<![CDATA[This study aims to improve the procedural text writing skills of fourth-grade students through the Somatic, Auditory, Visual, Intellectual (SAVI) learning approach at SDN 97/II Muara Bungo. This study employed Classroom Action Research (CAR) conducted in two cycles, with each cycle consisting of planning, action, observation, and reflection stages. The research subjects were 18 fourth-grade students. Data were collected through observation sheets and procedural text writing tests. The results showed improvements in both the learning process and students’ writing skills. Teacher activity increased from an average of 72.5% in Cycle I to 82.5% in Cycle II, while student activity increased from 66.67% to 83.33%. Students’ procedural text writing skills also improved, with the average score increasing from 73.89 in Cycle I to 87.73 in Cycle II. The percentage of students categorized as skilled increased from 72.23% in Cycle I to 83.34% in Cycle II. These findings indicate that the implementation of the SAVI approach can improve students’ procedural text writing skills by encouraging active participation through physical activities, listening and discussion, visual observation, and intellectual engagement. Therefore, the SAVI approach can be used as an alternative learning approach to improve procedural text writing skills among elementary school students.]]>
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