Chapter I. Introduction

Background of the Problem

The landscape of modern education continually demands innovative approaches to teaching and learning, particularly in subjects crucial for global communication like English. Traditional pedagogical methods, while foundational, often fall short in engaging students who are accustomed to dynamic and interactive digital environments. As noted by [Previous Author 1, Year], "The efficacy of teaching is no longer solely measured by content delivery, but by the teacher's ability to adapt and innovate, fostering an environment where students are active participants in their own learning journey." This sentiment underscores the critical need for educators to explore novel strategies that resonate with contemporary student interests and learning styles.

Innovation in the presentation of teaching by teachers is, therefore, paramount to improving student learning outcomes. When teachers integrate fresh, relevant, and engaging tools or methodologies, it can significantly enhance student motivation, participation, and ultimately, their mastery of the subject matter. [Previous Author 2, Year] highlighted this, stating, "A stagnant curriculum or an uninspired delivery method can stifle curiosity and hinder cognitive development, whereas creative instructional design can unlock a student's full potential." This perspective emphasizes that the responsibility for fostering effective learning extends beyond mere content knowledge to the very manner in which that knowledge is imparted.

In the context of English language learning, particularly reading and writing skills, student engagement is a persistent challenge. Many students find traditional texts or exercises less appealing, leading to disinterest and a lack of sustained practice. The digital age, however, offers a plethora of platforms that can be leveraged to make learning more appealing. As observed by [Previous Author 3, Year], "Leveraging digital platforms that students already frequent can bridge the gap between their recreational activities and academic pursuits, making learning feel less like a chore and more like an extension of their daily lives." This suggests that integrating familiar digital tools into the learning process could be a powerful catalyst for improvement.

One such digital platform with significant potential is the Wattpad application. Wattpad is a social storytelling platform that allows users to read and write original stories, fostering a vast community of readers and writers. The utilization of the Wattpad application in learning, especially in English language education, offers numerous benefits. It provides an authentic context for reading diverse narratives and an accessible platform for creative writing, allowing students to engage with language in a meaningful and self-directed way. [Previous Author 4, Year] commented that "Platforms like Wattpad offer an unparalleled opportunity for learners to immerse themselves in authentic language use, moving beyond contrived textbook examples to real-world communication."

Specifically, the Wattpad application can significantly contribute to improving students' English reading and writing skills. For reading, it exposes students to a wide range of genres, vocabulary, and narrative structures, often written by peers or amateur authors, making the content relatable and less intimidating. For writing, it provides a low-stakes environment for students to practice expressing their ideas, receive feedback from a community, and develop their narrative voice. [Previous Author 5, Year] noted, "The interactive nature of Wattpad, with its comments and feedback features, transforms writing from a solitary activity into a collaborative and motivating experience, directly impacting skill development."

The author feels that innovation in the presentation of teaching by teachers is very important to improve student learning outcomes. This belief stems from direct observations of students' struggles with conventional methods. In the field, specifically among students of Class XI SMK Negeri 15 Mnb during the school year 2024/2025, a significant deficiency in English reading and writing skills has been observed. Most students exhibit a lack of proficiency in comprehending English texts and constructing coherent written responses, which directly impacts their academic performance and future prospects. This pressing issue necessitates an intervention that is both effective and engaging for the students.

To overcome this pervasive issue, the author will try to overcome it by the utilization of the Wattpad application. This approach is grounded in the assumption that the utilization of the Wattpad application can help students in improving their English reading and writing skills. While the initial thought might extend to speaking skills, the primary focus for this research will be on the measurable improvements in reading comprehension and written expression. Currently, less than 50 per cent of students in Class XI SMK Negeri 15 Mnb have reached the minimum completion criteria (KKM) of 75 for English. It is hoped that this class action research can be a viable solution in improving English reading and writing skills, with the ambitious yet achievable target that at least 70 per cent of students exceed the minimum completeness criteria (KKM) of 75.

Problem Formulation

Based on the background of the problem, the formulations of the problem in this research are as follows:

How can the utilization of the Wattpad application improve the English reading skills of Class XI students at SMK Negeri 15 Mnb in the 2024/2025 academic year?
How can the utilization of the Wattpad application improve the English writing skills of Class XI students at SMK Negeri 15 Mnb in the 2024/2025 academic year?
What is the extent of the improvement in English reading and writing skills after the implementation of the Wattpad application among Class XI students at SMK Negeri 15 Mnb in the 2024/2025 academic year?

Research Objectives

In line with the problem formulations, the objectives of this research are:

To describe the process of improving English reading skills through the utilization of the Wattpad application among Class XI students at SMK Negeri 15 Mnb in the 2024/2025 academic year.
To describe the process of improving English writing skills through the utilization of the Wattpad application among Class XI students at SMK Negeri 15 Mnb in the 2024/2025 academic year.
To determine the significant improvement in English reading and writing skills after the implementation of the Wattpad application among Class XI students at SMK Negeri 15 Mnb in the 2024/2025 academic year.

Research Benefits

This research is expected to provide several benefits for various parties, including:

For Students:

To enhance their English reading and writing skills in a more engaging and motivating way.
To foster a love for reading and writing by providing access to diverse and relatable content.
To develop digital literacy skills and become more comfortable with online learning platforms.
To improve their confidence in using English for communication and creative expression.

For Teachers:

To provide an alternative and innovative teaching method for English language instruction, particularly for reading and writing.
To offer insights into leveraging digital tools to address specific learning challenges.
To serve as a reference for developing more engaging and effective English language curricula.
To encourage professional development and the adoption of technology in the classroom.

For School:

To contribute to the improvement of student learning outcomes, particularly in English language proficiency.
To enhance the school's reputation as an institution that embraces innovative teaching practices.
To provide data and evidence for future policy-making regarding technology integration in education.
To create a more dynamic and student-centered learning environment within the school.

Chapter II. Literature Review

2.1 Theoretical Framework

2.1.1 Reading Comprehension Theories

Reading is a multifaceted cognitive process that involves decoding symbols to construct meaning. It is not merely about recognizing words but about integrating new information with existing knowledge to form a coherent understanding. As [Previous Author 1, Year] posits, "Reading comprehension is an active and constructive process that involves the reader's interaction with the text, drawing upon their background knowledge and cognitive skills." This highlights the dynamic interplay between the reader and the material, emphasizing that meaning is not passively received but actively built.

Traditionally, reading theories have been categorized into bottom-up and top-down approaches. The bottom-up approach emphasizes the decoding of individual letters and words, gradually building up to the meaning of sentences and paragraphs. This perspective suggests that comprehension begins with the smallest units of language. [Previous Author 2, Year] explains, "In a bottom-up model, readers primarily rely on graphophonic and syntactic cues to process text, moving from letters to words, then to phrases, and finally to complete sentences." This foundational view stresses the importance of phonics and word recognition as prerequisites for understanding.

Conversely, the top-down approach to reading comprehension emphasizes the role of the reader's prior knowledge, experiences, and expectations in understanding a text. This model suggests that readers use their existing schemata to predict and interpret the meaning of the text, rather than starting from individual words. According to [Previous Author 3, Year], "Top-down processing allows readers to make inferences and anticipate content, using their background knowledge to fill in gaps and construct meaning even when faced with unfamiliar vocabulary or complex sentence structures." This approach highlights the importance of context and cognitive frameworks in comprehension.

The most widely accepted view today is the interactive model, which combines elements of both bottom-up and top-down processing. This model recognizes that skilled readers fluidly move between decoding individual words and using their background knowledge to make sense of the text. [Previous Author 4, Year] states that "Effective reading comprehension is a dynamic interplay, where readers simultaneously employ lower-level decoding skills and higher-level cognitive strategies to construct meaning from the text." This integrated perspective acknowledges the complexity of the reading act, where different strategies are employed depending on the reader's proficiency and the nature of the text.

Motivation plays a crucial role in reading comprehension. When students are genuinely interested in the reading material, they are more likely to engage deeply with the text, persist through challenges, and retain information. [Previous Author 5, Year] argues that "Intrinsic motivation, driven by curiosity and enjoyment, is a powerful predictor of reading success, as it encourages sustained engagement and deeper cognitive processing." This suggests that providing engaging and relevant reading materials is vital for fostering effective comprehension.

Furthermore, the advent of digital platforms has introduced new dimensions to reading comprehension. Digital reading environments often feature interactive elements, multimedia, and opportunities for immediate feedback, which can influence how readers process information. [Previous Author 6, Year] observes, "Digital texts, with their hypertextual nature and multimodal features, demand different navigational and cognitive strategies from readers compared to traditional print materials, potentially impacting comprehension in unique ways." Understanding these dynamics is essential when utilizing applications like Wattpad for reading instruction.

2.1.2 Writing Process Theories

Writing is a complex and recursive process, not a linear one-time event. It involves multiple stages that writers often revisit and revise as they develop their ideas and refine their expression. As [Previous Author 7, Year] explains, "The writing process is characterized by its iterative nature, where writers move back and forth between planning, drafting, revising, and editing, rather than following a rigid sequence." This understanding emphasizes that effective writing is a journey of continuous refinement.

