian language guidelines.

This study explores the effectiveness of StudyTok, a TikTok-based educational initiative, in fostering media literacy among university students. Using a descriptive quantitative approach, data were gathered from 40 students to evaluate the platform's impact on engagement, reading comprehension, writing proficiency, and critical thinking. Results revealed that 85% of participants found StudyTok engaging, with notable improvements in reading comprehension (70%) and critical thinking (75%). However, only 60% reported significant enhancement in writing skills, indicating room for more structured content in this area. The study highlights generational differences in platform navigation, with digital natives adapting seamlessly compared to digital immigrants who faced initial challenges. Guided by Potter’s Media Literacy Theory, this research underscores StudyTok’s potential to bridge digital literacy gaps and recommends its integration into educational curricula to foster inclusive, critical media consumption skills.

This research was conducted using descriptive research methods. The research was conducted in class VII of SMPN 2 Tasikmalaya with the aim of finding out errors in Indonesian in official letters. Middle school students must be able to master writing skills, one of which is writing official letters. The research results obtained were that there were language errors at the levels of phonology, morphology, syntax and semantics. This is caused by students' lack of mastery and mastery of Indonesian and the influence of the habit of using their mother tongue or first language. Therefore, students need motivation and awareness to be able to improve their official letter writing skills. Apart from that, there is a need for directed attention and guidance from the teacher.

This study explores the impact of AI-generated writing prompts on students' creativity, autonomy, and writing skills in online language learning environments. Writer's block is a common issue in online education, affecting students’ ability to produce coherent and engaging written work. AI-generated prompts, such as those provided by GPT-4, are proposed as a tool to stimulate creativity and support autonomous learning. The study employs a quasi-experimental design involving [insert number] students, using pre- and post-test writing samples, surveys, and classroom observations to measure improvements in creativity, participation, and writing quality. The main findings show that students who used AI-generated prompts demonstrated significant improvements in writing quality, creativity, and engagement compared to those using traditional writing methods. The study concludes that AI prompts offer an effective method for enhancing students’ writing skills and fostering creativity in online language learning, but a balanced integration with traditional teaching methods is essential. Recommendations for educators include incorporating AI tools into writing instruction to promote creativity and support student autonomy. Future research should focus on the long-term effects of AI prompts and their application in diverse educational contexts.

This study discusses the application of the cooperative learning model in improving students' ability to learn drama at Istiqlal Delitua Private High School. In this case, the cooperative learning model is one of the learning models used in drama learning because this model can encourage collaboration, improve social skills, and develop student creativity. This study also uses a qualitative descriptive method with data collection techniques in the form of observation, interviews, and documentation. The results of the study show that the application of the cooperative learning model significantly improves student engagement, drama script writing skills, and character acting skills. This model is also effective in creating an interactive and fun learning atmosphere, increasing student motivation, and building confidence in drama performances. This study also emphasizes the importance of teacher support and a conducive environment in implementing a cooperative learning model for drama learning.

This community service activity aims to improve the ability of Indonesian language teachers in compiling assessment tools for descriptive writing skills. This community service activity was carried out at Gudang Arang Merauke State Middle School with 6 Indonesian language teachers participating. With this service activity, teachers can understand how to prepare assessment tools for descriptive writing skills in the form of teacher guidelines and student assignments. This service contributes to Indonesian language subjects. This service is carried out in the form of a workshop which includes socialization in the form of training and mentoring and ends with a joint discussion.

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.

