This research investigates the use of video media to improve the ability of tenth-grade students at SMK Negeri 5 Palu in writing procedure texts. Many students still face challenges in generating ideas, organizing steps, and applying correct vocabulary and grammar. This study aims to determine the effectiveness of video-based instruction in enhancing students’ writing performance. A quasi-experimental design was applied, using pre-test and post-test assessments for both experimental and control groups. Writing ability was measured based on content, organization, vocabulary, grammar, and mechanics. The findings reveal a significant improvement in the experimental group after the treatment, with the mean score increasing from 5.06 to 11.24. A paired sample t-test showed Sig. (2-tailed) = 0.000, indicating a statistically significant difference. These results confirm that the use of video media is effective in improving students’ procedural text writing ability.

Writing is an essential language skill, yet many students struggle to write coherent procedure texts. Although previous studies explored TikTok in teaching writing, few examined its effectiveness for procedure texts. This study aimed to determine whether TikTok features are effective in teaching tenth-grade students at SMAN 11 Pontianak to write procedure texts during the 2024/2025 academic year. Using a pre-experimental one-group pre-test and post-test design, 33 students were taught using TikTok’s video-sharing and direct-messaging features. The paired sample t-test result (t = 4.19 1.69389, p 0.05) and an effect size of 0.729 (moderate) showed significant difference in students’ writing performance. These findings confirm that TikTok features are effective for students’ ability to write procedure texts.

This research aims to analyze students grammar ability in writing procedure texts at SMK Negeri 3 Pekanbaru. The focus of the study is on students grammatical aspects, particularly the use of imperative sentences, simple present tense, vocabulary choice, and punctuation. This study employed a descriptive qualitative approach with data collected through documentation (writing tasks) and interviews. The sample consisted of 18 eleventh-grade students of the Fashion Design department, selected randomly from a population of 120 students. The findings revealed that, in general, students were able to compose procedure texts with appropriate structures (goals, materials, and steps). However, errors were still found in verb choices, vocabulary spelling, and punctuationusage. The study concludes that students' grammar ability in writing procedure texts falls into the fair category, yet it needs improvement through consistent practice and greater attention to grammatical rules. This research is expected to provide input for teachers in improving students' writing skills and serve as a reference for future researchers.

This research is entitled “Development of Student Worksheets (LKPD) Based on the Canva Application to Improve Procedure Text Writing Skills of Grade VII Students at Tiara Private Junior High School, Bandar Setia.” The background of this study is the low ability of students to write procedure texts, which is caused by the limited use of attractive and interactive learning media. To address this issue, the study developed a Canva-based LKPD designed to enhance students’ writing skills. The research method employed was Research and Development (R&D) using the ADDIE model, which consists of five stages: analysis, design, development, implementation, and evaluation. The research instruments included validation sheets for material experts, language experts, and media experts, as well as questionnaires to gather responses from teachers and students. The validation results indicate that the Canva-based LKPD is highly feasible for use in learning, with a material expert validation score of 96.36%, language expert 87%, media expert 87%, teacher response 94%, and student response 92%. Furthermore, implementation results demonstrated a significant improvement in students’ ability to write procedure texts, as evidenced by an increase in average scores from pretest to posttest. These findings suggest that the Canva-based LKPD is an effective and innovative learning medium that can facilitate students in improving their writing skills, particularly in learning procedure texts in Indonesian language classes. This research also contributes to the development of creative digital media for education in the current technological era.

Writing activities are not only a way to record ideas, but also function as a medium for developing critical, systematic, and creative thinking skills. Using thinking skills (critical, systematic, creative) by using image media to develop thinking skills presented by visual stimuli. This study aimed to analyze students’ writing ability in procedure text by using media at seventh grade students of MTs Miftahul Huda Tasik Serai. This research used quantitative approach which using descriptive research design. To compile the procedure text in order and logically, students must first understand the stage by stage to be done, and the media images greatly help students’ understanding in compiling the text procedure. The collecting data by using writing test to write procedure text. The total sample was 18 respondents, excellent category was 5.56%, very good category was 27.78% , 50% was good category, and fair category was 16.67 %. It showed that the students have understood the basics of writing procedure text, such as structure and sequence of steps. However, there are still 16.67% of students who have not shown adequate writing skills. This research showed the students’ writing ability is at a good level. However, future instructional emphasis should be directed at improving writing coherence for the majority group and providing intensive writing for those falling below the passing threshold.

