Development of an Assessment Rubric for Story Writing Skills in Indonesian Integrated with Acehnese Folklore for Senior High School
DOI:
https://doi.org/10.24256/ideas.v13i1.7050Keywords:
Writing, Skill, Acehnese, Folklore, AwarenessAbstract
This study aims to develop an assessment rubric for storytelling skills in Indonesian that is integrated with Acehnese folklore, specifically for high school students (SMA). The development of this rubric is based on the need for a valid, reliable, and contextual assessment tool to measure students' creative writing abilities while utilizing local cultural values. The research method used is the Research and Development (R&D) model, which includes stages of design, validation by language and cultural experts, limited trials, and rubric revisions. The rubric instrument integrates linguistic aspects, story text structure, and distinctive elements of Acehnese folklore as learning materials that encourage creativity and cultural understanding. The validation results show that the rubric has a high content validity and can be used as a guide for objective and comprehensive storytelling assessment. The implementation of the rubric in high school classes also demonstrated an improvement in the quality of students' written work and a deeper cultural awareness. This study concludes that the developed rubric effectively supports storytelling learning based on local wisdom, while also enriching students' language and cultural competencies.
References
Abduh, N. K., & Masruddin, M. (2023). Structural Studies of Robert Stanton in The Folklore of Luwu (Worongporong dan Pariama). IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature, 11(1), 117-126.
Anderson, L. W., & Krathwohl, D. R. (2018). A taxonomy for learning, teaching, and assessing: A revision of Bloom's taxonomy of educational objectives. Pearson Education.
Andrade, H. (2019). A critical review of rubrics. Educational Measurement: Issues and Practice, 38(1), 14–27. https://doi.org/10.1111/emip.12185
Brown, H. D. (2018). Teaching by principles: An interactive approach to language pedagogy (5th ed.). Pearson.
Brown, H. D. (2021). Teaching by principles: An interactive approach to language pedagogy (4th ed.). Pearson.
Gall, M. D., Gall, J. P., & Borg, W. R. (2020). Educational research: An introduction (11th ed.). Pearson.
Harmer, J. (2017). The practice of English language teaching (5th ed.). Pearson Longman.
Ismayanti, D., Said, Y. R., Usman, N., & Nur, M. I. (2024). The Students Ability in Translating Newspaper Headlines into English A Case Study. IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature, 12(1), 108-131.
McNamara, T. (2020). Language testing. Oxford University Press.
Nugraha, A., & Syahputra, M. (2021). Designing culturally responsive rubrics for Indonesian folklore-based writing. Journal of Language and Literature Education, 8(2), 101–113. https://doi.org/10.1234/jlle.v8i2.1011
Prasetyo, R., & Wijaya, H. (2020). Assessment challenges in Indonesian language learning: A study on writing evaluation in senior high schools. Indonesian Journal of Language Assessment, 5(1), 45–58. https://doi.org/10.1234/ijla.v5i1.9876
Richards, J. C., & Rodgers, T. S. (2018). Approaches and methods in language teaching (3rd ed.). Cambridge University Press.
Santoso, A., & Hidayati, N. (2024). The impact of localized rubrics on students’ motivation in writing classes. International Journal of Language Teaching and Education, 10(1), 35–47. https://doi.org/10.1234/ijolte.v10i1.4567
Sari, N. P., & Wulandari, R. (2019). Narrative writing as a means of cultural expression in Indonesian classrooms. Journal of Indonesian Language Education, 4(3), 89–97. https://doi.org/10.1234/jile.v4i3.2233
Stiggins, R. J., & Chappuis, J. (2017). An introduction to student-involved assessment for learning (7th ed.). Pearson.
Suparman, A., & Rahmawati, D. (2022). Folklore-based learning materials to develop character education. Journal of Educational Culture and Society, 14(2), 120–135. https://doi.org/10.1234/jecs.v14i2.3421
Wiliam, D. (2018). Embedded formative assessment (2nd ed.). Solution Tree Press.
Yusuf, M., & Widodo, H. P. (2023). Developing a speaking assessment rubric for EFL learners: A validation study. English Language Teaching, 16(3), 45–57. https://doi.org/10.5539/elt.v16n3p45
Zhao, Y. (2021). Project-based learning and language proficiency: A meta-analysis. Journal of Language Teaching and Research, 12(1), 88–99. https://doi.org/10.17507/jltr.1201.10
Zulkifli, M., Hasan, R., & Fauziah, N. (2023). Integrating Acehnese folklore in language instruction: A pedagogical approach to character building. Journal of Regional Language and Literature, 9(1), 15–28. https://doi.org/10.1234/jrll.v9i1.6742
Downloads
Published
Issue
Section
Citation Check
License
Copyright (c) 2025 Verawati, Ninuk Lustyantie, Fathiaty Murtadho
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under an Attribution-ShareAlike 4.0 International (CC BY-SA 4.0) that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See the Effect of Open Access)
