Penerapan Media Video Animasi Dalam Menulis Teks Prosedur Pada Siswa Kelas Ix SMPN 13 Makassar

The ability of ninth-grade students to write procedural texts remains at an inadequate level, particularly in terms of organizing the structure of the text, using imperative sentences, and completing the steps. This study aims to investigate differences in students' ability to write procedural texts before and after they watched an animated video. This study adopted a quantitative approach with a one-group pretest-posttest pre-experimental design conducted in a single session for 38 students from SMPN 13 Makassar. Data were collected through writing tests and documentation, assessed using a rubric that measured four aspects (text structure, accuracy of imperative sentences, completeness of steps, and linguistic aspects), and then analyzed descriptively, as well as using N-Gain and the Paired Sample T-Test. The results showed that the mean posttest score (10.92) was lower than the pretest score (12.00), resulting in a statistically significant difference of -1.08 (t = -2.397; p = 0.0217), with the mean N-Gain of -0.511 classified as low. Nevertheless, the results varied among students: 9 students showed improvement, 22 students showed a decline, and 7 students remained unchanged. Improvement was observed among students with low initial proficiency. The decline in performance is thought to be caused by a saturation effect resulting from two writing activities in a single session, time constraints, and the absence of a control group. Therefore, animated video media has not yet demonstrated an overall improvement in procedural text writing skills, but it still has the potential to help students with low initial proficiency.