The impact of writing instruction based on ethnopedagogical approach assisted by GenAI and multimedia on students' writing ability

Abstract

This study aims to investigate the impact of writing learning based on an ethnopedagogical approach assisted by GenAI on essay writing skills. This study used a quasi-experimental method involving 250 students from Senior High School of Muhammadiyah Tegal. The groups were divided into experimental and control groups. The experimental group received an ethnopedagogical approach-based writing learning intervention assisted by GenAI, while the control group received a conventional intervention. Data analysis used in this study included ANOVA, t-test, and Post Hoc test to investigate the impact of the intervention on students' writing skills. The results showed that writing learning based on an ethnopedagogical approach assisted by GenAI and multimedia mediated by Vygotsky's theory was not only able to improve essay writing skills in the dimensions of task achievement, grammar, vocabulary, coherence, and cohesion but also able to improve the ability to develop written ideas on socio-cultural themes. Improvements in students' task achievement aspects were seen in the quality of essays in terms of completeness of information, accuracy of information, and minimum word count. Improvements in grammar use were seen in the use of essay writing grammar, vocabulary complexity and sentence use, and improvements in cohesion and coherence were seen in the organization of cohesive and coherent ideas. Thus, ethnopedagogical-based and GenAI-assisted instruction not only improved the quality of essay construction but also the quality of essay content. This study suggests that support with writing instruction and learning environments offers significant potential if designed appropriately.