<![CDATA[Despite the importance of news writing in lower-secondary literacy, students may present events as subjective chronological narratives rather than factual, reader-oriented reports. This study examined changes in news-writing skills and motivation during process-genre instruction, addressing limited classroom-based evidence from Indonesian Madrasah Tsanawiyah settings. Collaborative classroom action research was conducted in two cycles with 30 seventh-grade students. The instructional sequence comprised Building Knowledge of the Field, Modelling of Text, Joint Construction of Text, Independent Construction of Text, and Reviewing, Editing, and Publishing. Data were collected through analytic writing assessments, a writing-motivation questionnaire, classroom observations, open-ended responses, and textual analysis of students’ drafts. The mean writing score increased from 69.60 to 81.73, the proportion meeting the mastery criterion rose from 26.67% to 90.00%, and motivation increased from 81.94% to 87.00%. Students’ reports also showed clearer leads, more factual language, stronger source attribution, and more consistent inverted-pyramid organization. Although the one-group design does not permit causal attribution, the study provides classroom-based evidence that process-genre instruction may support news writing when revision, verification, and audience-oriented publication are integrated into the instructional sequence.]]>
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