THE USE OF SHORT ANIMATED VIDEO TO IMPROVE STUDENTS' WRITING SKILLS ON PROCEDURE TEXT AT THE EIGHTH GRADE STUDENTS OF SMPN 4 SALATIGA IN THE ACADEMIC YEAR OF 2024/2025

Putri, Nadi Fatul Angel Eka (2025) THE USE OF SHORT ANIMATED VIDEO TO IMPROVE STUDENTS' WRITING SKILLS ON PROCEDURE TEXT AT THE EIGHTH GRADE STUDENTS OF SMPN 4 SALATIGA IN THE ACADEMIC YEAR OF 2024/2025. Other thesis, IAIN SALATIGA.

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	Text SKRIPSI_NADI FATUL ANGEL EKA PUTRI_23030210015.pdf Download (3MB)
	Text SKRIPSI_NADI FATUL ANGEL EKA PUTRI_23030210015.pdf Download (3MB)

Abstract

In this study, a short animated video titled "Milo Learns to Respect Nature" was chosen as the main teaching medium. Based on interviews with English teachers and eighth-grade students at SMPN 4 Salatiga, the video was determined to be the most appropriate among the three options since the story line was clear, dialogue was relevant, the visuals were attractive, and it aligned with the learning objectives. Its moral values and easy to understand language made it effective for teaching procedure texts. This research aims (1) to find out the students’ writing skills profile on procedure text before and after the use of short animated video as a learning medium, and (2) to find out the effectiveness of using short animated video in improving students’ writing skills on procedure text, at the eight grade students of SMPN 4 Salatiga. A quantitative method with a quasi-experimental design was employed, involving eighth-grade students from classes VIII A and VIII C. These classes were recommended by English teachers due to their active participation, similar proficiency levels, and absence of students with special needs. Students were divided into experimental and control groups. Class VIII A, the experimental group, was taught using a short animated video, while Class VIII C, the control group, was taught without a short animated video. Data were collected through pretests and posttests. The data were analyzed using descriptive and statistical analysis to determine whether there were differences between the experimental and control groups. The results indicated a improvement in the experimental group’s writing skills. The average pretest and posttest scores of the experimental group increased from 13.63 to 18.34 or an increase of 4.71, while the control group improved from 14.84 to 16.25, a smaller increase of 1.41. N-Gain analysis showed a high improvement level in the experimental class (0.71) compared to the control class (0.16). Statistical analysis using the Mann-Whitney U test confirmed a statistically difference (p < 0.001), proving the effectiveness of short animated videos in enhancing students’ writing skills on procedure texts.

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