PENGEMBANGAN MODEL INTEGRATED WRITING AND PRACTICE CYCLE (IWPC) UNTUK PENEINGKATAN KETERAMPILAN PRODUKTIF BERBAHASA INGGRIS SISWA SMP

English language instruction at the junior secondary school level continues to face a fundamental challenge in the separation of writing and speaking skills, which results in low levels of functional communicative competence and limited student engagement in learning activities. Students tend to acquire linguistic knowledge at a theoretical level but struggle to use it meaningfully in authentic communicative contexts. This condition highlights the need for a learning model that systematically and sustainably integrates productive language skills in alignment with the developmental characteristics of junior secondary school students. This study aims to develop, validate, and examine the effectiveness of the Integrated Writing and Practice Cycle (IWPC) model in enhancing the writing and speaking skills of eighth-grade students. Specifically, the study investigates the contribution of IWPC to improving the quality of ideas and paragraph coherence, writing autonomy, speaking fluency, content clarity, and students’ self-confidence through an integrated instructional cycle. The study employs a Research and Development (R&D) approach using the ADDIE model and was conducted at SMP Muhammadiyah 6 and MTs Muhammadiyah 2 Al Munawwaroh Malang. The Analyze phase involved a needs analysis based on classroom observations, teacher interviews, student questionnaires, and curriculum analysis. The Design and Development phases resulted in an IWPC prototype comprising a booklet, lesson plans, student worksheets, and assessment rubrics. The Implementation phase was carried out through a limited classroom trial, while the Evaluation phase focused on examining the validity, practicality, and effectiveness of the model using both quantitative and qualitative data. The findings indicate that the IWPC model is highly valid based on expert judgment, practical according to teacher and student responses, and effective in improving students’ writing and speaking skills. Quantitative analysis using Normalized Gain (N Gain) revealed moderate to high levels of learning improvement. Qualitative findings further confirmed a shift in students’ learning behavior from copying to independent writing and from passive participation to active oral communication. In conclusion, the IWPC model is effective in integrating writing and speaking skills within a communicative, reflective, and contextual English language learning framework and is highly relevant to the principles of the Merdeka Curriculum.