ENHANCING SENIOR HIGH SCHOOL STUDENTS’ DESCRIPTIVE WRITING THROUGH A PROCESS-ORIENTED APPROACH: A CASE STUDY AT SMA NEGERI 9 KUPANG

Abstract

This classroom action research investigates the effectiveness of a process-oriented approach in improving students' writing skills, specifically in descriptive texts, among tenth-grade students at SMA Negeri 9 Kupang. Writing is widely recognized as the most complex of the four language skills, requiring cognitive, structural, and linguistic competencies. The study was conducted in two cycles, each comprising planning, action, observation, and reflection stages. Data were collected through pre-tests, post-tests, observations, and documentation. The initial findings revealed that students faced difficulties in generating and organizing ideas in descriptive writing. In the first cycle, the average writing score increased from 67.1 (pre-test) to 71.96 (post-test I), with 20 students meeting the minimum passing grade. However, the criteria for success were not yet met. In the second cycle, instructional improvements led to a further increase in the average score to 76.58, with 30 students surpassing the minimum standard. The results demonstrate that the process-oriented approach significantly enhances students’ ability to write coherent and detailed descriptive texts. The integration of structured writing stages, peer feedback, and reflective learning was effective in improving student outcomes