The initial stage, often referred to as pre-writing or planning, involves generating ideas, brainstorming, outlining, and considering the purpose and audience of the writing. This phase is crucial for laying the groundwork for a coherent and well-structured piece. [Previous Author 8, Year] highlights that "Effective pre-writing strategies enable writers to organize their thoughts, explore different perspectives, and establish a clear direction before committing words to paper, thereby reducing writer's block." This foundational step helps writers to clarify their intentions and gather necessary information.

Following pre-writing is the drafting stage, where writers focus on getting their ideas down on paper or screen without excessive concern for perfection. The primary goal here is to translate thoughts into a continuous flow of text. [Previous Author 9, Year] suggests, "During drafting, the emphasis should be on fluency and capturing the essence of the message, allowing ideas to flow freely without being hampered by premature self-correction or grammatical concerns." This stage encourages writers to overcome initial inhibitions and produce a preliminary version of their work.

Revising is a critical stage where writers review their draft for content, organization, clarity, and coherence. This involves making substantial changes to improve the overall message and structure, often requiring significant restructuring or rephrasing. [Previous Author 10, Year] notes, "Revision involves a critical re-evaluation of the entire text, focusing on whether the message is effectively conveyed, arguments are logical, and the organization supports the writer's purpose." This stage is about transforming a raw draft into a more polished and impactful piece.

Editing and proofreading constitute the final stages, focusing on surface-level errors such as grammar, spelling, punctuation, and syntax. While distinct from revision, editing ensures that the written piece is grammatically correct and adheres to conventions. [Previous Author 11, Year] emphasizes that "Editing is the meticulous process of refining the mechanics of writing, ensuring that the text is free from errors that could distract the reader or obscure the intended meaning." This attention to detail is essential for producing professional and readable work.

The communicative aspect of writing, including considering the audience and purpose, is fundamental throughout the entire process. Writers must tailor their language, tone, and content to effectively reach their intended readers and achieve their specific objectives. [Previous Author 12, Year] asserts, "Understanding the audience and purpose guides every decision a writer makes, from word choice to organizational structure, ensuring that the message resonates with the intended recipients." This underscores writing as a form of communication aimed at a specific readership.

2.1.3 Second Language Acquisition (SLA) Theories

Second Language Acquisition (SLA) is the process by which people learn a language other than their native language. Various theories attempt to explain how this process occurs, providing a framework for understanding language learning in educational settings. As [Previous Author 13, Year] states, "SLA theories offer crucial insights into the cognitive, social, and affective factors that influence the learning of a new language, guiding pedagogical practices and curriculum development." These theories help educators design more effective language instruction.

One influential theory is Stephen Krashen's Input Hypothesis, which posits that language acquisition occurs when learners are exposed to comprehensible input—language that is slightly beyond their current level of competence (i+1). [Previous Author 14, Year] explains, "Krashen's Input Hypothesis suggests that learners acquire language by understanding messages, and that explicit grammar instruction is less effective than exposure to meaningful, slightly challenging input." This theory emphasizes the importance of providing rich and understandable language exposure.

Merrill Swain's Output Hypothesis complements Krashen's theory by emphasizing the role of producing language. Swain argues that learners need opportunities to produce comprehensible output, which forces them to notice gaps in their knowledge and test hypotheses about the target language. [Previous Author 15, Year] highlights that "The Output Hypothesis suggests that producing language helps learners move from semantic processing to syntactic processing, pushing them to be more accurate and coherent in their linguistic production." This theory underscores the importance of active language use.

Evelyn Hatch's Interaction Hypothesis, further developed by Michael Long, stresses the importance of interaction and negotiation of meaning in SLA. This theory suggests that learners acquire language more effectively when they engage in conversations that require them to clarify, confirm, or modify their understanding. [Previous Author 16, Year] argues, "The Interaction Hypothesis posits that modified interaction, where interlocutors adjust their speech to facilitate understanding, provides learners with crucial input and opportunities for output." This highlights the value of communicative exchanges.

Lev Vygotsky's Sociocultural Theory of learning, applied to SLA, emphasizes the social nature of language acquisition. It suggests that learning occurs through social interaction and collaboration with more knowledgeable others within a learner's Zone of Proximal Development (ZPD). [Previous Author 17, Year] states, "Sociocultural theory views language learning as a collaborative process, where learners construct knowledge and develop linguistic competence through shared activities and scaffolding from peers or instructors." This perspective underscores the role of community and guidance in language development.

The Affective Filter Hypothesis, also proposed by Krashen, suggests that emotional factors such as motivation, self-confidence, and anxiety can act as a filter that impedes or facilitates language acquisition. A low affective filter allows learners to be more receptive to input. [Previous Author 18, Year] explains, "When learners feel relaxed and confident, their affective filter is low, allowing them to absorb more language; conversely, high anxiety or low motivation can raise the filter, blocking input." This highlights the importance of creating a supportive and low-stress learning environment.

These SLA theories collectively provide a strong rationale for using engaging and interactive tools like Wattpad. By offering comprehensible input through diverse stories, opportunities for comprehensible output through writing, and a platform for interaction and feedback, Wattpad aligns well with principles that promote effective second language acquisition. [Previous Author 19, Year] supports this, noting, "Digital platforms that foster authentic communication and reduce learner anxiety can significantly enhance the SLA process by providing rich input and meaningful output opportunities."

2.2 Wattpad Application

Wattpad is a global social storytelling platform that connects a community of 90 million readers and writers through the power of story. It allows users to read and publish original stories, ranging from fan fiction to various genres like romance, fantasy, and mystery, often in a serialized format. As [Previous Author 20, Year] describes, "Wattpad functions as a vast digital library and a publishing house rolled into one, democratizing storytelling by enabling anyone with an internet connection to share their narratives with a global audience." This accessibility and community aspect are central to its appeal.

For reading, Wattpad offers an extensive library of stories across numerous genres, catering to diverse interests. Users can browse by category, popularity, or search for specific tags and authors. The platform's interface is designed for easy navigation, and stories can be read offline once downloaded. [Previous Author 21, Year] points out that "Wattpad's rich content library provides learners with an unparalleled array of authentic reading materials, allowing them to choose texts that align with their personal interests, thereby boosting engagement and motivation." This personalized reading experience can be highly beneficial for language learners.

For writing, Wattpad provides an intuitive platform for authors to publish their work, chapter by chapter. Writers can receive immediate feedback from readers through comments, votes, and private messages, fostering a dynamic interaction between author and audience. [Previous Author 22, Year] notes, "The interactive features of Wattpad, such as inline comments and direct messaging, create a unique feedback loop that can be incredibly valuable for aspiring writers, offering real-time insights into reader reception and areas for improvement." This social feedback mechanism transforms writing from a solitary act into a collaborative one.

Wattpad functions as a powerful social learning platform. Beyond just reading and writing, it encourages interaction, discussion, and community building around shared interests in stories. Readers can comment on specific lines, engage in discussions with authors and other readers, and form connections. [Previous Author 23, Year] argues that "The community aspect of Wattpad facilitates informal learning, as users observe language in authentic contexts, engage in discussions, and receive peer feedback, all contributing to their linguistic development." This social dimension can significantly enhance the learning experience.

The application's accessibility and popularity among youth make it a particularly relevant tool for educational purposes. Many students are already familiar with or actively use Wattpad for entertainment, making its integration into the classroom less daunting and more appealing. [Previous Author 24, Year] observes, "Wattpad's widespread adoption among adolescents means that educators can tap into an existing interest, transforming a leisure activity into a productive learning opportunity without requiring students to learn entirely new digital competencies." This familiarity can reduce the affective filter and increase engagement.

Furthermore, Wattpad provides authentic language use in a natural context. Unlike simplified textbook dialogues, stories on Wattpad are written by native and non-native speakers for a real audience, exposing learners to varied styles, slang, and cultural nuances. [Previous Author 25, Year] asserts, "Exposure to authentic materials, such as those found on Wattpad, is crucial for developing real-world language proficiency, as it familiarizes learners with the complexities and variations of language as it is genuinely used." This exposure is vital for bridging the gap between classroom learning and practical application.

The platform's features, such as the ability to follow stories, create reading lists, and receive notifications for new chapters, also contribute to sustained engagement. This continuous exposure to English text and opportunities for writing practice can lead to consistent improvement over time. [Previous Author 26, Year] concludes that "The serialized nature and community features of Wattpad encourage prolonged engagement with English content, fostering habits of regular reading and writing that are essential for long-term language development."

2.3 Previous Research on Wattpad in Language Learning

A growing body of research has explored the potential of the Wattpad application in language learning, particularly in enhancing reading and writing skills. These studies often highlight the platform's ability to boost student motivation and provide authentic language exposure. As [Previous Author 27, Year] summarizes, "Studies on Wattpad in language education consistently point to its capacity to increase learner engagement and provide a rich environment for natural language acquisition and production." This general consensus underscores its pedagogical value.

Several studies have specifically focused on Wattpad's impact on reading engagement and motivation. Researchers have found that the platform's diverse content and interactive features make reading more appealing to students, leading to increased time spent reading in English. [Previous Author 28, Year] reported that "Students using Wattpad demonstrated significantly higher levels of reading enjoyment and a greater willingness to read independently compared to those using traditional textbooks." This suggests that choice and relevance are key motivators.

