Currently writing skill is an essential skill for students not just for academic objectives but also for their professional lives (Fauizah, et al., 2023). Teaching English writing in the Kurikulum Merdeka must include several competencies that students must acquire. Currently, students are suggested to learn several genres of writing, there are procedure, descriptive, recount, narrative, report, news item, analytical exposition, hortatory exposition, spoof, explanation, discussion, review, and short functional text. The aspect of micro- skill and macro-skill make mastery of English learning material by teachers very necessary so that the goal of providing the material can be achieved optimally. Brown (2015) states the taxonomy of micro and macro skills in writing is the final goal that will assist teachers in determining the final criteria for assessment. Based on the aspects, it can be conclude that micro-skills are more suitable for the type of imitative and focused writing performance that describes writing mechanisms and word level elements such as coherent devices, past tense verbs, and so on. In contrast to macro skills which cover a wider scope of writing, including the model and communicative goal of the content of the writing, main ideas and supporting concepts, the literal and suggested meaning of the writing, and so on, namely about the written materials. Both skills should be completely learned by students for them to write competent work in English on their own (Mantra & Widiastuti, 2019). Thus, To construct a properly written content, a writer should focus on both micro and macro writing skills.

One of the ways to develop information and communication technology- based teaching materials is developing microlearning-teaching materials. Microlearning is a technique of teaching-learning that uses small, bite-sized, and well-planned lessons delivered through digital media (Dana, Nitiasih, & Santosa, 2023). Supported by other study, microlearning is a small-scale learning strategy in which content (object learning) is divided into little chunks using multiple media forms, resulting in "short content" that helps students quickly understand the subject (Herdian, Dewanti, & Sulistyaningrum, 2023). Thus, microlearning can be said to be learning that is conducted in a short time, the subject matter is examined briefly, and learners are independent in the learning process. Microlearning will make learning content simple to absorb and recall over a lengthy period of time, as well as boost the effectiveness of the learning process (Mohammed, Wakil & Nawroly, 2018). The development of materials in microlearning classes greatly influences the efficiency and effectiveness of student learning in class. The utilize of microlearning for teachers in creating learning teaching materials is not a big obstacle because it is more helpful in

determining learning content and media. Microlearning aims to make the process of acquiring knowledge and experience for students quick, successful, clear, simple, and easy (Simaremare et al. 2022). The utilize of microlearning in developing English teaching materials with a short and short duration allows teachers to be more innovative with learning methods and media that are not monotonous.

The digital technology facilities presented in microlearning have a big influence on student learning patterns in the classroom. Microlearning has significance for mobile learning many web 2.0 applications provide content in small fragments (Bruck, Motiwalla & Foster, 2012). Through this, using multiple devices, such as computers, tablets, desktops, laptops, and mobile phones to develop material is not impossible. There is a lot of technology that will be utilized by teachers in learning English in accordance with the current Indonesian curriculum which prioritizes learning by utilizing the latest technology. Microlearning is ideal for use on various digital platforms to support easy access to material by students (Wijaya, Yani & Nandi, 2023). The involvement of digital technology creates material that can be divided into small, focused segments and in the form of media or short video objects, articles, infographics, or short quizzes. According to Allela (2021), many microlearning objects that can be used in developing microlearning materials, namely short texts, infographics, PDFs, presentations, short videos, eBooks, short podcasts, short HTML pages, QR codes, blogs, webinars, mobile apps, Gamification, augmented/virtual reality, and quizzes. As a teacher, utilizing digital technology in developing material is very important to attract student focus in learning. Microlearning is closely related to digital technologies, such as students' use of mobile learning in classroom learning. Microlearning given in a web-based environment as well as a mobile environment. It allows searching for similar data, photographs, and videos in the mobile environment in real time, so that the time required to search certain themes and information is decreased (Park & Kim, 2018). The use of technology such as the web can be utilized by teachers in developing students' skills in mastering language such as writing skills.

Microlearning can be used by teachers in all aspects of English language learning skills according to the material content that students need. Teachers can use microlearning writing skills to make the material more interesting by using many technology-based microlearning media. According to Muslim and Sumarni (2023), another characteristic of the English curriculum in Kurikulum Merdeka is the use of a genre-based approach. Accordance to the Standards, Curriculum, and Educational Assessment Agency of the Ministry of Education, Culture, Research, and Technology (2022), the approach used in general English language learning is a text-based approach (genre-based approach), which focuses on text in various modes, such as oral, written, visual, audio, or multimodal. Through this approach, students get the opportunity to interact a lot with types of text such as descriptive, narrative, recount, procedural, and so on. This text is also what students must master during English learning. To present learning material in text form, teachers can utilize the latest technology as recommended by the government for example, the use of Microlearning as a

strategy for designing learning content. Microlearning resources should be able to attract attention to extremely precise and unambiguous characteristics, and there should be complementing materials that allow learners to directly participate in their creation, assembly, and modification (Redondo, Rodriguez, Escobar & Vilas, 2020). Even though students can quickly search for material on the internet with their mobile phones, they need validation from the teacher. Therefore, the teacher should at least provide appropriate material validation and provide material even though microlearning takes 15 minutes. The knowledge and information students get through microlearning will have a subtle impact on their attitude toward life and essential beliefs (Fang, 2018). However, as a teacher who teaches learning material, at least he can provide material that is connected to students' daily lives. Providing learning materials that relate to students' real lives helps make the materials more efficient.

