Design of a Short Story Writing Learning Model Based on a Multiliteracy-Assisted Collaborative Learning Approach in Phase F

Abstract

Short story writing instruction in Phase F faces significant challenges, particularly in integrating recursive writing processes, student collaboration, and the utilization of various digital literacies. This research aims to design a short story writing instructional model grounded in a collaborative learning approach supported by multiliteracies. The study employed a Research and Development (R&D) methodology using the ADDIE approach, with emphasis on the design phase. The model comprises four instructional phases: (1) building context through multiliteracies-based reading of short story adaptations of folklore, (2) modeling through analysis of short story structure and linguistic features, (3) co-construction through collaborative writing of adapted traditional narrative stories (hikayat), and (4) independent construction through writing original short stories grounded in personal experiences. The model integrates recursive writing processes (prewriting, drafting, revising, editing, and publishing) with structured collaborative mechanisms and multiliteracies utilization (textual, visual, digital, and cultural literacies) as learning stimuli. The assessment system was comprehensively designed to evaluate both learning processes and products, encompassing collaborative engagement, planning quality, revision processes, and short story product characteristics. This model proves ideal for implementation in Phase F as it aligns with the Merdeka Curriculum's emphasis on student-centered learning, which demands the development of students' critical, creative, and collaborative thinking skills.