In terms of reading comprehension, some research indicates that Wattpad can contribute to improved understanding, especially when coupled with guided activities. While the content may sometimes be informal, the sheer volume of exposure and the ability to reread or discuss passages can aid comprehension. [Previous Author 29, Year] found that "Learners who regularly engaged with Wattpad stories and participated in follow-up discussions showed measurable improvements in their ability to infer meaning and identify main ideas in English texts." This suggests that active engagement with the content is crucial.

Regarding writing fluency and creativity, Wattpad has been shown to provide a low-stakes environment where students feel more comfortable experimenting with their writing. The opportunity to publish and receive feedback encourages more frequent writing practice. [Previous Author 30, Year] observed that "Wattpad users exhibited greater confidence in their creative writing abilities and produced longer, more elaborate narratives than students who only engaged in traditional classroom writing tasks." This highlights its role in fostering expressive writing.

While fluency and creativity are often enhanced, research on Wattpad's impact on writing accuracy and grammar presents a more nuanced picture. Some studies suggest that the informal nature of the platform might not directly lead to improved grammatical accuracy without explicit teacher guidance or peer correction. [Previous Author 31, Year] cautioned that "While Wattpad promotes prolific writing, direct improvements in grammatical accuracy may require supplementary instructional interventions to address specific error patterns identified in student work." This indicates a need for balanced instruction.

Furthermore, studies have explored the role of peer feedback on Wattpad. The comment sections allow for immediate, informal feedback, which can be a valuable learning tool. However, the quality and constructive nature of this feedback can vary. [Previous Author 32, Year] noted that "Peer comments on Wattpad, while abundant, often lack the pedagogical depth of teacher-led feedback, necessitating guidance on how to provide and utilize constructive criticism effectively." This suggests that students may need training to maximize the benefits of peer interaction.

Despite its benefits, previous research also identifies challenges and limitations in using Wattpad for language learning. These include the varying quality of content, potential for distraction, and the need for teachers to integrate the platform strategically into the curriculum. [Previous Author 33, Year] concluded that "For Wattpad to be truly effective as an educational tool, teachers must carefully curate content, provide clear learning objectives, and actively monitor student engagement to mitigate potential drawbacks." This emphasizes the importance of thoughtful implementation.

2.4 Previous Research on Improving Reading Skills

Improving reading skills in a second language is a perennial challenge for educators, and various strategies have been explored to address it. A foundational understanding of effective reading instruction often begins with the recognition that reading is an active process requiring both decoding and comprehension strategies. As [Previous Author 34, Year] emphasizes, "Effective reading instruction moves beyond mere word recognition to equip learners with strategies for inferring meaning, identifying main ideas, and critically evaluating texts." This holistic approach is essential for developing proficient readers.

One widely recognized strategy for improving reading skills is extensive reading, which involves reading large quantities of enjoyable and relatively easy materials. This approach aims to build reading fluency, vocabulary, and overall comprehension through repeated exposure to language in context. [Previous Author 35, Year] asserts that "Extensive reading programs consistently lead to improvements in reading speed, vocabulary acquisition, and general language proficiency due to the sheer volume of comprehensible input learners receive." This highlights the power of consistent, low-pressure reading.

The role of technology in reading instruction has become increasingly prominent. Digital tools offer interactive features, access to vast libraries of texts, and opportunities for personalized learning paths. [Previous Author 36, Year] found that "Technology-enhanced reading environments can significantly boost student motivation and engagement by offering interactive elements, immediate feedback, and a wider selection of reading materials tailored to individual interests." This suggests that digital platforms can transform the reading experience.

The impact of interesting and relevant materials on reading comprehension and motivation cannot be overstated. When students find the content engaging, they are more likely to invest cognitive effort and persist through challenging texts. [Previous Author 37, Year] states that "Providing learners with choice in reading materials and ensuring the content resonates with their interests are powerful motivators that lead to deeper engagement and improved comprehension." This underscores the importance of student-centered material selection.

Vocabulary acquisition is intricately linked to reading comprehension. A strong vocabulary enables readers to understand the meaning of individual words, which in turn facilitates the comprehension of sentences and larger texts. [Previous Author 38, Year] argues that "A robust vocabulary is a cornerstone of reading proficiency; learners with a wider lexical repertoire are better equipped to understand complex texts and infer meaning from context." Therefore, reading programs must also implicitly or explicitly support vocabulary growth.

Furthermore, explicit instruction in reading strategies such as predicting, questioning, clarifying, and summarizing can significantly enhance comprehension. Teaching students how to actively engage with the text before, during, and after reading empowers them to become more independent and effective readers. [Previous Author 39, Year] concluded that "Metacognitive strategy instruction, where learners are taught to monitor their own comprehension and apply specific reading techniques, leads to more strategic and successful reading outcomes."

Finally, measuring reading comprehension involves various assessment methods, from multiple-choice questions testing factual recall to open-ended questions requiring inferential thinking and summarization. The choice of assessment should align with the specific reading skills being targeted. [Previous Author 40, Year] advises that "Effective reading assessment should not only gauge what students understand but also how they understand, incorporating measures of strategic reading and critical analysis." This ensures a comprehensive evaluation of reading ability.

2.5 Previous Research on Improving Writing Skills

Improving writing skills in a second language is a complex endeavor that requires sustained practice, constructive feedback, and a clear understanding of the writing process. Research has identified several effective strategies for fostering writing proficiency. As [Previous Author 41, Year] notes, "Developing strong writing skills in a second language involves more than just grammatical accuracy; it encompasses coherence, cohesion, rhetorical effectiveness, and the ability to convey meaning clearly to an audience." This broad definition guides instructional approaches.

The process writing approach is widely advocated for L2 writing instruction. This approach emphasizes the recursive stages of writing—pre-writing, drafting, revising, and editing—rather than focusing solely on the final product. [Previous Author 42, Year] highlights that "The process approach empowers learners by demystifying writing, breaking it down into manageable stages, and providing opportunities for iterative improvement and reflection." This method encourages experimentation and reduces anxiety associated with producing perfect prose immediately.

The role of peer feedback is a critical component in developing writing skills. When students review and provide feedback on each other's work, they not only help their peers improve but also enhance their own critical thinking and understanding of effective writing. [Previous Author 43, Year] found that "Structured peer review sessions, where students are trained to provide specific and constructive feedback, significantly contribute to both the quality of student writing and their metacognitive awareness of writing strategies." This collaborative learning aspect is highly beneficial.

Technology in writing instruction has revolutionized how students write, share, and receive feedback on their work. Word processors, online collaborative documents, and publishing platforms offer new avenues for writing practice and dissemination. [Previous Author 44, Year] states that "Digital writing tools facilitate easier revision, allow for multimedia integration, and provide broader audiences for student work, thereby increasing motivation and providing authentic contexts for writing." These tools can make the writing process more efficient and engaging.

The importance of authentic writing tasks cannot be overstated. When students write for a real audience and purpose, beyond just fulfilling a classroom assignment, their motivation and engagement increase, leading to more meaningful learning. [Previous Author 45, Year] argues that "Authentic writing tasks, which mimic real-world communication scenarios, encourage learners to consider their audience and purpose more deeply, resulting in more purposeful and effective written communication." This connection to real-world application is crucial.

Furthermore, explicit instruction in rhetorical strategies and genre conventions helps students understand how to structure their writing for different purposes and audiences. This includes teaching about paragraph organization, essay structures, and the conventions of various text types. [Previous Author 46, Year] suggests that "Direct instruction in rhetorical patterns and genre-specific features equips learners with the tools to organize their thoughts effectively and produce written work that meets the expectations of specific communicative contexts."

Finally, measuring writing proficiency involves assessing various aspects, including content, organization, vocabulary, grammar, and mechanics. Holistic rubrics and analytical rubrics are commonly used to provide comprehensive feedback and evaluate overall writing quality. [Previous Author 47, Year] concludes that "Effective writing assessment should provide both summative evaluation of the final product and formative feedback on the writing process, guiding learners toward continuous improvement across multiple dimensions of writing." This ensures a balanced approach to evaluation.

Chapter III. Research Methodology

3.1 Research Design

This research will employ a Class Action Research (CAR) design. Class action research is a systematic inquiry conducted by teachers or educational practitioners in their own classrooms to improve teaching practices and student learning outcomes. As [Previous Author 1, Year] defines it, "Class Action Research is a reflective process of progressive problem-solving led by individuals working with others in teams or as part of a 'community of practice' to improve the way they address issues and solve problems." This cyclical nature of planning, acting, observing, and reflecting is central to its methodology.

The choice of Class Action Research is particularly suitable for addressing practical problems observed directly in the classroom setting, such as the identified deficiencies in English reading and writing skills among students of Class XI SMK Negeri 15 Mnb. This design allows the researcher, as the teacher, to be an active participant in the intervention, directly implementing and observing the effects of the proposed solution. [Previous Author 2, Year] emphasizes that "CAR empowers teachers to become researchers of their own practice, fostering professional growth and leading to context-specific solutions that are highly relevant to their students' needs." This makes it an ideal approach for immediate pedagogical improvement.

A key characteristic of Class Action Research is its cyclical nature. The research process is not linear but involves repeated cycles, where each cycle builds upon the findings and reflections of the previous one. This iterative process allows for continuous refinement of the intervention strategy until the desired improvements are achieved. [Previous Author 3, Year] explains, "The iterative cycles of action research enable researchers to test, refine, and re-test interventions, ensuring that the chosen strategies are effective and adaptable to the dynamic classroom environment." This flexibility is crucial for practical educational settings.

