Title: Improving Senior High School Students' Procedural Writing Skills through Fun Learning
Authors: Dwi Mahmud Riza Maulana, Indri Astutik, Zaida Rahmi
Volume: 9
Issue: 8
Pages: 161-167
Publication Date: 2025/08/28
Abstract:
This study aims to examine the effectiveness of the Fun Learning method in improving students' procedural writing skills. It focuses on how engaging and interactive activities can help students organize ideas logically, sequence steps clearly, and use appropriate language when writing procedural texts. The study used a one-group pretest-posttest experimental design, involving 33 eleventh-grade students from SMA Negeri Pakusari, Jember, Indonesia. The Fun Learning method was applied through two treatments: (1) Budgeting Challenge Game and (2) Financial Management Procedure Poster. Data were collected through pretests and posttests and analyzed using N-Gain scores, normality tests, and paired sample t-tests. It found that the Fun Learning method significantly improved students' procedural writing skills. The average N-Gain score increased from 0.3156 after the first treatment (Budgeting Challenge Game) to 0.4366 after the second treatment (Financial Management Procedure Poster), reflecting a moderate improvement in learning outcomes. The paired sample t-test confirmed a significant difference between the two treatments (p = 0.001), with the poster activity contributing more effectively to enhancing students' writing performance.The findings suggest that Fun Learning can be an effective strategy for teaching procedural texts, helping teachers create more engaging and contextualized writing lessons. However, the lack of a control group and the small sample size limit the generalizability of the results. Future studies should include control groups and larger samples to validate these findings. Teachers are encouraged to integrate interactive and real-life tasks to enhance students' writing outcomes and motivation