Enhancing Procedural Text Writing through the Pair Check Method: A Classroom Study in Indonesian Junior Secondary School
Abstract
The study aims to investigate the implementation of the Pair Check method as a cooperative learning strategy to enhance junior secondary school students’ competence in writing procedural texts within the Indonesian context. A descriptive qualitative design was employed, involving a Bahasa Indonesia teacher and seventh grade students at MTs Jâ alHaq, Bengkulu. Data were collected through classroom observations, semi structured interviews, and documentation, and analyzed using Miles and Huberman’s interactive model. The findings show that the Pair Check method was systematically embedded in lesson planning, instructional delivery, and assessment. During classroom practice, students alternated roles between problem solvers and checkers, supported by scaffolding and feedback from the teacher. Results further demonstrate that the method stimulated active participation, encouraged collaboration, and improved students’ ability to structure procedural texts, although challenges were noted in relation to time constraints and uneven student readiness. The study concludes that the Pair Check method offers an effective and contextually responsive pedagogical approach for teaching procedural writing in resource limited settings. Practical implications emphasize the need to design cooperative tasks aligned with genre structures, to explicitly train students in reciprocal roles, and to optimize class time to balance engagement with curriculum objectives.
References
Al Khansa, E., Pahrudin, A., Jatmiko, A., Sufian, M., & Azad, I. (2024). The integrated learning model in Islamic religious education in junior high school. Southeast Asian Journal of Islamic Education, 7(2), 69–85.
Allagui, B., & Naqbi, S. Al. (2022). The contribution of vocabulary knowledge to summary writing quality: Vocabulary size and lexical richness. TESL-EJ, 28(1), 1–27. https://doi.org/10.55593/ej.28109a5
Alzahrani, K. S. (2017). Metacognition and cooperative learning in the mathematics classroom. International Electronic Journal of Mathematics Education, 12(3), 475–491. https://www.iejme.com/article/metacognition-and-cooperative-learning-in-the-mathematics-classroom
Astuti, P., & Barratt, L. (2018). Individual accountability in cooperative learning in EFL classrooms: More opportunities for peer interaction. Journal of Asia TEFL, 15(1), 1–16. https://doi.org/10.18823/asiatefl.2018.15.1.1.1
Cranfill, J. R., Freel, S. A., Deeter, C. E., Snyder, D. C., Naggie, S., Barrett, N. J., & Roberts, J. N. (2022). Development and evaluation of a novel training program to build study staff skills in equitable and inclusive engagement, recruitment, and retention of clinical research participants. Journal of Clinical and Translational Science, 6(1), e123. https://doi.org/10.1017/cts.2022.456
Creswell, J. W. (2018). Research design: Qualitative, quantitative, and mixed methods approaches. Thousand Oaks, CA: SAGE Publications, Inc.
Crossley, S. A., & McNainara, D. S. (2015). Say more and be amore coherent: How text elaboration and cohesion can increase writing quality. Journal of Writing Research, 7(3), 351–370. https://doi.org/10.17239/jowr-2016.07.03.02
Dang, T. K. A. (2017). Exploring contextual factors shaping teacher collaborative learning in a paired-placement. Teaching and Teacher Education, 67, 316–329. https://doi.org/10.1016/j.tate.2017.06.008
Ferris, D. R., & Hedgcock, J. S. (2023). Teaching L2 composition. Routledge. https://doi.org/10.4324/9781003004943
Gillies, R. (2019). Promoting academically productive student dialogue in the classroom. Educational Review, 71(3), 299–311.
Hidayati, N. (2021). Cooperative approaches in teaching writing: A case study of junior secondary school. TESOL International Journal, 16(5), 105–120.
