KEMAMPUAN MENULIS TEKS ARGUMENTASI BERBASIS DIGITAL SISWA KELAS XI SMA NEGERI 3 TAKALAR

Abstract

Writing argumentative texts is one of the language competencies that must be mastered by Class XI senior high school students. Although digital technology has been integrated into the learning process, students still encounter various challenges in writing argumentative texts, including difficulties in expressing logical and systematic arguments, limited ability to develop ideas, suboptimal use of data to support arguments, insufficient writing practice, and low learning motivation. The use of digital platforms and media has the potential to enhance students’ writing skills by facilitating access to information and the publication of written work. This study aimed to examine the ability of Class XI students at SMA Negeri 3 Takalar to write digital-based argumentative texts and to identify the supporting and inhibiting factors influencing this ability. This study employed a descriptive quantitative approach using a purposive sampling technique. Data were collected through an argumentative writing test and a self-assessment questionnaire and were analyzed using descriptive statistics. The findings revealed that the students’ ability to write digital-based argumentative texts was categorized as highly proficient, with a combined mean score of 83.20 for the aspects of text structure and linguistic features. A total of 27 students (90%) achieved the Minimum Mastery Criterion (MMC) score of 75 or above and were classified as having met the criterion, while 3 students (10%) scored below 75 and were classified as not meeting the criterion. The mean score for the text structure aspect was 88.62, categorized as highly proficient, whereas the mean score for the linguistic features aspect was 77.78, categorized as proficient. The results of the self-assessment questionnaire indicated that the supporting factors included students’ interest in writing, teacher-supported learning motivation, internet accessibility, and the utilization of digital media. The inhibiting factors included difficulties in generating ideas and organizing logical arguments, limited time allocated for writing, and restricted internet access experienced by some students.