The Effectiveness Of Animated Videos In Enhancing Writing Skills Among Senior High School Students With Different Learning Styles

Hakim, Abdul (2024) The Effectiveness Of Animated Videos In Enhancing Writing Skills Among Senior High School Students With Different Learning Styles. Masters (S2) thesis, IAIN Kediri.

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Abstract

Writing in English is essential for improving language skills but can be challenging for high school students due to limited resources, lack of confidence, and unengaging instruction. Teachers play a key role in fostering motivation and effective learning environments. Tools like animated videos, which combine visuals, audio, and text, can enhance understanding, cater to diverse learning styles, and make learning more engaging. This study aims to examine the effectiveness of animated video in enhancing writing skills among senior high school students with different learning styles, compared to picture series methods, to address these challenges and improve writing skills. The study employed a quasi-experimental design with a sample of 48 eleventh-grade students from MAN 4 Jombang, divided into an experimental group (XI MAPK-1) and a control group (XI MAPK-2), each consisting of 24 students. Pretests and posttests in the form of writing tests were used as research instruments, while learning style data were gathered through a questionnaire adapted from Quantum Teaching by DePorter, Reardon, and Singer-Nourie. The experimental group received three treatment sessions. Data were analyzed using ANCOVA to assess the method's effectiveness and t-test to examine differences among learning styles. The hypothesis was tested using ANCOVA to determine the influence of animated videos on students' writing skills. The results revealed significant effects across different learning styles at the eleventh grade of MAN 4 Jombang. For the overall group, the significance value was .006, indicating a notable impact of animated videos on teaching writing. When analyzed by learning styles, the significance values were .000 for visual students, .000 for auditory students, and .001 for kinesthetic students, all of which support rejecting the null hypothesis. Thus, animated videos significantly enhance writing skills for students across all learning styles.

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