Perception of Students and Teachers as the Foundation for the Development of Teaching Materials for Writing Anecdotal Texts Based on Cultural Responsive Learning

Abstract

This research is motivated by the low ability of Vocational High School (SMK) students to write anecdotal texts that are in accordance with the structure and social context. The writing learning that has taken place so far is still general, does not accommodate the cultural diversity of students, and is not relevant to their real experiences. This condition requires teaching materials that are responsive to the cultural context so that learning is more meaningful. This study aims to describe the perception of students and teachers towards learning to write anecdotal texts as the basis for the development of teaching materials based on the Culturally Responsive Teaching (CRT) approach. This research is the initial part of research and development using the ADDIE model, but it is focused on the first stage, namely Analyze. The approach used was qualitative descriptive with data collection techniques through interviews with three Indonesian language teachers and the distribution of questionnaires to students. The results of the study show that students still have difficulty in determining ideas, developing structure, and displaying elements of humor in anecdotal texts. Meanwhile, the teacher assessed that the teaching materials used did not reflect the diversity of teaching materials for writing anecdotal texts that were contextual and responsive to the students' culture.