The culture of education in Indonesia is very diverse, including formal, informal, and non-formal institutions. Madrasah Diniyah (Madin) as a non-formal educational institution plays an important role in preserving Islamic religious and cultural values, especially through the use of the Pegon Arabic script in teaching Arabic. This study evaluated the effectiveness of Pegon script writing training using the PAR (Planning, Acting, Reflecting) approach. The results showed a significant increase in writing skills and positive attitudes of participants towards the Pegon script. Success factors included effective learning methods, intensive mentoring, and relevant training materials, despite time constraints and differences in participants' initial abilities. Potential for further development includes the creation of more comprehensive training modules, the formation of a Pegon

This study aims to examine the achievement and improvement of poetry writing skills of class VIII students of SMP Negeri 4 Klari who use audio-visual media. This is in line with the problem of the low poetry writing skills of junior high school students. In reality, the ability to write poetry is one of the important aspects of language to be learned and mastered well. The method used in this study was an experiment with a pretest-posttest control group design. The population in this study were all class VIII students of SMP Negeri 4 Klari, Karawang Regency. Sampling using cluster sampling technique, two classes were selected as research samples, namely class VIII-G (control class) which used direct learning totaling 37 students, while class VIII-H (experimental class) which used audio-visual media totaling 39 students. The research instrument used a poetry writing ability test. Both classes were given a pretest, treatment, and posttest with the same questions. Quantitative data analysis of the study utilized statistical calculations using SPSS 21 software. It can be seen from the results of calculations with SPSS 21 software that the Asymp. Sig. value was obtained. (2-tailed) of 0.000 is less than the significance level (α) of 0.05. Thus, the results of this study indicate that the achievement and improvement of students' poetry writing skills who receive learning with audio-visual media are better than students who receive direct learning.

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 type of research is classroom action research, which consists of 4 stages, namely planning, implementing, observing and reflecting. Based on the results of the study it can be concluded that of the 20 students only 5 students (25%) have completed the writing skills of Indonesian language lessons, and 15 students are still not finished. Based on the results of the initial test, the researcher took action using the Picture and Picture learning model in the first cycle of the first meeting, the results obtained by student observations were (48.35%) at the second meeting of the first cycle, the results obtained were student observations (50.23%) These observations obtained an average value of (49.29) and classified as Low. In addition to student observations, teacher observations were also carried out in cycle I and obtained a value of (61.11%) at the first meeting, (76.38%) at the second meeting, from the results of teacher observations obtained an average observation of (68.74%) %) and is quite good. Based on the data from cycle I, the value is still not good, so the researcher continues the action in cycle II. At the first meeting in the second cycle the results of student observations were (80.15%) and at the second meeting the results of student observations were (80.65%), from the two observations, the average result of student observations was (80, 4%). And classified as complete. The results of teacher observations in the second cycle of the first meeting obtained (84.72%) and (88.88%) results at the second meeting of the data obtained that the average value of teacher observations was (86.8%) and classified as high. After the end of the actions in cycle I and cycle II, the researcher again gave Writing Skills Tests to the students and the results were that from 20 students 16 students (80%) were included in the improved and complete category, while 4 students (20%) were still classified as in the incomplete and non-increasing category.

This study highlights the importance of differentiated learning in the educational context, particularly for equivalency program students. Education serves as a process for delivering culture that supports the development of attitudes and knowledge. Within the framework of the Merdeka Curriculum, teachers are expected to innovate in delivering material and instilling character values. The goal of differentiated learning is to meet the diverse needs of students, considering the unique characteristics of each individual that influence their learning styles. There are four main components of differentiated learning: differentiation of content, process, product, and learning environment. This research employs a qualitative approach using a case study method to explore the implementation of differentiated learning in writing expository texts. The findings indicate that despite challenges such as a lack of training for teachers, the application of appropriate strategies can enhance students' writing skills. This study recommends further support for teachers to effectively implement differentiated learning, creating meaningful and inclusive learning experiences for students.

This community service was carried out in Pasir Jaya Village, Cikupa, Tangerang Regency, in collaboration with grade VI students of Muhammadiyah Elementary School and UMT KKN students in 2024, through training or seminars, these grade VI students of Muhammadiyah Elementary School will improve their poetry writing skills. This training was carried out through workshops where elementary school students received instructions on how to write poetry. The grade VI students of Muhammadiyah Elementary School were very enthusiastic about participating in this program, which helped them hone their poetry writing skills. Through direct object media, students gain an understanding of the techniques involved in making poetry. Students are also given inspiration to write poetry. In order to improve students' poetry writing skills in learning Indonesian, direct object media can be used in grade VI of Muhammadiyah Elementary School, Pasir Jaya Village, Cikupa District, Tangerang Regency, Banten.