Writing procedure texts in English is an important skill for vocational students, especially those in practice-based programs. These texts are used in workplaces to give instructions or explain steps clearly and accurately. The Genre-Based Approach (GBA) is often used to help students write better by teaching them the structure and purpose of different types of texts. While many studies have shown that GBA helps students organize their writing, few have looked closely at the language mistakes students still make after learning with this method. Methods. This study used a qualitative descriptive design to analyze the errors in 30 procedure texts written by students in the Audio-Visual Editing program at AKN Putra Sang Fajar Blitar. These texts were collected after students completed two cycles of learning with the GBA. The errors were analyzed using the Surface Strategy Taxonomy, focusing on four categories: omission, addition, misformation, and misordering. Two raters checked and coded the data, and additional data from teacher notes and student feedback were used to support the findings. Results. The results showed that most students could follow the correct structure of a procedure text. However, many still made language mistakes. Misformation (wrong word forms) and omission (missing words) were the most common errors. These errors often affected the clarity and meaning of the instructions. This shows that while GBA helps students with text organization, it does not always help improve grammar or sentence accuracy. Conclusions. Genre-based instruction helps students understand how to organize their writing, but it should be combined with a greater focus on grammar and language use. Teachers should include grammar practice and give detailed feedback on errors. This combination can help vocational students write more precise and more correct texts for real-world communication.

Many junior high school students struggle with writing skills, particularly in composing procedural texts, which require the ability to organize ideas, use appropriate vocabulary and grammar, and understand text structure. This study aims to investigate the effectiveness of using visual media in enhancing students’ ability to write procedural texts. The research was conducted at MTs Negeri 4 Kota Palu with Grade IXB students as subjects, employing a Classroom Action Research (CAR) method based on the Kemmis and McTaggart model, implemented over two cycles. Data were collected through observation, interviews, field notes, and writing tests, and analyzed both qualitatively and quantitatively. The results show a significant improvement in students’ writing skills following the implementation of image-based instruction. In the first cycle, 57% of students met the Minimum Mastery Criterion (Kriteria Ketuntasan Minimal, KKM), which increased to 85% in the second cycle. Visual media proved effective in helping students comprehend content, logically sequence steps, and use imperative sentences more effectively. Additionally, the use of images enhanced student engagement, confidence, and learning motivation. The study concludes that integrating visual media, such as images, is an effective instructional strategy for developing procedural text writing skills. Practically, teachers are encouraged to incorporate visual media into writing instruction as an innovative approach that supports language development and classroom interaction.

on Video Tutorials on the ability to write Procedure Texts of Grade IV Students of SDN 232 Tadang Palie Bone Regency. This type of research is Pre-Experimental design with One-Group Pretest-Posttest technique. The independent variable in this study is Audiovisual Media based on Video Tutorial (X), while the dependent variable is the ability to write Student Procedure Text (Y) with a total of 28 students. The data collection technique used was using a test which was conducted twice in the form of giving Pre-test and Post-test. The results showed that the average Pre-test score was 45,21 in the sufficient category, after being treated 3 times by using Audiovisual media based on video tutorials, the average Post-test score was 78,89 in the good category. The conclusion of this study is that there is an effect of using Audiovisual media based on Video tutorials on the Ability to arite Procedure texts of grade IV students of SDN 232 Tadang Palie, Bone Regency.

This study investigates the challenges of mastering technical vocabulary in writing English procedure texts in grade X high school students in Indonesia, which is caused by traditional teacher-centered teaching methods and the lack of adaptation of interactive technology. As a solution, the study proposes the integration of AI chatbots (such as ChatGPT) to provide personalized learning, instant feedback, and contextual examples. The study used a descriptive quantitative approach with a survey technique through a validated 5-point Likert scale questionnaire (Cronbach's Alpha = 0.893). Participants consisted of 57 high school students in Bandung, with data analysis using descriptive statistics. The results showed that 78.9% of students used ChatGPT to generate procedure texts, and the chatbot was rated as easy to use (mean 3.33–3.58). However, 31.6% of students stated that vocabulary was irrelevant to the curriculum, and 43.9% were not motivated to write procedure texts. The conclusion of the study confirms that AI chatbots are effective as micro-aids, but they require curriculum-based content integration, interface improvements, and collaboration with teachers to improve holistic effectiveness.

