<![CDATA[This study aims to determine the effect of the Time Token Arends learning method on students’ ability to write drama scripts in the ninth grade of SMP Negeri 2 Sidikalang. The background of this research is the low ability of students in writing drama scripts, which can be seen from the difficulties experienced by students in developing ideas, arranging plot structures, and composing the elements of drama systematically. Therefore, an effective learning method is needed to encourage student participation and improve their ability in writing drama scripts. This research employed a quantitative approach with an experimental design. The subjects of the study were 62 ninth-grade students of SMP Negeri 2 Sidikalang who were divided into two groups, namely the experimental class and the control class. Data were collected through a writing test in the form of pre-test and post-test to measure students’ ability in writing drama scripts. The obtained data were analyzed using normality test, homogeneity test, and hypothesis testing with the t-test. The results of the study indicate that students’ ability in writing drama scripts before the implementation of the Time Token Arends method was relatively low, with an average score of 56.39. After the implementation of the method, the students’ ability improved significantly with an average score of 79.6. The hypothesis testing showed that the value of t-count (12.05338) was higher than t-table (1.67065) at a significance level of 5%. This finding indicates that the Time Token Arends method has a significant effect on improving students’ ability to write drama scripts. In conclusion, the implementation of the Time Token Arends learning method significantly improves students’ ability in writing drama scripts. The method encourages students to actively participate in the learning process, enabling them to develop ideas, construct dialogues, and understand the structure of drama scripts more effectively.]]>
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