Research paper writing is an essential factor and one of the challenging tasks for students. This study aims to examine the effectiveness of the MIRS (Motivation, Inspiration, Realization, and Solution) approach students' capability to write the research papers. This study employed the quasi-experimental design, specifically using equivalent time series method. The subjects of the study were the students of the Culinary Arts of Vocational Education. The research subjects were 154 students. The data were collected using authentic assessment with oral examination on pre-proposal, a paper and pencil (PP) test on research methodology, and a performance test on research proposal seminar. Statistical description and independent sample t-test are used to analyze the results. The results show that the number of the students of treatment group who were able to write innovative research papers increased. The control group's average score of the research paper writing is lower than that of the treatment group. Hypothesis shows that there is difference result between PP testing and oral testing. The alpha score obtains 0,003 for PP testing and 0,002 for oral testing. It can be concluded that MIRS approach is effective for improving writing skill capability.