This development research aims to find out: (1) the process of developing flashcard media to improve students' poetry writing skills. (2) the feasibility of flashcard media in improving students' poetry writing skills. (3) The effectiveness of flashcard media in improving students' poetry writing skills.This research was conducted using the research and development model (R&D) (Research and Development) This research uses the ADDIE development model with five stages, namely analysis, design, development, implementation, and evaluation. The subjects in this study are MTs Islamiyah Medan students totaling 28 students. The instrument of this study is to use a questionnaire to see the development, feasibility and effectiveness of the media developed. Data analysis techniques use product data analysis, preliminary data analysis, hypothesis testing. The results of the study show that flashcard media for writing poetry is very feasible to use with an average percentage of media experts 81.25% and material experts 97.5%. There was an increase in the average student score of 80.17%, so it was concluded that the average pretest and pottest scores experienced significant changes. Research conclusion: flashcard media for writing student poetry is suitable for use in poetry material learning activities by grade VIII students of MTS Islamiyah Medan. Further research suggestion: more thorough in planning the development of flashcard media, it should be developed according to the needs and characteristics of students.    

This article discusses the importance of implementing reading literacy for early childhood in improving language and writing skills. Reading literacy is the ability to understand and use written texts in everyday life. The application of reading literacy in early childhood has significant benefits in developing children's language and writing skills.In this article, we will explain why reading literacy is important for young children. Apart from that, we will also discuss the benefits that children gain in developing language and writing skills through the application of reading literacy. Finally, this article will provide several practical strategies and suggestions for parents and educators to implement reading literacy in early childhood.In conclusion, implementing reading literacy in early childhood is very important in improving children's language and writing skills. By introducing children to reading literacy from an early age, children will have a strong foundation in understanding written texts, develop language skills, and improve writing abilities. It is hoped that this article will provide useful insights for parents and educators in understanding the importance of reading literacy for early childhood.

This research aims to describe the planning, implementation, and challenges of teacher evaluation in poetry writing instruction for class X E-7 at SMA 1 Pertiwi. Data were collected through observation and documentation. The analysis results indicate that affective domain assessment involves poetry appreciation, emotional expression, and student engagement in the creative writing process. This qualitative method positively impacts students’ interest and motivation, leading to increased creativity and poetry writing skills. Empirical data show that students respond well to affective domain assessment, feeling more valued and supported, which positively affects their attitude towards writing poetry. It is recommended to integrate affective domain assessment methods more widely into the curriculum, including teacher training and the development of supportive teaching materials. This research provides valuable information for teachers and other educators to improve the quality of poetry writing instruction. Affective domain assessment methods have proven effective in creating a more supportive and inspiring learning environment. This research also highlights the challenges teachers face in conducting such evaluations.

Writing is the most challenging skill in English language learning. Researchers at SMKN 1 Rejotangan observed that most students struggled with writing in English. To address this, they implemented the peer feedback method to enhance students' writing skills. The study aimed to investigate the effectiveness of peer feedback in improving students’ writing abilities. Using a convergent mixed-method design, the research involved 31 students from class XI AKC 2. Instruments included pre-tests, post-tests for quantitative data, and interviews for qualitative data. Quantitative analysis was conducted using a t-test with SPSS 27, and qualitative data were analyzed thematically. Results showed significant improvement in students' writing skills after using peer feedback, as indicated by a significance value of 0.00 < 0.05. Interviews with five selected participants also revealed positive responses. Hence, the peer feedback method positively impacted the writing abilities of class XI AKC 2 students at SMKN 1 Rejotangan.