The Effect of Using Video on Students’ Writing Ability in Procedure Text

Abstract

Writing is one of the most challenging skills for EFL learners, particularly in producing procedure texts that require clarity, coherence, and accurate language features. This study aims to examine the effect of using video as a learning medium on students’ writing ability in procedure text at the tenth grade of MAN 1 OKU Timur. A quantitative approach with a quasi-experimental design was employed. The participants consisted of 60 students divided into an experimental class and a control class. The experimental class was taught using video-based instruction, while the control class received conventional instruction. Data were collected through pre-test and post-test writing tasks and analyzed using an independent sample t-test. The findings revealed that the t-obtained value (2.089) exceeded the t-table value (2.042) at the 0.05 significance level, indicating a significant difference between the two groups. The results suggest that video as a learning medium significantly improves students’ writing ability in procedure text by enhancing comprehension, vocabulary use, organization, and motivation. Therefore, video-based instruction is recommended as an effective strategy for teaching writing in EFL classrooms.