Holland, T., Sherman, S. B., & Harris, S. (2018). Paired teaching: A professional development model for adopting evidence-based practices. College Teaching, 66(3), 148–157. https://doi.org/10.1080/87567555.2018.1463505
Klein, P. D., Haug, K. N., & Arcon, N. (2017). The effects of rhetorical and content subgoals on writing and learning. The Journal of Experimental Education, 85(2), 291–308. https://doi.org/10.1080/00220973.2016.1143795
Koderi, Sufian, M., & Erlina. (2023). Developing Lampung local wisdom film of Arabic communication skills for Madrasah Tsanawiyah students. International Journal of Information and Education Technology, 13(12), 2004–2013. https://doi.org/10.18178/ijiet.2023.13.12.2015
Lubis, A. H., & Rahmawati, E. (2019). Literature-circles-based cooperative writing: From the perceptions of Indonesian university EFL learners with writing anxiety. Journal of Asia TEFL, 16(4), 1422–1431. https://doi.org/10.18823/asiatefl.2019.16.4.26.1422
Maisarah, Suaimah, N., Putri, R. A., & Kudadiri, V. O. (2023). Pengembangan bahan ajar teks eksplanasi berdasarkan berita media massa untuk siswa tingkat SMP. EUNOIA (Jurnal Pendidikan Bahasa Indonesia), 3(1), 66–74.
Miles, M. B., Huberman, A. M., & Saldana, J. (2014). Qualitative data analysis: A methods sourcebook (3rd ed.). Sage.
Moleong, L. J. (2012). Metodologi penelitian kualitatif. Remaja Rosdakarya.
N. Husain, F. (2021). Use of digital assessments: How to utilize digital Bloom to accommodate online learning and assessments? Asian Journal of Education and Training, 7(1), 30–35. https://doi.org/10.20448/journal.522.2021.71.30.35
Nagro, S. A., Fraser, D. W., & Hooks, S. D. (2019). Lesson planning with engagement in mind: Proactive classroom management strategies for curriculum instruction. Intervention in School and Clinic, 54(3), 131–140. https://doi.org/10.1177/1053451218767905
Prastika, A., & Wicaksono, A. (2019). Challenges in implementing cooperative learning in Indonesian classrooms. Asian EFL Journal, 21(2), 65–82.
Rahimi, M., & Zhang, L. J. (2022). Effects of an engaging process-genre approach on student engagement and writing achievements. Reading & Writing Quarterly, 38(5), 487–503. https://doi.org/10.1080/10573569.2021.1982431
Rahmawati, A., & Juwita, R. (2022). Genre-based learning in the era of Merdeka Belajar. Journal of Language and Literacy Education, 18(1), 45–59.
Rokhman, R., Diana, N., Etek, Y., Koderi, K., & Sufian, M. (2024). The development of a scientific-based academic supervision management model. AL-ISHLAH: Jurnal Pendidikan, 16(2).
Saldaña, J. (2021). The coding manual for qualitative researchers (4th ed.). SAGE.
Slavin, R. E. (2020). Educational psychology: Theory and practice (12th ed.). Pearson.
Sugiyono. (2019). Metode penelitian kuantitatif, kualitatif, dan R&D. Alphabet.
Timotheou, A., & others. (2022). Cooperative learning in post-pandemic education: Rethinking engagement and equity. Educational Practice and Theory, 44(1), 57–73.
UNESCO. (2021). Global education monitoring report. https://unesdoc.unesco.org/ark:/48223/pf0000373721_ind
Zai, I. (2023). Students’ difficulties in writing procedural text at the eleventh grade students of SMA N 1 O’O’U. FAGURU: Jurnal Ilmiah Mahasiswa Keguruan, 2(1), 34–42. https://www.jurnal.uniraya.ac.id/index.php/faguru/article/download/629/541
Zou, D., Xie, H., & Wang, F. L. (2023). Effects of technology-enhanced peer, teacher and self-feedback on students’ collaborative writing, critical thinking tendency and engagement in learning. Journal of Computing in Higher Education, 35(1), 166–185. https://doi.org/10.1007/s12528-022-09337-y
Authors who publish with JPI: Jurnal Pustaka Indonesia journal agree to the following terms:
- Authors retain copyright and grant the JPI: Jurnal Pustaka Indonesia journal right of first publication with the work simultaneously licensed under Creative Commons Attribution License (CC BY 4.0) that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.
- Authors can enter into separate, additional contractual arrangements for the non-exclusive distribution of the published version of the work (e.g., post it to an institutional repository or edit it in a book), with an acknowledgment 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) before and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.
