Enhancing Eighth-Grade Students' Writing Skills in Recount Texts Through the Use of Pre-Writing Planning Strategies at SMP AL Muslim Sidoarjo

Abstract

The research examines how eighth-grade students at SMP Al Muslim Sidoarjo perform in writing recount texts. The primary purpose of this research is to evaluate the effectiveness of pre-writing planning strategies for enhancing student writing abilities. English writing presents a complicated skill for junior high students because they face problems with thought organization and text coherence. The research implemented classroom action research methods during two cycles, which included thirty students. The research instruments included student questionnaires, writing tasks, and observations of classroom activities. Students received different pre-writing strategies, which included brainstorming, mind mapping, and outlining during the intervention. Students became better at organizing their thoughts through these techniques, which resulted in more organized, coherent, and explicit recount texts. As a result, they demonstrated significant improvement in text structure and coherence. They demonstrated significant progress in organizing their thoughts, which produced more cohesive, structured, and explicit recount texts. The research documented considerable growth in students' writing confidence and interest in writing assignments. The pre-writing activities reduced students' writing stress while making the process more approachable and engaging. The research indicates that including pre-writing strategies within English language teaching leads to better student writing results and creates more favourable attitudes toward writing. It suggests that English teachers at SMP Al Muslim Sidoarjo and comparable educational institutions should implement pre-writing planning as an essential element of their writing instruction, especially when teaching narrative forms, including recount texts.