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SKRIPSI THE USE OF EXPERIENTIAL LEARNING STRATEGY TO INCREASE THE PROCEDURE TEXT WRITING SKILL OF THE NINTH GRADERS OF SMP NEGERI 2 MERTOYUDAN

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Writing is one of the important skills taught in junior high school. Ninth grade students, in particular, are expected to develop strong writing skills. The teaching of procedural writing in junior high school should emphasize active participation, contextual learning, and creative expression so that students can produce well-structured, clear, and coherent texts. However, observations in the ninth grade at SMPN 2 Mertoyudan show that students face persistent difficulties, including limited vocabulary, an inability to generate and organize ideas, and a lack of mastery of text structure. In addition, the use of traditional lecture-based teaching strategies results in monotonous learning, low engagement, and poor performance, as seen in the pre-cycle results where most students did not meet the Learning Objective Achievement Criteria (KTTP). This classroom action research aims to determine whether the use of experential learning strategies can improve the learning motivation and writing skills of ninth-grade students at SMPN 2 Mertoyudan. This study used classroom action research consisting of planning, implementation, observation, and reflection, and was conducted in two cycles with 31 ninth-grade students as subjects. Data were collected through tests, observations, questionnaires, and documentation, then analyzed qualitatively and quantitatively to explore developments from the precycle, Cycle I, and Cycle II. The results showed a consistent increase in student performance. The average writing score increased from 64.55 in the pre-cycle (fair category) to 73.03 in Cycle I (good category), and reached 84.83 in Cycle II (good category). Student motivation also increased significantly, with 93.54% of students showing active participation and positive engagement in Cycle II. In addition, 89.99% of students exceeded the KKTP, confirming the increase in experiential learning that enhances motivation and writing competence. The application of experiential learning strategies successfully increased students' learning motivation and their ability to write procedural texts. These findings indicate that experiential learning can be an effective pedagogical alternative for English teachers, as it provides real experiences that support the development of writing skills. Teachers are encouraged to integrate experiential learning into various aspects of English teaching, while students are advised to actively participate in practice-based tasks. Future researchers are advised to explore the application of experiential learning to other text genres or combine it with technology-based media to maximize its impact.

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Ketersediaan

Informasi Detail

Judul Seri

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No. Panggil

INGGRIS PUT T 2025

Penerbit

MAGELANG : UNIVERSITAS TIDAR., 2025

Deskripsi Fisik

XIV;125 HLM;29,5 CM

Bahasa

English

ISBN/ISSN

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Klasifikasi

420

Tipe Isi

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Tipe Media

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Tipe Pembawa

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Edisi

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Subjek

PRODI_S1_PENDIDIKAN_BAHASA_INGGRIS
FAKULTAS_FKIP

Info Detail Spesifik

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Pernyataan Tanggungjawab

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Versi lain/terkait

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