Improving Student Achievement in Writing Descriptive Text Through Wordwall Media

Abstract

Writing descriptive texts remains a challenge for many students learning English as a Foreign Language due to limited vocabulary, inadequate grammatical competence, and difficulties in organizing ideas. This study aimed to investigate the effectiveness of Wordwall-based learning activities in improving the descriptive writing skills of seventh-grade students at UPT SMPN 9 Gresik. The study employed Classroom Action Research involving ten seventh-grade students and was conducted in two cycles, each consisting of planning, implementation, observation, and reflection. Data were collected through descriptive writing tests and analyzed using descriptive statistics. The findings showed a steady improvement in students’ writing performance. The mean score increased from 68.5 in the preliminary study to 74.0 in Cycle I and 82.5 in Cycle II. The percentage of students achieving the Minimum Mastery Criterion also improved from 30% to 60% and reached 80% by the end of cycle II. These findings indicate that Wordwall-based learning activities effectively improve students’ descriptive writing skills by enhancing vocabulary use, sentence construction, and idea organization.