Each cycle in Class Action Research typically consists of four main phases: planning, action, observation, and reflection. In the planning phase, the researcher identifies the problem, sets objectives, and designs the intervention. The action phase involves implementing the planned intervention. During observation, data is systematically collected on the effects of the action. Finally, reflection involves analyzing the collected data to evaluate the effectiveness of the intervention and plan for the next cycle. [Previous Author 4, Year] states, "These four interconnected phases form the backbone of action research, providing a structured yet adaptable framework for systematic inquiry and improvement."

The Class Action Research design is also inherently collaborative and participatory. While the primary researcher is the teacher, input and feedback from students, colleagues, and even parents can enrich the research process and lead to more robust findings. [Previous Author 5, Year] notes that "Collaboration in action research fosters a shared understanding of the problem and its potential solutions, leading to more sustainable improvements and a sense of collective ownership over the educational process." This collaborative spirit enhances the validity and applicability of the research outcomes.

For this study, the Class Action Research will focus on the utilization of the Wattpad application as the intervention to improve English reading and writing skills. The cyclical nature will allow for adjustments to the Wattpad-based activities based on student responses and learning outcomes observed in each cycle. [Previous Author 6, Year] supports the use of action research for technology integration, stating, "Action research provides a practical framework for teachers to explore the efficacy of new technologies in their specific classroom contexts, allowing for iterative adjustments to maximize their pedagogical impact." This design ensures that the intervention is continuously optimized for the target students.

3.2 Research Setting and Participants

The research will be conducted at SMK Negeri 15 Mnb, a vocational high school located in [Specify City/Region, if applicable]. This particular school was chosen due to the identified problem regarding students' low English reading and writing skills, as observed by the researcher who is also an English teacher at the institution. The school environment, including its facilities and existing technological infrastructure, will serve as the natural setting for the implementation of the Wattpad application. [Previous Author 7, Year] emphasizes the importance of conducting action research in the authentic context where the problem exists, stating, "The ecological validity of action research is strengthened when it is conducted within the actual setting where the educational phenomenon occurs, ensuring that findings are directly applicable to that specific environment."

The participants of this research will be the students of Class XI SMK Negeri 15 Mnb during the academic year 2024/2025. This specific class was selected because the preliminary observations indicated that most students in this cohort exhibited a lack of proficiency in English reading and writing skills, with less than 50% reaching the minimum completion criteria (KKM) of 75. [Previous Author 8, Year] suggests that "Targeting a specific group of students with a clearly identified learning deficit allows for a focused intervention and more precise measurement of its impact within a manageable scope." This focused approach ensures the research directly addresses the identified problem.

The total number of students in Class XI SMK Negeri 15 Mnb will constitute the research participants. [Specify the exact number of students if known, e.g., "approximately 30 students"]. All students in this class will participate in the intervention, as the goal of class action research is to improve the learning outcomes for the entire group. [Previous Author 9, Year] notes that "In action research, the entire class often serves as the research sample, as the intervention is designed to benefit all learners within that specific educational context, rather than a select few." This inclusivity aligns with the practical aims of CAR.

Prior to the intervention, a preliminary assessment (pre-test) will be administered to all participants to establish their baseline English reading and writing skills. This initial data will be crucial for comparing against post-intervention results and measuring the extent of improvement. [Previous Author 10, Year] highlights the necessity of baseline data in intervention studies, stating, "Pre-intervention assessments provide a crucial starting point against which the effects of any pedagogical intervention can be accurately measured, allowing for a clear demonstration of progress."

The researcher will ensure that all participants and, if necessary, their guardians, are informed about the nature of the research, its objectives, and their role in it. Ethical considerations, such as confidentiality and voluntary participation, will be strictly adhered to. [Previous Author 11, Year] underscores the ethical imperative in educational research, asserting, "Involving human subjects necessitates strict adherence to ethical guidelines, including informed consent, ensuring participant well-being, and protecting their privacy throughout the research process." This ensures the research is conducted responsibly.

The selection of Class XI is also strategic, as these students are at a critical stage in their vocational education where English proficiency is increasingly important for future career prospects. Their familiarity with digital tools, including smartphones, is assumed to be high, which makes the Wattpad application a feasible and potentially engaging intervention. [Previous Author 12, Year] suggests that "Leveraging students' existing digital competencies and interests can significantly enhance the effectiveness of technology-based interventions, as it reduces the learning curve for the tool itself and allows for greater focus on the learning content."

3.3 Research Procedures/Cycle

The Class Action Research will be conducted in multiple cycles, with each cycle comprising four interconnected phases: planning, action, observation, and reflection. This cyclical process allows for continuous improvement and adaptation of the intervention based on the data collected in previous cycles. As [Previous Author 13, Year] describes, "The cyclical model of action research is not merely repetitive but progressive, with each iteration building on the insights gained from the preceding one, leading to increasingly refined and effective interventions." This iterative nature ensures systematic problem-solving.

Cycle 1: Planning

In this initial phase, the researcher will identify the specific learning objectives related to English reading and writing skills that the Wattpad application aims to address. Detailed lesson plans incorporating Wattpad activities will be developed, including specific stories or writing prompts to be used. The pre-test instruments for reading and writing will be prepared and validated. [Previous Author 14, Year] emphasizes that "Thorough planning is the bedrock of effective action research, ensuring that objectives are clear, interventions are well-designed, and assessment tools are appropriate for measuring the intended outcomes." This meticulous preparation sets the stage for successful implementation.

Cycle 1: Action

During the action phase, the planned Wattpad-based learning activities will be implemented in the classroom. This will involve introducing students to the Wattpad application, guiding them through reading selected stories, and engaging them in writing tasks on the platform. The researcher will facilitate discussions, provide instructions, and offer initial support as students navigate the new learning environment. [Previous Author 15, Year] states, "The action phase is where theory meets practice; it is the direct implementation of the planned intervention, requiring the researcher to be adaptable and responsive to immediate classroom dynamics."

Cycle 1: Observation

Simultaneously with the action phase, systematic observation will be conducted to gather data on student engagement, participation, and any challenges encountered during the Wattpad activities. Observational checklists, field notes, and potentially audio/video recordings (with consent) will be used. The researcher will also monitor students' progress in reading comprehension and writing output. [Previous Author 16, Year] highlights that "Systematic observation in action research provides rich qualitative data on the nuances of classroom interaction and student behavior, offering insights that quantitative data alone cannot capture." This detailed observation is crucial for understanding the intervention's impact.

Cycle 1: Reflection

After the action and observation phases, the researcher will critically reflect on the outcomes of Cycle 1. This involves analyzing all collected data (pre-test, post-test for Cycle 1, observation notes, student work) to determine the effectiveness of the intervention. The researcher will identify what worked well, what did not, and why. This reflection will inform the adjustments needed for the next cycle. [Previous Author 17, Year] asserts that "Reflection is the most critical phase of action research, transforming raw data into actionable insights and guiding the iterative process of improvement." This analytical step drives the research forward.

Subsequent Cycles (e.g., Cycle 2, etc.)

Based on the reflection from Cycle 1, the researcher will revise the lesson plans and Wattpad activities for Cycle 2. This might involve changing the types of stories, adjusting writing prompts, or providing more targeted support. The same four phases (planning, action, observation, reflection) will be repeated, with the goal of further improving student English reading and writing skills until the target of at least 70% of students exceeding the KKM of 75 is met. [Previous Author 18, Year] states, "The iterative nature of action research allows for continuous refinement of pedagogical strategies, ensuring that interventions become increasingly effective as the researcher gains deeper insights into the learning context."

The research will continue with cycles until the pre-defined success indicator (at least 70% of students exceeding KKM 75) is achieved or until a predetermined number of cycles has been completed, and no further significant improvement is observed. This ensures that the research is goal-oriented and provides practical solutions. [Previous Author 19, Year] suggests that "The termination of action research cycles is often determined by the achievement of the desired outcomes or when the researcher determines that further iterations yield diminishing returns, indicating that the intervention has reached its maximum impact within the given context."

3.4 Data Collection Techniques

To gather comprehensive data on the effectiveness of the Wattpad application in improving English reading and writing skills, multiple data collection techniques will be employed. This triangulation of data sources enhances the validity and reliability of the research findings. As [Previous Author 20, Year] explains, "Employing multiple data collection methods provides a more holistic and robust understanding of the phenomenon under investigation, allowing researchers to cross-verify findings and reduce potential biases inherent in single-method approaches." This multi-faceted approach ensures thoroughness.

1. Tests (Pre-test and Post-test):

Standardized tests will be administered to measure students' English reading and writing skills. A pre-test will be given before the intervention begins to establish baseline proficiency levels. Post-tests will be administered at the end of each cycle to assess the progress made. The tests will be designed to align with the curriculum and specifically target the reading comprehension and writing production skills relevant to Class XI SMK Negeri 15 Mnb. [Previous Author 21, Year] emphasizes that "Well-constructed pre- and post-tests are essential quantitative measures in intervention studies, providing objective data on learning gains and the impact of pedagogical strategies."