This research aimed to discover students’ dfficulties in writing procedure text. qualitative descriptve design was used. The subject of this research was 7 students in ninth grade at SMP Negeri Poso Pesisir. The instrument of this research was documents of the result of the students’ writing that given by the English teacher. Based on the data analysis, the data showed that the students have difficulties in writing procedure text, especially in term on of generic stucture: Goal, material/ingredients, step. And in language features: the use of adverbial of sequence/temporal conjunction, use of imperative sentence, use of adverbials, use of action verb, and use of present tense. Based on the difficulties the teachers are expected to be facilitator for students in learning writing procedure text and for students they expected to have motivation in learning especially in writing generic structure and language features.

This study aims to know the difficulties level in writing procedure text by Grade VIII Students at Junior High School 21 in Bengkulu City. This research design used descriptive quantitative method of research. The data collecting technique method used in this study was treatment. In this context, treatment research is referred to an intervention or treatment given to a research subject to observe a specific effect or outcome. In analyzing the data in this study the researcher using a scoring formula, categorized the difficulty level and determines the level of difficulty. The findings from both assessments reveal that Grade 8th Students at Junior High School 21 Bengkulu City face significant challenges in writing procedure texts, with most aspects falling into the difficult category. In conclusion, the findings from both assessments indicates that the difficulty faced by Grade 8 students at Junior High School 21 Bengkulu City is at the difficult level in writing procedure texts, this difficulty caused by the generic structure and language features. This research can be used as a reference to conduct research related to procedural texts. Keywords: Difficulty, Writing, Procedure Text

This study examines the impact of differentiated learning through varied instructional delivery methods on students’ ability to write Procedure Texts. The research was prompted by the need to address students’ diverse learning preferences and interests in the teaching and learning process. While differentiated instruction has been widely recognized as an effective pedagogical approach, limited research has explored its specific influence on students' development in writing skills, particularly in the context of Procedure Texts. To bridge this gap, the study was conducted using a two-cycle Classroom Action Research (CAR) design, incorporating three primary instruments: tests, observations, and interviews. The research participants consisted of thirty twelfth-grade students with four focused participants from a senior high school in Garut. The findings indicate that differentiated learning, which involves tailored instructional strategies for visual learners, read/write learners, auditory learners, and kinesthetics learners, significantly enhances students’ capacity to produce well-structured Procedure Texts. The study specifically highlights improvements in students’ understanding and application of genre moves and language features, demonstrating that customized learning approaches effectively support their writing development. Peculiarly, students could show their improvements in putting the complete generic structure and linguistic features, covering goals, materials/tools, stages, present tense, connectors, adverbials, and imperative sentences. Notably, the achievement rate increased significantly from 56% to 100%, indicating that all students were able to fully apply these elements in their procedural texts. The results underscore the importance of implementing differentiated instruction to cater to students’ individual learning styles, ultimately fostering their academic growth and writing proficiency. This study contributes to the existing body of knowledge on differentiated instruction and offers valuable insights for educators seeking to optimize writing instruction through adaptive teaching strategies.

This research aims to explore the application of flashcard media and evaluate its impact on improving students' writing literacy. Using a Pre-experimental Design with a One Group Pretest-Posttest type, the study found that flashcard media positively influenced student behavior in learning to write procedural texts. Observations during the learning process, including the preliminary, core, and closing activities, indicated a high level of engagement, with a final score of 95%, categorized as very good. Statistical analysis revealed a significant increase in student performance, with the average pretest score rising from 58.95 (ranging from 43.75 to 75.00) to an average posttest score of 86.08 (ranging from 62.50 to 93.75), reflecting a difference of 27.13. Therefore, the use of flashcard media is shown to be effective in enhancing writing literacy in procedural texts among seventh-grade students at Al-Mauludi Middle School. The sample in this study consisted of seventh-grade students from Al-Mauludi Middle School, focusing on improving their procedural writing skills through the use of flashcard media. It is recommended that flashcard media be utilized more broadly in educational settings to further support and improve students' writing skills.

