<![CDATA[Writing an argumentative text requires students not only to master linguistic conventions but also to think critically, organize reasoning logically, and use relevant reasons and evidence to support their positions. Preliminary observations and an interview with the Indonesian language teacher of Grade XI-F02 at SMA Negeri 1 Jekulo indicated that students’ argumentative writing skills were still low. Of the 35 students, only 6 students (17.1%) reached the learning achievement criterion of 75, while the class average was 51.9. This classroom action research aimed to describe student activity, teacher skill, and improvement in argumentative writing through Wordwall-assisted learning. The study employed the Kemmis and McTaggart action research model in two cycles, each consisting of planning, acting, observing, and reflecting. Data were collected through a writing performance test, structured observations, interviews, and documentation and were analyzed using descriptive-comparative statistics and interactive qualitative analysis. The results showed that student activity increased from 89.6% in Cycle I to 97.9% in Cycle II, whereas teacher skill increased from 92.3% to 94.2%. The mean writing score increased from 51.9 in the pre-cycle to 66.1 in Cycle I and 76.4 in Cycle II. Classical mastery also increased from 17.1% in the pre-cycle to 37.1% in Cycle I and 62.9% in Cycle II. The largest improvement occurred in the strength of argument aspect, which increased by 0.66 points. These findings suggest that Wordwall-assisted learning can support gradual practice in understanding argumentative components before students compose argumentative texts independently.]]>
