PANYONARA: Journal of English Education Vol. 5, No. 2, September 2023 DOI: 10.19105/panyonara.v5i2.9107 126 THE USE OF THE FIELD TRIP METHOD TO ENGAGE STUDENTS’ INTEREST IN WRITING DESCRIPTIVE TEXT Fabella Ulfiantari 1 1 Faculty of Teacher Training and Education, Tanjungpura University ppg.fabellaulfiantari80@program.belajar.id Eni Rosnija 2 2 Faculty of Teacher Training and Education, Tanjungpura University erosnija@yahoo.com Supariati 3 3 SMP Negeri11 Pontianak supariati65@gmail.com Abstract: Students’ interest affects the quality of the learning process. This study aims to improve the quality of the learning process of writing descriptive text by applying the field trip method. This study was conducted in classroom action research, with 7 th- grade students of SMPN 11 Pontianak as its subject. The instruments used in this study included the observation checklist, field notes, interview, and writing test. At the same time, the data analysis is done through an interactive analysis technique. This study was done in two cycles, each consisting of planning, acting, observing, and reflecting activities. This study's result showed that implementing the field trip method in writing the descriptive text improved the students’ learning interest. This result indicated the percentage of students’ attention, willingness, activeness, participation, and happiness that increased during cycles I and II. In addition, it also improved the quality of students’ writing, on aspects word choice, coherence, and sentence structure. According to the quantitative data, the students' cycle 1 test score was 72.18, and their cycle II test score was 80.03. In conclusion, applying the field trip method in teaching writing descriptive texts has proven successful in improving students' interests and abilities. Keywords: Field Trip Method; Writing Interest; Writing Descriptive Text First Received: Final Proof Received: (June 2, 2023) (September 29, 2023) INTRODUCTION Interest plays a significant role in learning success. Interest piqued sparks constructive engagement and the possibility of the best learning motivation. A person, who is stated to be engaged in certain activities, such as writing, playing bridge, or other activities, will gladly prioritize the issues that occur and will voluntarily think about it (Renninger & Hidi, 2015). Moreover, according to Harackiewicz et al., (2016) interest is a potent motivating factor that promotes learning, directs academic and work-related paths, and is crucial to academic success. Interest is an enduring desire to reengage over time as