<![CDATA[Abstract This classroom action research aims to improve the short story writing skills of seventh-grade students at SMP Negeri 14 Denpasar through the implementation of the Diary Writing method assisted by Meta-AI as a digital tutor. The study was carried out in two cycles, each consisting of planning, action, observation, and reflection. Data were collected using short story writing tests, classroom observations, interviews, and AI-generated feedback, and analyzed using both descriptive quantitative and qualitative approaches. The findings indicate that the Diary Writing method supported by Meta-AI significantly enhanced students’ writing performance. The average score increased from 64.85 in the pre-cycle to 79.07 in the first cycle, and further improved to 88.57 in the second cycle. Learning mastery also rose from 0% in the pre-cycle to 20% in the first cycle, reaching 100% in the second cycle. In terms of learning behavior, students became more engaged, creative, and independent in revising their writing with the help of Meta-AI’s instant feedback. Challenges found in the first cycle—such as difficulty interpreting AI feedback, developing conflicts, and managing time—were resolved through guided instruction, prompt-making training, and additional teacher support. Overall, the integration of the Diary Writing method with Meta-AI proved effective in improving students’ short story writing skills and fostering a more interactive, meaningful, and digitally relevant learning environment. This method is recommended as an innovative alternative for Indonesian language instruction, particularly in short story writing. Abstrak Penelitian tindakan kelas ini bertujuan untuk meningkatkan keterampilan menulis cerpen siswa kelas VII C SMP Negeri 14 Denpasar melalui penerapan metode Diary Writing berbantuan Meta-AI sebagai tutor digital. Penelitian dilaksanakan dalam dua siklus, masing-masing mencakup tahap perencanaan, tindakan, observasi, dan refleksi. Data dikumpulkan melalui tes menulis cerpen, observasi, wawancara, serta umpan balik Meta-AI, kemudian dianalisis secara deskriptif kuantitatif dan kualitatif. Hasil penelitian menunjukkan bahwa metode Diary Writing berbantuan Meta-AI mampu meningkatkan kualitas tulisan siswa secara signifikan. Nilai rata-rata pra- siklus sebesar 64,85 meningkat menjadi 79,07 pada siklus I, dan mencapai 88,57 pada siklus II. Ketuntasan belajar juga mengalami peningkatan dari 0% pada pra-siklus menjadi 20% pada siklus I, hingga mencapai 100% pada siklus II. Dari sisi proses, siswa menjadi lebih aktif, kreatif, dan mandiri dalam memperbaiki tulisan dengan bantuan umpan balik otomatis dari Meta-AI. Kendala yang muncul pada siklus I— seperti kesulitan membaca koreksi AI, kesulitan mengembangkan konflik, serta manajemen waktu—berhasil diatasi melalui pelatihan membuat prompt, pendampingan guru, dan pemberian contoh konkret. Secara keseluruhan, penerapan metode Diary Writing berbantuan Meta-AI terbukti efektif dalam meningkatkan kemampuan menulis cerpen siswa sekaligus menciptakan suasana belajar yang lebih interaktif, kontekstual, dan relevan dengan kehidupan digital. Metode ini layak dijadikan alternatif inovatif dalam pembelajaran Bahasa Indonesia, khususnya pada materi menulis cerpen.]]>
