Application of Cultural Responsive Teaching Approach in Learning to Write Text Report Observations

Abstract

Learning to write observation report texts in high school still faces obstacles in the form of low mastery of linguistic structures and rules, weak critical thinking skills, and lack of material connection with students' experiences and culture. This study aims to describe the application of the Culturally Responsive Teaching (CRT) approach in learning to write observation report texts and analyze the responses of teachers and students to its application. The research used a descriptive qualitative design and was carried out at SMAN 1 Jawilan with 36 students in class X and one Indonesian teacher. Data were collected through participatory observation, in-depth interviews, and documentation, then analyzed using the Miles, Huberman, and Saldaña models by triangulating sources and methods. The results of the study showed that the application of CRT through the use of local cultural objects and direct observation increased student involvement, the quality of writing content, and learning motivation. Teachers and students respond positively to this approach as learning becomes more contextual, meaningful, and reflective of local cultural identities.