<![CDATA[This study investigates implementing constructivist learning theory in enhancing students’ writing skills at vocational high schools (SMK). The research explores how constructivist principles such as active learning, scaffolding, social interaction, and real-world contextualization influence students’ ability to organize ideas, develop content, and express thoughts in written English. Utilizing a qualitative approach through classroom observation and student interviews, the findings reveal increased student engagement, improved text coherence, and deeper learner autonomy. This paper contributes to a better understanding of the pedagogical implications of constructivist theory for vocational English writing instruction.]]>
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