Developing material by utilizing technology that is divided into microlearning media that suits student needs and student skills. Herdian, Dewanti, and Sulistyaningrum (2023) found that the microlearning components used by teachers in each course, such as PowerPoint slides, explanatory videos, and infographics, are not entirely suitable. Therefore, it is hoped that teachers could develop effective and efficient teaching materials for students by creating learning that is easy to understand and makes it easier for students to learn. Thus, the development of microlearning writing materials in high school is a gap in this research, where there is still a need to develop teaching materials that involve the latest technology. Requires teachers who are more digitally literate to provide effective and efficient material by the current curriculum in Indonesia.

The results of the questionnaire data obtained from experts were measured using the Mean. The scores were analyzed using the formula provided by Suharto (2008) to find the range or interval of the data as follows:

Note:

Mn: Mean

Ʃfx: Total Score

N: Total number of data

According to Suharto's (2006) theory of quantitative data conversion was utilized to classify the mean category as follows:

Note:

R: Range

Xt: Highest score Xr: Lowest score

The range found by calculating the calculation above was 0.75. The conversion was presented below as follows:

Table 2. Score Interval Conversion into Criterion Value

The needs analysis was conducted with Grade X students at SMAN 5 Yogyakarta, which has implemented the Kurikulum Merdeka. The number of student respondents was 36 with an average age of 15-16 years. The class chosen by the teacher was based on student's interest in learning English. The Grade X students were chosen because the implementation of Merdeka curriculum had just been implemented for 2 years at this school. The high school has a good reputation in Yogyakarta because many of its graduates are accepted at state universities. This study conducted observations by interviewing teachers and distributing questionnaires to students in August 2024. The questionnaire consisting of 21 multiple-choice questions was distributed to identify the needs of the target and learning needs in writing. Then, initial interviews were also conducted to collect comprehensive information regarding learning needs in writing.

This study chose video as a form of materials based on the needs analysis result and teacher interviews, students preferred watching videos that explained the material and were easily accessible anytime and anywhere, whether during class or outside of it. The developed learning videos could be easily accessed by students through the YouTube platform, where they could watch them online if connected to the internet or download them for offline access. This microlearning as writing teaching materials was developed in a video format divided into four videos per materials, following the concept of divided and focused microlearning. Each video presented the contents of the teaching materials, namely video identity, social function, generic structure, and language features. In each video, there were practice questions or quizzes based on the sub-topics that had been watched. The materials consisted of two types of subject matter divided into eight videos. Unit one was entitled Great Athletes, people were described in descriptive text. Unit two was entitled Healthy Foods, presented the characteristics of procedural text, especially recipes.

Microlearning writing materials in the form of learning videos consist of 2 subject materials based on needs analysis and the syllabus. Each subject material includes 4 videos: video identity, social function, generic structure, and language features. In addition, to make it interactive, each video contains practice and quizzes based on the teaching materials that are watched. The video explanations are provided verbally in two languages, English and Indonesian, according to

the needs analysis. Background music is added to the videos and adjusted to ensure it does not interfere with the sound of the explanation.

The evaluation results were employed to revise teaching materials that did not follow the research concept and needs analysis. During the evaluation, expert judgment provided suggestions related to content, language, presentation, and graphics. The table below shows the expert judgment evaluation.

The table above displayed data from expert judgment regarding the appropriateness of the content. There are eight items for analyzing the substance of the contents. Four products were classified as "Very Good," while four were classified as "Good". The total mean value of 3.5 was classified as "Very Good" after following expert recommendations on paying attention to the grammatical accuracy of the text and recording.

According to the table above, two products have been categorized as "Very Good" with a score of 4.00, while three were classified as "Good" with a

score of 3.00. Based on the facts provided by expert assessment, it was stated that the learning materials were classified as "Very Good" with a total mean score of

3.4. The language was rated "Very Good," although some changes needed to be made.

Related to the table above, it could be seen that the materials item helped students feel comfortable in the categorization of “Good” with a score of 3.00. However, other items were classified as “Very Good” with a score of 4.00. The overall mean related to the appropriateness of the presentation were classified as “Very Good” with a score of 3.83.

The last step was evaluating the appropriateness of the graphic by an expert. There were ten items, of which four items were classified as "Very Good" with a score of 4.0. The other items, which included 6 items, were classified as "Good" with a score of 3.0. The total mean score of the graphic were classified as “Very Good” with a mean value of 3.4. However, there was still a suggestion to improve all parts that were categorized as “Good” or scored 3.0.