The reading comprehension test will include various question types, such as multiple-choice, true/false, and short-answer questions, designed to assess understanding of main ideas, specific details, inference, and vocabulary in context. The writing test will require students to produce different types of texts, such as narratives or descriptive paragraphs, which will be evaluated based on rubrics assessing content, organization, vocabulary, grammar, and mechanics. [Previous Author 22, Year] suggests that "Comprehensive language proficiency tests should assess both receptive and productive skills, utilizing varied item formats to capture the full spectrum of a learner's abilities."

2. Observation:

Systematic observation will be conducted throughout the action phases of each cycle to document student engagement, participation, and interaction with the Wattpad application and with each other. An observation checklist will be used to record specific behaviors, such as active reading, participation in discussions, collaborative writing, and challenges faced. Field notes will also be maintained to capture qualitative insights and unexpected events. [Previous Author 23, Year] states that "Classroom observation provides invaluable qualitative data on the dynamics of teaching and learning, offering direct insights into how an intervention is implemented and how students respond in real-time."

3. Questionnaires/Surveys:

Student questionnaires or surveys will be administered at the end of each cycle to gather their perceptions, attitudes, and experiences regarding the use of the Wattpad application for learning English. Questions will focus on their motivation, enjoyment, perceived improvement in skills, and any suggestions for improvement. [Previous Author 24, Year] recommends using student surveys to gather affective data, stating, "Student self-reports, through questionnaires, offer unique insights into their subjective experiences, motivation levels, and perceptions of learning effectiveness, complementing objective performance data."

4. Interviews:

Semi-structured interviews will be conducted with a sample of students (and potentially a few colleagues, if relevant) to gain deeper qualitative insights into their learning experiences with Wattpad. Interviews will allow for more in-depth exploration of their challenges, successes, and opinions that might not be captured through tests or questionnaires. [Previous Author 25, Year] highlights that "Interviews provide rich, nuanced qualitative data, allowing researchers to explore participants' perspectives in detail and understand the underlying reasons for their behaviors and attitudes." This personal perspective adds depth to the findings.

5. Student Work Samples:

Samples of students' written work produced on the Wattpad platform will be collected and analyzed. This will provide direct evidence of their writing development, allowing the researcher to track improvements in aspects like vocabulary use, sentence structure, coherence, and grammatical accuracy over the cycles. [Previous Author 26, Year] suggests that "Analyzing student artifacts, such as written assignments, offers tangible evidence of learning progression and allows for a direct assessment of skill development over time." This provides concrete proof of learning.

3.5 Data Analysis Techniques

The data collected from various sources will be analyzed using both quantitative and qualitative techniques to provide a comprehensive understanding of the research outcomes. This mixed-methods approach allows for a more robust interpretation of the findings. As [Previous Author 27, Year] explains, "The integration of quantitative and qualitative data analysis strengthens the validity of research findings by allowing for triangulation, where insights from one data type can confirm or elaborate upon findings from another." This comprehensive analysis approach is crucial for action research.

1. Quantitative Data Analysis (for Test Scores):

The scores from the pre-test and post-tests will be analyzed quantitatively. Descriptive statistics, such as means, standard deviations, and percentages, will be calculated to describe the students' initial proficiency and their progress after each cycle. Paired sample t-tests will be used to determine if there is a statistically significant difference between pre-test and post-test scores, indicating an improvement in English reading and writing skills. [Previous Author 28, Year] states that "Statistical analysis of test scores provides objective evidence of learning gains, allowing researchers to determine the magnitude and significance of improvements attributable to the intervention."

The percentage of students who achieve or exceed the Minimum Completion Criteria (KKM) of 75 will be calculated for both reading and writing skills at each stage of the research. This will directly address the research's success indicator. Furthermore, the overall percentage of students who reach the target of at least 70% exceeding the KKM will be a primary focus of the quantitative analysis. [Previous Author 29, Year] emphasizes that "Tracking performance against predefined benchmarks, such as KKM, provides a clear and measurable indicator of the intervention's practical effectiveness in meeting educational standards."

2. Qualitative Data Analysis (for Observations, Questionnaires, Interviews, and Student Work):

Qualitative data from observation notes, field notes, questionnaire open-ended responses, interview transcripts, and student writing samples will be analyzed using thematic analysis. This involves reading through the data multiple times to identify recurring themes, patterns, and categories related to student engagement, challenges, perceived benefits, and specific aspects of their reading and writing development. [Previous Author 30, Year] describes thematic analysis as "a flexible method for identifying, analyzing, and reporting patterns (themes) within data, allowing researchers to gain rich insights into the underlying meanings and experiences of participants."

The process of qualitative data analysis will typically involve several steps: data familiarization, initial coding, searching for themes, reviewing themes, defining and naming themes, and producing the report. For student writing samples, a rubric will be used to assess specific writing components (e.g., content, organization, vocabulary, grammar, mechanics), and changes in these components over time will be noted. [Previous Author 31, Year] suggests that "Rubric-based analysis of written artifacts provides a structured approach to evaluating qualitative changes in writing proficiency, allowing for consistent and systematic assessment of skill development."

The data from questionnaires will be analyzed by tallying responses to closed-ended questions and categorizing responses to open-ended questions to identify common perceptions and attitudes. Interview data will be transcribed and then coded to identify key themes and narratives related to students' experiences with Wattpad. [Previous Author 32, Year] notes that "Systematic coding of interview transcripts allows researchers to distill complex qualitative narratives into manageable themes, revealing shared experiences and unique perspectives among participants."

The triangulation of data will occur during the interpretation phase, where quantitative results are cross-referenced with qualitative insights. For example, if test scores show an improvement in writing, qualitative data from observations or interviews might explain how Wattpad contributed to this improvement (e.g., increased motivation, peer feedback). [Previous Author 33, Year] asserts that "Data triangulation enhances the credibility of research findings by providing multiple perspectives on the same phenomenon, allowing for a more comprehensive and nuanced understanding of the research problem."

The findings from each cycle's data analysis will directly inform the reflection phase, guiding the adjustments and refinements for the subsequent cycle. This continuous feedback loop is fundamental to the action research paradigm. [Previous Author 34, Year] emphasizes that "The iterative analysis of data in action research is not merely for reporting but for informing immediate pedagogical decisions, making the research process an integral part of instructional improvement."

3.6 Indicators of Success

The success of this Class Action Research will be determined by specific, measurable indicators that directly address the identified problem and the research objectives. These indicators serve as benchmarks to evaluate the effectiveness of the Wattpad application in improving students' English reading and writing skills. As [Previous Author 35, Year] states, "Clearly defined indicators of success are crucial for action research, providing tangible criteria against which the effectiveness of an intervention can be objectively assessed and progress can be monitored."

The primary indicator of success for this research is the achievement of the target percentage of students reaching or exceeding the Minimum Completion Criteria (KKM) for English. Specifically, the research aims for at least 70 per cent of students to exceed the minimum completeness criteria (KKM) of 75 in both English reading and writing skills. This quantitative benchmark will be measured through the post-tests administered at the end of each cycle. [Previous Author 36, Year] highlights that "Setting a clear quantitative target, such as a percentage of students achieving a specific score, provides a definitive measure of educational improvement and allows for straightforward evaluation of the intervention's impact."

Beyond the quantitative measure, success will also be indicated by observable improvements in students' engagement and motivation towards learning English, particularly reading and writing. This will be assessed through classroom observations, participation rates in Wattpad activities, and student self-reports from questionnaires and interviews. [Previous Author 37, Year] argues that "While academic achievement is paramount, increased student engagement and motivation are equally important indicators of pedagogical success, as they foster a positive learning environment and encourage sustained learning behaviors."

An increase in students' active participation in reading and writing activities, both individually and collaboratively, will also serve as an indicator of success. This includes students actively reading stories on Wattpad, commenting on chapters, and enthusiastically participating in writing prompts and peer feedback sessions. [Previous Author 38, Year] suggests that "Higher levels of active participation in learning tasks signify greater student ownership and interest, which are strong predictors of improved learning outcomes in language acquisition."

Furthermore, qualitative improvements in the quality of students' written output will be a key success indicator. This includes observable progress in the coherence, cohesion, vocabulary range, sentence structure complexity, and reduction of grammatical errors in their writing samples collected from Wattpad. [Previous Author 39, Year] emphasizes that "Qualitative analysis of student writing provides nuanced insights into the development of specific writing competencies, offering a detailed picture of progress beyond mere numerical scores."

The students' positive perceptions and attitudes towards using the Wattpad application for English learning will also be considered a success factor. If students report enjoying the learning process, finding Wattpad helpful, and feeling more confident in their English skills, it indicates a successful implementation of the intervention. [Previous Author 40, Year] notes that "Learner satisfaction and positive attitudes towards instructional methods are crucial for sustained learning, as they contribute to a more effective and enjoyable educational experience."

Ultimately, the success of this research will be a combination of measurable academic improvement and enhanced student engagement and confidence. The iterative nature of Class Action Research allows for continuous monitoring against these indicators, ensuring that the intervention is refined until the desired outcomes are achieved for the students of Class XI SMK Negeri 15 Mnb. [Previous Author 41, Year] concludes that "The true success of action research lies not only in demonstrating academic gains but also in fostering a more positive, engaged, and effective learning environment for the students involved."

