Evaluating Hikayat Writing Assessment Using Genre-Based Approach in Senior High School

Abstract

This research focuses on evaluating how well the writing assessment for hikayat texts is designed in Indonesian language learning at the senior high school level, especially by using the Genre-Based Approach under the Merdeka Curriculum. The study uses a qualitative descriptive method, with data collected through class observations, teacher interviews, and assessment documents. The results show that even though some teachers understand genre-based principles, many of the assessment tasks still do not fully follow the features of the hikayat genre. For example, the assignments often miss key parts such as the typical structure, use of classical or formal language, and moral values. Instead, students are asked to write general stories without clear guidance about the genre. This makes it hard to know if students have really mastered writing hikayat texts. The study suggests that teachers need more support in designing tasks and rubrics that follow the genre rules. This research helps improve the quality of Indonesian Language and Literature Education by encouraging more accurate and culturally relevant assessments.