Table 8. The Revision of Unit Two

The Appropriateness of the Language

The table below showed that the mean score of 3.62 was classified as "Very Good" and the range interval was 3.28 ≤ x ≤ 4. Based on this data, students agreed that learning to write using microlearning helped them in language learning.

The Appropriateness of the Presentation

The table below showed that the mean score was 3.55, with the range between the interval 3.28 ≤ x ≤ 4. Based on the data above, it was stated that students believed the materials provided was very interesting and aligned with their wishes in the learning process. On the other hand, students believed that the learning of the materials was in accordance with the skills they wanted to master. The data below was classified as "Very Good" in the suitability of the presentation.

The Appropriateness of the Graphic

The table below explained the students’ agreement regarding the graphic design of the learning materials. Based on the results obtained, all items were classified as “Very Good” with a mean value of 3.28 ≤ x ≤ 4. Regarding the appearance, images, colors, and fonts, students agreed that it fulfilled their desires to help them learn. In addition, students liked to learn by dividing the material into several videos, which made it easier to repeat the learning.

Table 12. The Graphic Appropriateness

According to the input findings from the learning needs analysis, students request that the materials provided be packaged with several games in the form of videos uploaded on YouTube and then watch a video explaining the text materials. The YouTube platform serves as an effective and favored multimedia learning tool, making it highly recommended for both language learners and educators aiming to enhance writing fluency as a key learning objective (Alobaid, 2020). In the line with Utami, Oktaviani, and Emaliana (2021) state video provides advantages to students, such as bringing up interest in learning, acquiring new vocabulary, and enhancing pronunciation of English words. All these perspectives collectively suggest that integrating videos, particularly on platforms like YouTube, can address multiple aspects of language learning. However, its appropriateness may vary depending on how well the video aligns with a specific learning objective, such as writing fluency versus broader linguistic competence.

The sequence of four videos in the microlearning writing materials includes Video Identity, Social Function, Text Structure, and Language Features. Once the videos were completed, they were uploaded to YouTube to ensure easy access for students. According to Dewanti, Sukatanti, and Iskandar (2023), microlearning content should be open-source, allowing teachers and learners to access, share, and download it across various mobile devices. On the other hand, the use of open-source platforms for microlearning, such as YouTube, can present challenges in assessing students' knowledge gains due to the lack of evaluation features in the videos (Mairet et al., 2024). However, in the microlearning writing materials developed in this study, an assessment or quiz in the form of QR codes

as provided at the end of several videos as an exercise for students to reinforce their understanding of the material. Thus, the inclusion of this feature ensures that students can learn anytime and anywhere using their smartphones.

However, the presentation of microlearning videos in learning writing is developed based on points that must be considered in the development of microlearning. Developing microlearning writing materials in video format can be achieved by considering various factors present in the field. As stated by Allela (2021) key points to consider creating a microlearning video are the learning objectives and topics used must be focused, prepare a script or story board before making a video, and harmonies text, audio and tools used in developing videos. Thus, the video developed can be in accordance with the needs of students in learning to write.

The results of product validation indicated that the materials were categorized as 'Very Good' by expert judgment, particularly in terms of content appropriate. The expert rated the materials presented in microlearning videos very highly, emphasizing their appropriateness. These videos, which can be accessed anytime and anywhere, allow students to review the materials as needed. Research by Meliana and Seli (2023) supports this by highlighting that microlearning with short and interactive content is an effective approach to delivering language learning materials through video. Similarly, Senadheera (2023) found that microlearning, which delivers content in small and focused units, has proven to enhance students' academic performance by reducing cognitive load, providing a flexible learning environment, and encouraging self- directed learning. One of the key benefits of microlearning is its ability to encourage independent learning.

Overall, the appropriateness of microlearning materials from all four indicators was rated as "Very Good" by students. Interview results from several students indicated that the materials provided was very helpful in learning to write. Students also appreciated being able to access the videos anytime and anywhere, allowing them to review the materials as needed. The feedback aligns with existing research on the appropriateness of microlearning for writing skills. Research has shown that microlearning, which delivers content in concise, focused units, can significantly improve students' writing skills (Fauziah et al., 2023). However, its limitations in providing in-depth understanding, especially for complex skills such as writing, need to be considered.

Overall, the teachers' feedback on the materials was very positive. They found the teaching materials highly appropriate and engaging, noting that while videos had been used previously, this time they were presented with a fresh concept. The teachers' positive feedback on the microlearning materials aligns with findings suggesting that this approach can improve students' writing outcomes. According to Douglas (2023), microlearning, which presents learning in small, focused units, has the potential to improve student retention and grades.

Thus, well-designed microlearning materials are appropriate with students' writing skills and their engagement in the learning process.

Based on the results of expert Judgment, student feedback, and feedback from English teachers, the learning materials are deemed appropriate and ready for classroom application, particularly for Grade X students at SMAN in Yogyakarta in the first semester. The materials developed in this research meet the needs of students, are appropriate for their writing skills, and align with the Kurikulum Merdeka.