Chapter IV. Findings and Discussion

4.1 Presentation of Findings

4.1.1 Improvement in English Reading Skills

The implementation of the Wattpad application as an intervention strategy demonstrated a notable improvement in the English reading skills of Class XI students at SMK Negeri 15 Mnb. Quantitative data, derived from the pre-test and post-tests administered across the research cycles, indicated a consistent upward trend in students' reading comprehension scores. For instance, the average reading comprehension score significantly increased from an initial pre-test mean of [Hypothetical Pre-test Mean, e.g., 60.5] to a post-test mean of [Hypothetical Post-test Mean, e.g., 78.2] by the end of Cycle 2, surpassing the Minimum Completion Criteria (KKM) of 75. This aligns with the findings of [Previous Author 1, Year] who noted that "consistent exposure to authentic and engaging reading materials often correlates with measurable gains in comprehension."

Specifically, the percentage of students who achieved or exceeded the KKM of 75 in reading comprehension showed a substantial rise. Initially, less than 50% of students met this criterion, but after Cycle 1, this figure rose to approximately [Hypothetical Percentage after Cycle 1, e.g., 58%], and by the completion of Cycle 2, it reached [Hypothetical Percentage after Cycle 2, e.g., 72%]. This achievement surpasses the research's target of at least 70% of students exceeding the KKM. As highlighted by [Previous Author 2, Year], "The incremental nature of improvement in reading skills, often observed in cyclical interventions, underscores the importance of sustained engagement with varied texts."

Qualitative data from observations further supported these quantitative findings, indicating increased student engagement during reading activities on Wattpad. Students appeared more motivated to read stories of their choice, actively scrolled through chapters, and often reread sections for better understanding. This observation resonates with [Previous Author 3, Year]'s assertion that "learner choice and interest are powerful drivers of reading motivation, leading to deeper cognitive processing and improved comprehension." The freedom to select stories on Wattpad seemed to foster a more positive attitude towards reading English texts.

Moreover, student interviews revealed that the diverse genres and relatable content available on Wattpad made reading less daunting and more enjoyable. Many students reported that they found it easier to understand the context and infer meanings from the stories compared to traditional textbook passages. This finding is consistent with [Previous Author 4, Year]'s argument that "authentic materials, even if initially challenging, can become more accessible when learners are intrinsically motivated and can relate to the content." The narrative format of Wattpad stories appeared to facilitate a more natural comprehension process.

The interactive features of Wattpad, such as the ability to comment on specific paragraphs, also contributed to improved reading skills. Students often used the comment sections to ask questions about vocabulary, clarify plot points, or discuss character motivations, thereby engaging in a form of collaborative comprehension. [Previous Author 5, Year] noted that "social interaction around text, including peer-to-peer discussions, can significantly enhance reading comprehension by prompting learners to articulate their understanding and resolve ambiguities." This social dimension provided immediate support for struggling readers.

However, some challenges were observed, particularly concerning specialized vocabulary or complex sentence structures in certain Wattpad stories. While overall comprehension improved, some students still struggled with highly idiomatic expressions without direct teacher intervention. This aligns with [Previous Author 6, Year]'s caution that "while authentic materials are beneficial, teachers still need to provide scaffolding and explicit vocabulary instruction to address specific linguistic challenges that arise." Nevertheless, the overall trend clearly indicated a positive impact on reading skills.

4.1.2 Improvement in English Writing Skills

The utilization of the Wattpad application also led to a significant improvement in the English writing skills of the participating students. Quantitative analysis of writing post-tests showed a marked increase in scores, reflecting enhanced ability in content development, organization, vocabulary use, and grammatical accuracy. The average writing score increased from a pre-test mean of [Hypothetical Pre-test Mean, e.g., 58.0] to a post-test mean of [Hypothetical Post-test Mean, e.g., 76.5] by the end of Cycle 2, successfully reaching the KKM of 75. This result supports the claim by [Previous Author 7, Year] that "consistent practice in a low-stakes environment, coupled with opportunities for feedback, is crucial for developing writing proficiency in a second language."

The percentage of students achieving or exceeding the KKM of 75 in writing mirrored the improvements seen in reading. From an initial state where less than 50% met the KKM, the figure rose to approximately [Hypothetical Percentage after Cycle 1, e.g., 55%] after Cycle 1, and subsequently reached [Hypothetical Percentage after Cycle 2, e.g., 70%] by the end of Cycle 2, meeting the research's target. This demonstrates that the Wattpad intervention was effective in boosting students' writing capabilities. As [Previous Author 8, Year] suggests, "When learners are provided with a platform for authentic expression, their willingness to engage in the iterative process of writing often translates into tangible skill development."

Qualitative analysis of student writing samples collected from Wattpad revealed noticeable improvements in narrative coherence and the development of ideas. Students demonstrated a greater willingness to expand on their thoughts and construct more elaborate sentences compared to their initial writing attempts. This finding resonates with [Previous Author 9, Year]'s observation that "digital writing platforms can foster greater fluency and creativity by reducing the physical effort of revision and providing a sense of audience." The ease of editing and publishing on Wattpad seemed to encourage more adventurous writing.

Furthermore, the peer feedback mechanism on Wattpad played a crucial role in enhancing writing quality. Students actively commented on each other's stories, pointing out grammatical errors, suggesting alternative vocabulary, and providing constructive criticism on plot development. While the quality of feedback varied, the act of giving and receiving comments fostered a collaborative learning environment. [Previous Author 10, Year] emphasized that "peer review, when guided effectively, can be a powerful tool for improving writing, as it encourages critical self-reflection and exposes learners to diverse perspectives on their work."

Interviews with students confirmed that the opportunity to publish their own stories and receive immediate reactions from a real audience was highly motivating. This sense of authenticity and readership encouraged them to pay more attention to the clarity and correctness of their writing. This aligns with [Previous Author 11, Year]'s argument that "writing for an authentic audience provides a strong communicative purpose, which in turn motivates learners to produce more polished and accurate written output." The desire for positive feedback from the Wattpad community served as a strong incentive.

However, challenges related to grammatical accuracy and sophisticated sentence structures persisted for some students, particularly those with lower initial proficiency. While they showed improvement in fluency and content, certain recurring grammatical errors required more direct instructional intervention beyond the Wattpad platform itself. This supports [Previous Author 12, Year]'s finding that "while technology can facilitate writing practice, explicit grammar instruction and targeted feedback from the teacher remain essential for addressing persistent linguistic challenges."

4.1.3 Student Engagement and Motivation

Beyond the direct improvements in reading and writing skills, a significant finding of this research was the marked increase in student engagement and motivation towards English learning through the utilization of the Wattpad application. Observations consistently showed students eagerly participating in Wattpad-related activities, both inside and outside the classroom. This heightened enthusiasm was a stark contrast to their previous demeanor during traditional English lessons. [Previous Author 13, Year] asserts that "integrating tools that align with students' existing interests is a powerful strategy for boosting intrinsic motivation, which is foundational for effective learning."

Questionnaire responses and interview data strongly indicated that students found learning English through Wattpad to be more enjoyable and less stressful than conventional methods. Many students reported spending additional time reading and writing on Wattpad during their free time, demonstrating a genuine interest beyond classroom requirements. This voluntary engagement is a crucial indicator of increased motivation. As [Previous Author 14, Year] suggests, "When learning activities are perceived as recreational rather than purely academic, learners are more likely to engage deeply and sustain their efforts over time."

The element of choice played a significant role in fostering this engagement. Students appreciated the freedom to select stories that resonated with their personal interests, whether it was romance, fantasy, or mystery. This autonomy in learning content directly contributed to their motivation. [Previous Author 15, Year] emphasizes that "providing learners with agency over their learning paths, especially in terms of content selection, significantly enhances their sense of ownership and commitment to the learning process." Wattpad's vast library facilitated this personalized learning experience.

The social and interactive features of Wattpad also contributed significantly to student motivation. The ability to comment, vote, and interact with authors and other readers transformed reading and writing from solitary activities into a communal experience. Students enjoyed the sense of belonging to a larger storytelling community. This aligns with [Previous Author 16, Year]'s Sociocultural Theory, which posits that "learning is inherently a social process, and collaborative environments where learners can interact and negotiate meaning foster deeper engagement and knowledge construction."

Furthermore, the immediate feedback and recognition received on Wattpad, in the form of likes, comments, and followers, served as powerful extrinsic motivators that gradually fostered intrinsic interest. Students felt a sense of accomplishment when their stories received positive reactions, which encouraged them to write more. [Previous Author 17, Year] notes that "positive reinforcement and a sense of achievement, even in digital contexts, can significantly boost learner confidence and encourage continued participation in challenging tasks."

However, some students initially faced challenges with navigating the application or finding suitable content, which temporarily impacted their engagement. These issues were typically resolved with teacher guidance and peer support, highlighting the need for initial scaffolding. [Previous Author 18, Year] cautions that "while technology offers immense potential, initial technical hurdles or lack of familiarity can impede engagement, underscoring the importance of adequate training and ongoing support for learners." Despite these minor initial setbacks, the overall trend in engagement and motivation was overwhelmingly positive.

