The Effect of Humanistic Approach Integrated with Social Emotional Learning (Sel) On Students’ Writing Skills and Motivation
Keywords:
Humanistic Approach, Social Emotional Learning, Learning Motivation, Writing Skills, Descriptive TextAbstract
This study aims to enhance students’ learning motivation and descriptive writing skills through the integration of a humanistic approach and Social Emotional Learning (SEL). The study employed a Classroom Action Research (CAR) design involving 27 ninth-grade students of SMPN 10 Tebo. Data were collected through pre-test and post-test assessments, motivation questionnaires, and observation sheets, and analyzed using a mixed-methods approach. The results revealed a significant improvement in students’ writing performance, with the mean score increasing from 59.5 in the pre-test to 77.5 in the post-test, indicating an average gain of 18 points. In addition, the questionnaire results showed increased learning motivation, with 85% of students reporting higher self-confidence, 80% finding the learning process more enjoyable, and 90% feeling more expressive in conveying their ideas. These findings suggest that integrating a humanistic approach and SEL effectively creates meaningful learning experiences, enhances intrinsic motivation, and improves students’ writing skills. Therefore, this approach is recommended for English language teaching practices.
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