Evaluation of the implementation of the ACEP cycle and learning motivation on students’ exposition writing ability

Authors

  • Ryan Hidayat Universitas Indraprasta PGRI
  • Merry Lapasau Universitas Indraprasta PGRI
  • Andayani Andayani Universitas Sebelas Maret
  • Atikah Anindyarini Universitas Sebelas Maret

DOI:

https://doi.org/10.26555/bs.v45i1.1367

Keywords:

ACEP cycle, evaluation, exposition writing, students

Abstract

The ACEP cycle is a modified form of the APOS learning theory, which is designed as a pedagogical strategy consisting of four main elements: (A) Activities, (C) Class discussion, (E) Exercises, and (P) Performance. This cycle modification is applied to improve students' writing skills, especially their writing skills. The main focus of this study is to evaluate the effectiveness of the ACEP cycle in improving students' expository writing skills, as well as to analyze the relationship between the application of the ACEP cycle and learning motivation towards improving these writing skills. The ACEP cycle implemented in two junior high schools in Bogor Regency was evaluated using a mix-method method. The research sample was taken from the total population using a random (probabilistic) sampling approach. The research tools (questionnaires, interviews, and writing assessments) have been previously validated. The results of this study can be seen from the results of ANOVA with a sig value = 0.036 and Fh = 4.639, so H0 is rejected and H1 is accepted. This means that there is a significant interaction effect of the ACEP cycle and learning motivation on students' exposition writing skills.

Author Biographies

Merry Lapasau, Universitas Indraprasta PGRI

Pendidikan Bahasa Indonesia

Andayani Andayani, Universitas Sebelas Maret

Pendidikan Bahasa Indonesia

Atikah Anindyarini, Universitas Sebelas Maret

Pendidikan Bahasa Indonesia

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Published

2025-04-10

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Vol. 45 No. 1 (2025): BAHASTRA

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Copyright (c) 2025 Ryan Hidayat, Merry Lapasau, Andayani Andayani, Atikah Anindyarini

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