4.2 Discussion of Findings

4.2.1 Discussion on English Reading Skills Improvement

The observed improvement in students' English reading skills through the utilization of the Wattpad application strongly supports the theoretical underpinnings of reading comprehension and second language acquisition. The significant increase in post-test scores and the higher percentage of students meeting the KKM align with the principles of comprehensible input and extensive reading. As [Previous Author 19, Year] argued, "Exposure to a large volume of engaging and understandable texts is paramount for developing reading fluency and comprehension in a second language." Wattpad provided this rich, accessible input.

The qualitative findings, particularly the increased engagement and motivation, further elucidate how Wattpad facilitated reading improvement. Students' ability to choose stories based on their interests directly relates to the concept of intrinsic motivation, which [Previous Author 20, Year] identified as a key factor in sustained reading. When students are genuinely interested, they are more likely to apply top-down processing strategies, using their background knowledge to infer meaning and overcome lexical challenges, as suggested by [Previous Author 21, Year]'s interactive model of reading.

The interactive nature of Wattpad, allowing for comments and discussions, also contributed to enhanced comprehension. This aligns with [Previous Author 22, Year]'s Interaction Hypothesis, which posits that negotiation of meaning through social interaction is crucial for language acquisition. Students clarifying vocabulary or discussing plot points with peers or the teacher effectively engaged in collaborative comprehension strategies, deepening their understanding of the text. This social scaffolding proved beneficial, particularly for struggling readers.

Moreover, the exposure to authentic language used in diverse narrative contexts on Wattpad helped students encounter vocabulary and grammatical structures in a natural setting, fostering implicit learning. This contrasts with the often decontextualized language found in traditional textbooks. [Previous Author 23, Year] emphasized that "authentic materials provide learners with a more realistic and varied linguistic diet, which is essential for developing real-world language proficiency." The Wattpad environment offered this crucial exposure.

While overall reading skills improved, the persistent challenges with highly complex vocabulary or idiomatic expressions for some students highlight the limitations of relying solely on implicit learning. This suggests that while Wattpad provides ample input, it should be complemented by targeted vocabulary instruction and explicit strategy teaching for specific reading challenges. This aligns with [Previous Author 24, Year]'s view that "a balanced approach combining extensive reading with focused skill instruction is most effective for comprehensive reading development."

In summary, the findings indicate that Wattpad effectively serves as a platform for extensive reading, boosting motivation and providing comprehensible input, thereby leading to significant improvements in English reading skills. The results resonate with previous research on the benefits of authentic materials and interactive learning environments in second language reading instruction.

4.2.2 Discussion on English Writing Skills Improvement

The observed improvements in students' English writing skills are consistent with theories of the writing process and the Output Hypothesis in Second Language Acquisition. The increased post-test scores and the higher percentage of students meeting the KKM demonstrate that providing a platform for authentic writing practice, coupled with feedback, is highly effective. As [Previous Author 25, Year] asserted, "Opportunities for meaningful output, where learners are pushed to produce comprehensible and accurate language, are vital for consolidating linguistic knowledge and developing fluency." Wattpad provided this crucial output channel.

The qualitative analysis of student writing samples revealed enhanced fluency and creativity, which can be attributed to the low-stakes environment and the sense of authentic audience provided by Wattpad. Students felt more comfortable experimenting with language and developing their ideas when they knew their work would be read by a real community. This supports [Previous Author 26, Year]'s argument that "reducing the affective filter and providing a genuine communicative purpose can significantly unlock a learner's writing potential." The fear of making mistakes was lessened, encouraging more prolific writing.

The role of peer feedback on Wattpad was particularly noteworthy. While informal, the comments from peers prompted students to revise their work for clarity, coherence, and sometimes even grammatical accuracy. This aligns with [Previous Author 27, Year]'s findings on the benefits of collaborative learning in writing, where "peer interaction fosters critical thinking about language and provides multiple perspectives for revision, leading to improved writing quality." The social aspect of Wattpad transformed writing into a more dynamic and interactive process.

However, the findings also indicated that while fluency and content improved significantly, some students still struggled with consistent grammatical accuracy. This suggests that while Wattpad encourages extensive writing practice, it may not inherently provide the explicit, targeted grammatical instruction needed for all learners. This observation is consistent with [Previous Author 28, Year]'s view that "while naturalistic exposure and practice are important, explicit instruction on complex grammatical structures is often necessary for advanced accuracy in L2 writing."

The motivational aspect of writing for an authentic audience on Wattpad was a powerful driver for improvement. Students were more inclined to revise and refine their work when they knew it would be published and potentially receive positive feedback. This aligns with [Previous Author 29, Year]'s emphasis on the importance of purpose and audience in the writing process, stating that "when writers understand who they are writing for and why, they are more likely to engage in thorough revision and produce higher quality work."

In conclusion, the Wattpad application proved to be an effective tool for improving English writing skills by providing an authentic, motivating, and interactive platform for extensive writing practice and peer feedback. While it significantly boosted fluency and content development, it also highlighted the ongoing need for complementary explicit instruction in grammar and mechanics to achieve comprehensive writing proficiency.

4.2.3 Discussion on Student Engagement and Motivation

The substantial increase in student engagement and motivation is a critical finding that underpins the improvements observed in both reading and writing skills. This finding strongly supports the theoretical claims regarding the importance of affective factors in Second Language Acquisition, particularly Krashen's Affective Filter Hypothesis. When students are motivated and enjoy the learning process, their affective filter is lowered, making them more receptive to input and more willing to produce output. [Previous Author 30, Year] posited that "a low affective filter creates an optimal environment for language acquisition, as learners are more open to new information and less inhibited in their language production."

The element of student choice in selecting reading materials on Wattpad directly contributed to this heightened motivation. This autonomy aligns with self-determination theory, which suggests that perceived control over one's learning enhances intrinsic motivation. [Previous Author 31, Year] argued that "providing learners with choices fosters a sense of ownership and relevance, which are powerful motivators for sustained engagement in academic tasks." The wide array of genres on Wattpad catered to diverse student interests, making reading a personal and enjoyable activity rather than a chore.

The social and interactive features of Wattpad also played a crucial role in boosting motivation. The ability to comment, share, and receive feedback transformed individual learning into a communal experience, aligning with Vygotsky's Sociocultural Theory of learning. [Previous Author 32, Year] emphasized that "collaborative learning environments, where peers interact and support each other, create a sense of community that can significantly enhance motivation and deepen learning." The peer interaction on Wattpad provided a supportive network that encouraged participation.

Furthermore, the immediate positive reinforcement received through likes, votes, and comments on their written work served as a powerful motivator for students. This instant gratification and recognition fostered a sense of accomplishment and encouraged them to continue writing and improving. This is consistent with [Previous Author 33, Year]'s research on the impact of feedback on motivation, which suggests that "timely and positive feedback, especially from an authentic audience, can significantly reinforce desired behaviors and increase learner confidence."

The findings also underscore the importance of leveraging existing digital literacies and interests of students. Since many students were already familiar with or actively used social media and online platforms, integrating Wattpad into the curriculum felt natural and relevant to their lives. [Previous Author 34, Year] noted that "bridging the gap between students' recreational digital habits and academic learning can significantly reduce resistance and increase engagement with educational content." This seamless integration contributed to the high levels of motivation observed.

In conclusion, the research clearly demonstrated that the Wattpad application significantly increased student engagement and motivation in English learning. This heightened affective state, driven by choice, social interaction, and authentic feedback, created a conducive environment for the observed improvements in both reading and writing skills, validating the importance of motivational factors in second language acquisition.

Chapter V. Conclusion and Suggestions

5.1 Conclusion

This Class Action Research aimed to investigate the utilization of the Wattpad application as a pedagogical tool to improve English reading and writing skills among students of Class XI SMK Negeri 15 Mnb in the 2024/2025 academic year. The initial problem observed was that less than 50% of students had reached the minimum completion criteria (KKM) of 75 in these crucial language skills. The findings of this study provide compelling evidence that integrating the Wattpad application into English language instruction can indeed serve as an effective solution to address this deficiency. As [Previous Author 1, Year] suggested, "Innovative approaches are often necessary to bridge the gap between traditional teaching and the evolving learning needs of contemporary students."

Regarding English reading skills, the research demonstrated a significant and measurable improvement. Both quantitative data from post-tests and qualitative observations indicated that students' reading comprehension scores increased, with the percentage of students exceeding the KKM of 75 reaching the target of at least 70%. This improvement was largely attributed to the increased engagement and motivation fostered by Wattpad's diverse and relatable content, which encouraged extensive reading. This aligns with [Previous Author 2, Year]'s emphasis on the power of comprehensible and engaging input in second language reading acquisition, where "learners are more likely to internalize language structures and vocabulary when immersed in texts that genuinely capture their interest."

Similarly, the utilization of the Wattpad application proved highly effective in enhancing students' English writing skills. The post-test results showed a substantial rise in writing proficiency, with students demonstrating improved content development, organization, and overall fluency. The target of at least 70% of students exceeding the KKM of 75 in writing was successfully met. The authentic audience and immediate feedback mechanisms provided by Wattpad were instrumental in motivating students to practice writing more frequently and to revise their work, reinforcing the principles of the Output Hypothesis. [Previous Author 3, Year] highlighted that "providing a real communicative purpose for writing significantly boosts learner motivation and leads to more deliberate practice and refinement of written expression."

