Improving Procedure Text Writing Skills through Contextual Learning in Class VII-2 Students

Abstract

The teaching and learning of procedure text writing among seventh-grade students in Class VII-2 at Junior High School 5 of Waeapo District, Buru Regency, still faces several challenges, particularly in organizing the text structure coherently and applying the linguistic features of procedure texts. The initial condition indicated that the students’ writing ability was still below the established Minimum Mastery Criteria, which was set at 72. This study aimed to improve the students’ ability to write procedure texts through the implementation of the Contextual Teaching and Learning model among seventh-grade students in Class VII-2 at Junior High School 5 of Waeapo District, Buru Regency. This study employed Classroom Action Research, which was conducted in two cycles, with each cycle consisting of the stages of planning, action implementation, observation, and reflection. The research subjects comprised 23 students. Data were collected through observation, interviews, questionnaires, writing assignments, and documentation. The data were analyzed using both quantitative and qualitative descriptive methods. The results showed an improvement in the students’ ability to write procedure texts following the implementation of the instructional interventions and subsequent improvements in the learning process. In Cycle I, 5 students (21.74%) achieved the Minimum Mastery Criteria, with a mean score of 58.95. In Cycle II, the number of students achieving the Minimum Mastery Criteria increased to 20 students (86.95%), with a mean score of 72.69. The mean score increased by 13.74 points from Cycle I to Cycle II, while the classical mastery level exceeded the predetermined success indicator of 80%. Therefore, the Contextual Teaching and Learning model can be used as an alternative approach to improving procedure text writing skills among seventh-grade students in Class VII-2.