The Effect of the Estafet Writing Method on Students’ Descriptive Text Writing Ability at Grade Ten of State Senior High School 2 Kisaran in the 2025/2026 Academic Year

Abstract

Writing descriptive texts requires students to organize ideas coherently and employ appropriate linguistic features, yet conventional instruction may not sufficiently facilitate active engagement in the writing process. This study investigates whether the Estafet Writing Method significantly affects tenth-grade students’ ability to write descriptive texts at State Senior High School 2 Kisaran. Employing a quantitative approach with an experimental design, the study involved 72 students divided equally into an experimental group (36 students) and a control group (36 students). The experimental group received instruction through the Estafet Writing Method, whereas the control group was taught using conventional instruction, and data were collected through a post-test. The findings revealed that the control group’s descriptive writing ability was categorized as fair, whereas the experimental group achieved a good category after receiving the treatment. The experimental group attained a mean score of 80.56, representing an increase of 14.11%, while hypothesis testing demonstrated that the calculated t-value exceeded the critical t-value (5.60 > 2.00). These findings confirm a significant effect of the Estafet Writing Method on students’ descriptive text writing ability, thereby supporting the alternative hypothesis.