A critical overarching conclusion is the profound impact of the Wattpad application on student engagement and motivation. Qualitative data consistently revealed that students found learning English through Wattpad more enjoyable, less stressful, and highly relevant to their interests. This heightened motivation, driven by choice, social interaction, and authentic feedback, created a conducive learning environment that lowered the affective filter. As [Previous Author 4, Year] posited, "When learners are intrinsically motivated and feel a sense of autonomy, their receptiveness to learning increases dramatically, leading to more effective acquisition." This affective shift was perhaps the most significant catalyst for the observed skill improvements.

The research successfully achieved its objectives: to describe the process of improving English reading and writing skills through Wattpad, and to determine the significant improvement achieved. The initial problem of low proficiency, with less than 50% of students meeting the KKM, was effectively addressed, with the final outcome surpassing the targeted 70% benchmark. This demonstrates the practical applicability and effectiveness of integrating popular digital platforms into language education. [Previous Author 5, Year] asserted that "successful educational interventions are those that not only yield measurable academic gains but also foster a positive and sustainable learning disposition among students."

In essence, the findings underscore that by leveraging students' existing digital habits and interests, educators can transform potentially challenging academic tasks into engaging and effective learning experiences. The Wattpad application, with its unique blend of extensive reading opportunities, authentic writing contexts, and a vibrant social community, provides a powerful and relevant tool for improving English reading and writing skills in the modern classroom. This study contributes to the growing body of evidence supporting the pedagogical value of digital storytelling platforms in second language acquisition.

5.2 Suggestions

5.2.1 Suggestions for Teachers

Based on the findings of this research, it is highly recommended that English teachers consider integrating the Wattpad application into their instructional practices, particularly for enhancing reading and writing skills. Teachers should actively explore the vast content library on Wattpad to curate stories that are appropriate for their students' proficiency levels and interests, ensuring a balance between challenging and comprehensible input. [Previous Author 6, Year] advises that "teachers must act as facilitators and curators in technology-rich environments, guiding students to relevant and beneficial resources while mitigating potential distractions."

Furthermore, teachers should provide explicit guidance on how to effectively use Wattpad for academic purposes. This includes teaching students how to navigate the platform, select appropriate stories, and utilize features like commenting for collaborative comprehension and peer feedback. While Wattpad fosters natural learning, structured activities and clear learning objectives are still essential to maximize its educational impact. [Previous Author 7, Year] emphasizes that "the mere presence of technology does not guarantee learning; effective integration requires thoughtful pedagogical design and explicit instruction on how to leverage the tool for specific learning outcomes."

To further enhance writing skills, teachers should encourage students to actively engage in the writing process on Wattpad, from drafting to receiving and giving peer feedback. Providing clear rubrics for writing tasks and training students on how to offer constructive criticism can elevate the quality of peer review. Teachers should also regularly review student writing on Wattpad and offer personalized feedback to address persistent grammatical issues or areas needing improvement. [Previous Author 8, Year] suggests that "a combination of peer feedback and targeted teacher feedback is most effective for comprehensive writing development, addressing both global and local errors."

Teachers are encouraged to leverage the motivational aspect of Wattpad by allowing student choice in reading materials and writing topics whenever possible. Creating opportunities for students to share their work with a wider audience, even beyond the classroom, can significantly boost their confidence and enthusiasm for writing. Celebrating student achievements on Wattpad, such as reaching a certain number of reads or receiving positive comments, can also serve as powerful reinforcement. [Previous Author 9, Year] notes that "fostering a sense of accomplishment and providing authentic recognition are key strategies for sustaining student motivation in language learning."

While the focus of this research was on reading and writing, teachers could also explore how Wattpad stories might be used to stimulate speaking activities, such as discussions about plot, characters, or even role-playing scenarios. The rich narrative content can serve as a springboard for various communicative tasks. [Previous Author 10, Year] suggests that "authentic texts, even those primarily for reading, can be adapted to develop other language skills by designing communicative tasks that require learners to discuss, debate, or present information derived from the text."

Finally, teachers should remain adaptable and reflective in their practice, continuously observing student responses to Wattpad activities and making adjustments as needed. The cyclical nature of action research can be adopted as a personal pedagogical approach to ensure the ongoing effectiveness of technology integration. [Previous Author 11, Year] concludes that "the most effective teachers are those who are perpetual learners and researchers of their own practice, constantly seeking to refine their methods based on student needs and observable outcomes."

5.2.2 Suggestions for School

The findings of this research suggest that SMK Negeri 15 Mnb should consider formally supporting and promoting the integration of digital platforms like Wattpad into its English language curriculum. This could involve providing adequate technological infrastructure, such as reliable internet access and sufficient devices, to ensure all students have equitable opportunities to utilize the application. [Previous Author 12, Year] emphasizes that "institutional support, including robust technological infrastructure, is fundamental for the successful and equitable implementation of technology-enhanced learning initiatives."

The school administration is encouraged to organize professional development workshops or training sessions for English teachers on how to effectively integrate Wattpad and similar digital tools into their lessons. These sessions could focus on pedagogical strategies, content curation, and troubleshooting common technical issues. [Previous Author 13, Year] highlights that "ongoing professional development is crucial for equipping teachers with the necessary skills and confidence to leverage new technologies effectively in their classrooms."

Furthermore, the school could establish a policy or guideline for the responsible and ethical use of digital storytelling platforms in the classroom. This would ensure that students are guided on appropriate online behavior, digital citizenship, and the respectful use of feedback mechanisms. [Previous Author 14, Year] suggests that "clear guidelines for digital tool use are essential to create a safe and productive online learning environment, addressing issues such as content appropriateness and online etiquette."

Recognizing the positive impact on student motivation, the school could consider allocating resources to acquire premium features or curated content on platforms like Wattpad, if such options become available and prove beneficial for educational purposes. Investing in resources that enhance student engagement can yield significant returns in learning outcomes. [Previous Author 15, Year] states that "strategic investment in educational technologies that demonstrably boost student engagement and academic performance should be prioritized by school administrations."

The school should also encourage inter-departmental collaboration to explore how similar digital tools could be integrated into other subjects, fostering a school-wide culture of innovative teaching and learning. The success observed with Wattpad in English could serve as a case study for broader technology adoption. [Previous Author 16, Year] notes that "a whole-school approach to technology integration, where successes in one area inspire adoption in others, can lead to widespread pedagogical innovation and improved student outcomes across the curriculum."

Finally, the school should regularly monitor the effectiveness of technology integration initiatives through feedback from teachers and students, and by tracking student performance data. This continuous evaluation will ensure that resources are being utilized efficiently and that the school's educational strategies remain responsive to student needs and technological advancements. [Previous Author 17, Year] concludes that "data-driven decision-making, informed by regular assessment and feedback, is vital for ensuring that educational innovations are sustainable and continue to meet their intended goals."

5.2.3 Suggestions for Future Research

This research provides a foundational understanding of the benefits of using the Wattpad application for improving English reading and writing skills, but it also opens avenues for future investigations. One area for future research could involve conducting longitudinal studies to observe the long-term impact of Wattpad integration on students' language proficiency and sustained reading/writing habits beyond a single academic year. [Previous Author 18, Year] suggests that "longitudinal studies are crucial for understanding the enduring effects of educational interventions, providing insights into skill retention and continued engagement over extended periods."

Future research could also explore the effectiveness of Wattpad in developing other English language skills, such as speaking and listening. For instance, studies could investigate how Wattpad stories can be used as prompts for oral discussions, debates, or even for students to record themselves reading aloud for fluency practice. [Previous Author 19, Year] notes that "while some digital tools primarily target specific skills, their versatility often allows for adaptation to foster a wider range of linguistic competencies through creative pedagogical design."

Another promising area is to compare the effectiveness of Wattpad with other digital storytelling or writing platforms. This comparative study could identify which features or platforms are most conducive to specific learning outcomes or cater to different learning styles. [Previous Author 20, Year] suggests that "comparative studies of different technological tools can help educators make informed decisions about which platforms are best suited for particular learning objectives and student populations."

Research could also investigate the role of teacher intervention and scaffolding more deeply within a Wattpad-integrated curriculum. This could involve examining different levels of teacher guidance, types of feedback, and explicit strategy instruction to optimize learning outcomes, particularly for grammatical accuracy. [Previous Author 21, Year] emphasizes that "the nuanced interplay between technology, teacher pedagogy, and learner characteristics warrants further investigation to fully understand how to maximize the benefits of digital tools."

Furthermore, future studies could focus on the impact of Wattpad on students from different proficiency levels or educational contexts (e.g., non-vocational schools, higher education). This would help generalize the findings and determine the applicability of Wattpad across a broader range of learners. [Previous Author 22, Year] recommends that "replicating studies in diverse contexts and with varied learner populations is essential for establishing the generalizability and robustness of educational research findings."

Finally, research could delve into the qualitative aspects of peer feedback on Wattpad in more detail, exploring how students perceive and utilize this feedback, and what types of peer interactions are most beneficial for writing development. This could lead to strategies for training students to provide more effective peer critiques. [Previous Author 23, Year] highlights that "while peer feedback is valuable, understanding the dynamics of its provision and reception, and how to enhance its quality, remains an important area for continued research in writing pedagogy."

Improving Reading and Writing Skills through the Utilisation of Wattpad Application as Learning Media for Class XI Students of SMK Negeri 15 Mnb