<![CDATA[This study examines the effect of the Discovery Learning model supported by infographic media on the procedural text writing skills of seventh-grade students at SMP Negeri 2 Lembah Melintang. A quantitative experimental approach was employed using a one-group pretest–posttest design. The sample comprised 30 students selected through purposive sampling. Data were collected through a performance-based procedural text writing test assessed across eight indicators: general statement/purpose, stages/steps, restatement, imperative verbs, temporal conjunctions, persuasive statements, technical terms, and descriptions of tools/materials. Data were analyzed using IBM SPSS Statistics through descriptive statistics, a normality test, and a paired-samples t-test. The mean writing score increased from 73.20 on the pretest to 82.92 on the posttest. The largest improvement occurred in temporal conjunctions, increasing from 43.33 to 81.11, followed by restatement, which increased from 42.22 to 64.44. The paired-samples t-test yielded t = −4.394, df = 29, p < .001, indicating a significant difference between pretest and posttest scores. These findings demonstrate that infographic-supported Discovery Learning can facilitate students’ organization of information and support the production of more systematic procedural texts.]]>
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