<![CDATA[The problem of low writing skills of negotiation texts in class X students of Pakusari State Senior High School became the background of this study. Many students have difficulty in composing negotiation texts that are systematic, logical, and communicative according to the correct structure. This study focuses on efforts to improve negotiation text writing skills through the application of the Contextual Teaching and Learning (CTL) approach, which is a learning approach that links material to the context of students' real lives to build meaningful understanding. The research used quantitative method with One Group Pretest-Posttest Design. The research subjects totaled 37 students, and the instrument used was a negotiation text writing skill test assessed based on four main aspects: text structure, language use, content accuracy and logic, as well as creativity and originality. The research was conducted through the stages of giving pretest, implementing CTL-based learning, and giving posttest. The results showed a significant improvement in students' writing skills, with the average pretest score of 66.3% increasing to 82.3% in the posttest. The conclusion of this study is that the CTL approach is proven effective in improving students' negotiation text writing skills comprehensively, and has the potential to be developed in learning other types of texts in an effort to improve students' writing skills. ABSTRAKPermasalahan rendahnya keterampilan menulis teks negosiasi pada siswa kelas X SMAN Pakusari menjadi latar belakang penelitian ini. Banyak siswa mengalami kesulitan dalam menyusun teks negosiasi yang sistematis, logis, dan komunikatif sesuai struktur yang benar. Penelitian ini berfokus pada upaya peningkatan keterampilan menulis teks negosiasi melalui penerapan pendekatan Contextual Teaching and Learning (CTL), yaitu pendekatan pembelajaran yang mengaitkan materi dengan konteks kehidupan nyata siswa untuk membangun pemahaman yang bermakna. Penelitian menggunakan metode kuantitatif dengan desain One Group Pretest-Posttest Design. Subjek penelitian berjumlah 37 siswa, dan instrumen yang digunakan berupa tes keterampilan menulis teks negosiasi yang dinilai berdasarkan empat aspek utama: struktur teks, penggunaan bahasa, ketepatan isi dan logika, serta kreativitas dan keaslian. Penelitian dilakukan melalui tahap pemberian pretest, pelaksanaan pembelajaran berbasis CTL, dan pemberian posttest. Hasil penelitian menunjukkan adanya peningkatan signifikan pada keterampilan menulis siswa, dengan nilai rata-rata pretest sebesar 66,3% meningkat menjadi 82,3% pada posttest. Simpulan dari penelitian ini adalah bahwa pendekatan CTL terbukti efektif dalam meningkatkan kemampuan menulis teks negosiasi siswa secara komprehensif, serta berpotensi untuk dikembangkan dalam pembelajaran jenis teks lain dalam upaya meningkatkan kompetensi literasi siswa secara berkelanjutan.]]>
