Implementation of Culturally Responsive Teaching (CRT) to Improve Procedural Text Writing Skills: A Study at SMPN 12 Palu

Abstract

This study aims to improve the procedural text writing skills of seventh-grade students at SMP Negeri 12 Palu through the implementation of the Culturally Responsive Teaching (CRT) approach. This research employed Classroom Action Research (CAR) using the Kemmis and McTaggart model conducted in two cycles. The results showed a significant improvement in students' writing ability. Learning mastery increased from 27.27% in the pre-cycle to 68.19% in the first cycle and reached 100% in the second cycle. The CRT approach proved effective in linking learning with students' local culture and real-life experiences, making the learning process more contextual, interactive, and meaningful.