The Impact of Self-correction on the Descriptive Text Writing Achievement of Grade VIII Students in Madrasah Tsanawiyah Aulia Cendekia Palembang

Writing is an important and complex communication skill, which required mastery of various components such as vocabulary, grammar, punctuation, and writing mechanics. Despite it is importance, many students faced difficulties in writing due to challenges such as limited vocabulary, grammatical errors, and difficulty organizing ideas. This study examined the impact of the self-correction method on improving descriptive text writing skills among Grade VIII students at Madrasah Tsanawiyah Aulia Cendekia Palembang. The study used a pre- experimental design with one treatment group and was conducted over 12 meetings. A pre-test was administered to assess students' initial writing ability, which revealed a mean score of 38.52 (SD = 6.01). After ten teaching sessions and self-correction exercises, the final test (post-test) showed significant improvement, with the mean score increasing to 64.98 (SD = 7.22). Statistical analyses indicated a significant improvement in writing achievement, supported by normality tests and paired-samples t-test results (t-value = -25.563, p < 0.001). The findings suggested that the self-correction method improved students' self- awareness, independence, and analytical skills in writing. By identifying and correcting their own mistakes, students became more meticulous and confident in their writing. It concluded that the self-correction method was an effective instructional strategy for improving students' descriptive text writing abilities, as well as fostering technical skill improvement and learning autonomy.

Key words: Self-correction, Descriptive Text, Writing, Pre-exsperimental Design