Needs Analysis of Storytelling-Based Reflective Argumentative Writing Materials for High School Students

Abstract

This study aims to identify the needs of teachers and students in developing teaching materials for storytelling-based reflective argumentative texts for high school students. This research is based on the Independent Curriculum, emphasising reflective and inclusive learning. The learning results in the previous school year showed that students' ability to write motivation letters was still low and did not meet the expected competency standards. Existing writing learning still focuses on structural aspects and has not left room for personal reflection and future planning for students. This study uses a qualitative descriptive method at the Analysis stage of the ADDIE development model to identify the needs of teachers and students before the teaching material design stage. Data were collected from four public high schools in Humbang Hasundutan Regency through teacher interviews, student questionnaires, and classroom observations. The results show that students have difficulty building reflective arguments based on their experiences and future ideals, while teachers need contextual and meaningful teaching materials. These findings confirm that storytelling can be an inclusive pedagogical strategy to foster reflective and future-oriented writing skills through reflective argumentative text writing tasks. The results of this needs analysis are the basis for developing teaching materials for writing storytelling-based reflective argumentative texts that align with the Independent Curriculum.