Tanggapan dan Pengalaman Siswa dalam Pembelajaran Menulis Teks Anekdot melalui Pendekatan Deep Learning Berbantuan Zep Quiz

Abstract

This study aims to describe how students respond to and experience the learning of anecdotal text writing through a deep learning approach assisted by the Zep Quiz application at MA Assalam Maja. A qualitative descriptive method was used, with data collected through classroom observation, an engagement questionnaire, and documentation of students' writing drafts from the early and final stages of learning across four meetings, then analyzed using the interactive model of data reduction, data display, and conclusion drawing. The findings show that students initially struggled to build the abstract, orientation, and coda elements of anecdotal text and often confused mere jokes with genuine social criticism, while after the intervention they became more attentive, more comfortable experimenting with humor and criticism, and more confident completing their writing tasks independently. Individual accounts from the eighteen student participants show that instant feedback, the quiz format, and an anonymous digital discussion forum reduced their anxiety about writing and made revision feel more like play than a burden. The discussion links these findings to the mindful, meaningful, and joyful pillars of deep learning, to the reduction of the affective filter in language learning, and to the categories of social criticism found in students' anecdotal texts. This study concludes that the Zep Quiz-assisted deep learning approach fosters positive behavioral, emotional, and cognitive engagement that shapes students' experience of learning to write anecdotal text.

Keywords: Anecdotal Text, Deep Learning, Engagemen, Student Experience, Zep Quiz.