Improving Students’ Mastery of Sequence Words in Recount Text through Creative Dance Strategy

Abstract

Writing recount texts can be challenging for junior high school students, particularly when they need to generate ideas and use sequence words appropriately. This study aimed to improve students’ mastery of sequence words in recount texts through the implementation of Creative Dance Strategy, with particular attention to students’ ability to generate ideas for writing. The study employed Classroom Action Research based on the Kemmis and McTaggart model, consisting of planning, action, observation, and reflection. The research was conducted in Class VIII-A of SMP Negeri 1 Hiliduho during the second semester of the 2025/2026 academic year and involved 29 students. Data were collected through a preliminary writing test, writing tests at the end of each cycle, observation sheets, field notes, and documentation. Quantitative data were analyzed using mean scores and the percentage of students achieving the Kriteria Ketercapaian Tujuan Pembelajaran (KKTP), while qualitative data were analyzed descriptively. The results showed an improvement in students’ writing achievement, with the mean score increasing from 53.31 in the preliminary test to 64.66 in Cycle I and 83.45 in Cycle II. The percentage of students achieving the KKTP score of 75 also increased from 13.79% in Cycle I to 100% in Cycle II. The findings indicate that Creative Dance Strategy supported students in generating ideas and using sequence words more appropriately when writing recount texts. Therefore, the strategy may serve as an alternative movement-based pre-writing strategy for supporting students’ recount text writing.