<![CDATA[This research is motivated by the low descriptive text writing skills of fourth-grade students of SDN 17 Gunung Pangilun, Padang City. Students have difficulty in developing ideas, describing objects in detail, and composing coherent descriptive texts. This study aims to improve descriptive text writing skills using schemata theory in fourth-grade students of SDN 17 Gunung Pangilun, Padang City. The type of research used is Classroom Action Research (CAR) with qualitative and quantitative approaches. The research was conducted in two cycles, each consisting of planning, implementation, observation, and reflection stages. The research subjects were 18 students. The results of the study indicate that the use of schemata theory can improve the quality of learning and students' descriptive text writing skills. The percentage of teaching module assessment increased from 87.50% in cycle I meeting I to 91.66% in cycle I meeting II and 95.83% in cycle II. Teacher activity increased from 84.37% to 87.50% and 96.87%, while student activity increased from 84.37% to 90.62% and 93.75%. The average learning outcomes of the knowledge aspect increased from 62.21 to 79.16 and 85.61, while the writing skills aspect increased from 63.64 to 67.55 and 80.29. Thus, the schemata theory is proven to be able to improve the descriptive text writing skills of fourth grade students of SDN 17 Gunung Pangilun, Padang City.]]>
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