<![CDATA[This research is motivated by the low ability of students to write negotiation texts, caused by teacher-centered learning and the lack of varied instructional models. This study aims to describe: (1) the process of implementing the Experiential Learning model in negotiation text writing instruction, (2) students' negotiation text writing ability through the application of the Experiential Learning model, and (3) students' responses to the implementation of the Experiential Learning model in negotiation text writing instruction. This study employed a qualitative method with a descriptive approach. The research instruments included observation sheets, a negotiation text writing test, student response questionnaires, and documentation. Data analysis was carried out through data reduction, data presentation, and conclusion drawing. The results show that: (1) the implementation of the Experiential Learning model was carried out through four stages, namely concrete experience, reflective observation, abstract conceptualization, and active experimentation, successfully creating active and experience-based learning; (2) students responded positively to the model as it helped them understand the negotiation process and develop ideas in writing negotiation texts; (3) students' negotiation text writing ability showed good results, particularly in text structure and language rule aspects, although difficulties remained in developing ideas and using persuasive sentences effectively.]]>
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