The Implementation of Animated Learning Videos to Enhance Students' Writing Skills in Recount Text at Junior High School
DOI:
https://doi.org/10.66750/x13t8n29Keywords:
Animated videos, writing skills, recount text, PPP model, EFL.Abstract
Writing skill is considered one of the most challenging productive skills in EFL learning, particularly in writing a recount text. This study aims to describe the implementation of animated learning videos in improving the recount text writing skills of ninth-grade students at MTs Hasyimiyah Gresik. A descriptive qualitative approach was employed with 26 students selected through purposive sampling. Data were collected through structured classroom observations, field notes, and document analysis during a single 90-minute learning session using the Presentation–Practice–Production (PPP) model. The results show that animated videos significantly improved students’ attention, with 100% of students fully focused during the video viewing stage. A total of 85% of students actively participated in group discussions to identify the structure of the recount text. In terms of writing performance, 42% of students produced well-structured recount texts independently, while 58% still required teacher guidance. It is concluded that animated videos are effective in improving students’ engagement and comprehension of the structure of recount texts; however, continuous writing practice and teacher scaffolding remain necessary to achieve full writing proficiency.
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