Enhancing Junior High School Students’ Procedural Writing through Picture Series: A Pre-Experimental Study

Bellatri Azzahra; Sriati Usman; Andi Patmasari; Jamiluddin

doi:10.58421/gehu.v4i2.456

DOI:

https://doi.org/10.58421/gehu.v4i2.456

Authors

Bellatri Azzahra Universitas Tadulako, Palu https://orcid.org/0009-0009-8878-413X
Sriati Usman Universitas Tadulako, Palu
Andi Patmasari Universitas Tadulako, Palu
Jamiluddin Universitas Tadulako, Palu

Keywords:

Writing Skill, Procedure Text, Picture Series

Abstract

This research explores the impact of using picture series to improve students’ ability to write procedural texts at SMP Negeri 1 Palasa. The primary issue addressed is whether picture series can support students in developing writing skills, organizing ideas, and maintaining motivation during writing activities. The study employed a pre-experimental design using a one-group pre-test and post-test approach involving 20 ninth-grade students selected through single-class sampling. The research was conducted over six sessions, comprising a pre-test, instructional treatment, and a post-test. Data were collected through writing assessments administered before and after the intervention and analyzed using paired sample t-tests. The results indicated an increase in the average score from 60.12 in the pre-test to 68.00 in the post-test. Statistical analysis showed that the calculated t-value (3.44) exceeded the critical t-value (2.36) at a 0.05 significance level with 20 degrees of freedom. These findings suggest that using picture series significantly enhances students’ performance in procedural writing, highlighting its effectiveness as a teaching strategy.

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