<![CDATA[This Classroom Action Research aimed to improve tenth-grade students’ procedural text writing skills and to identify the learning obstacles they faced through a Cooking Video Tutorial Project at SMK Negeri 1 Padangsidimpuan. The study involved 33 students of class X Administrasi Perkantoran 1 and was conducted in two cycles following the design of Kemmis and McTaggart, each consisting of planning, acting, observing, and reflecting stages. Data were collected through writing tests (pre-test and post-test), observation sheets, semi-structured interviews, and documentation, and were analysed through quantitative and qualitative data triangulation. The results showed a significant improvement in students’ writing performance, with the class mean score increasing from 69.70 in the pre-test to 84.67 in the post-test. Classical learning completeness rose from 45.45% to 87.87%, exceeding the 85% success criterion set for the action research. Among the ten writing components assessed, the highest gains were found in the use of sequence connectors (+56.06%) and punctuation (+47.83%). Qualitative findings revealed that students’ initial obstacles limited vocabulary, difficulty sequencing steps chronologically, and weak mastery of imperative sentences were effectively addressed through authentic cooking tutorial videos, guided writing templates, and peer review sessions introduced in Cycle II. It is concluded that this project-based, multimodal instructional strategy effectively enhances vocational high school students’ procedural text writing ability.]]>
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