Through Demonstration Method of The Eleventh Grade Students of SMKN 7 Padang

Abstract

This classroom action research aimed to enhance the procedural writing skills of Class XI Dance major students at SMKN 7 Padang through the implementation of the demonstration method. Adopting a mixed-methods research design, the study was conducted over two cycles, incorporating tests, observations, and interviews as data collection techniques. Triangulation was employed to ensure data validity. The findings revealed significant improvement in students' writing proficiency, with average scores increasing from 75.9% in the first cycle to 130.9% in the second cycle. The demonstration method proved highly effective in motivating students and providing them with structured opportunities to practice writing in English. Key areas of improvement included text organization, vocabulary usage, and grammatical accuracy, particularly in constructing clear procedural steps using appropriate transitional words. The study confirmed that 100% of participants met the success criteria (75-100% score range), demonstrating the method's effectiveness in enhancing writing skills. These results suggest that the demonstration method can be a valuable pedagogical tool for vocational students, particularly in arts-related fields where practical learning approaches are essential. The research contributes to the broader discourse on effective writing instruction strategies in vocational education contexts.