The background of study was because of the low writing skills of seventh grade students in Indonesian language subject, specifically in Procedure Text. In addition, the lack of various learning models and media application affects the students' activeness and their understanding towards procedural text material during the learning process. The purpose of this study was to determine the effect of AIR (Auditory, Intellectually, Repetition) learning model with the help of Prezi media on the skill of writing procedure text. This research was conducted at SMP Muhammadiyah 22 Setiabudi Pamulang. This research uses experimental method with true experimental design and posttest-only control design. The result showed that AIR learning model influenced the procedure text writing skill of seventh grade. The findings was proved by the average posttest score in the experimental class which reached 82.50, while the average posttest score in the control class was only 67.72. Data analysis was conducted by calculating the Independent Sample t-test which showed the result of Sig. (2-tailed) results obtained 0.000> 0.05, then Ho is rejected and Ha is accepted. Based on the results of data analysis that has been completed, so it can be concluded that there is an effect of AIR (Auditory, Intellectually, Repetition) learning model assisted by Prezi media on procedure text writing skill in class VII.

Background/purpose. Differentiated teaching materials are a source of quality and meaningful learning for students because they are prepared based on students' needs. Materials/methods. This research includes development research using the ADDIE model which aims to describe the profile of digital-based differentiated teaching materials (Barista) in procedural text writing material for class VII students. The object of this research is digital-based differentiated teaching materials (Barista) in learning to write procedure texts for class VII students in three schools, namely Junior High School 1 Parepare, Junior High School 4 Parepare, and Junior High School 5 Parepare. The number of students studied at each school was 50, so the total number of students in this study was 150. Data collection in this research used a questionnaire for material experts and media experts to reveal the suitability of teaching materials and a questionnaire for student and teacher responses to reveal the practicality of digital-based differentiated teaching materials (Barista) in learning to write procedural texts. Results. The results of this research are digital-based differentiated teaching materials (Barista) on the topic of "Writing Procedure Texts," which can be accessed online, offline, and in print. The validator team considered these teaching materials very suitable for use and students and teachers considered them very practical. Conclusion. This study developed digital-based differentiated teaching materials (Barista) for procedural writing, tailored to students' learning needs (readiness, interests, profiles) through content, process, and product differentiation, integrated with digital media (videos, interactive quizzes). The flipbook/PDF materials were validated as highly suitable for Phase D (grade VII). Trials in three schools confirmed their practicality for both teachers and students.

The objective of this study is to investigate the students’ perception on the use of picture series as a learning media in teaching writing of procedure text. This qualitative design was conducted by using a purposive sampling technique to collect the data. This research involved a class which consisted of 30 students of the tenth grade of a senior high school, Tulang Bawang Barat, Indonesia. The research data were collected by using a close ended questionnaire which measured using five-range Likert scale and analyzed descriptively. The result from this study revealed almost all of the students have positive perceptions when the teacher taught them by using the picture series. The students’ positive response reached about 80.80%, compared to the negative response only 2.20% of whole items in the questionnaire, and the rest about 17.00% belonged to the neutral. It is suggested that the using of picture series as a learning media in writing is more interesting and makes them feel easier. The use of pictures can help their difficulty in writing procedure text and encourage their motivation in learning English. Thus, the finding suggests that the English teachers should use this media in teaching writing a procedure paragraph. It is suggested also for the further researcher to explore more the benefits, challenges, and deeper impacts of this media on writing instruction.

Writing is a crucial component of language acquisition. This method may be intricate,particularly for non-native speakers. This study aims to identify the challenges encountered by eleventhh-grade students in composing procedure texts and to ascertain the obstacles contributing to these issues. This approach constitutes qualitative research. The subjects of this study were 21 eleventh-grade pupils. The findings indicated that the data were analyzed with a rubric analytical scale by brown (2007). The results indicated that 19% of students achieved a very good level, 23.80% attained a good level, 33.33% reached a medium level, and 23.80% were classified at a poor level. Therefore, we label 28.5% of students as having poor language features. This means that language features are the most difficult area for eleventh-grade students at SMA Budi Murni 1 with 28.5% of students being at the poor level.

This study aimed to determine the effect of digital picture series as media on the writing skills of procedure texts of class X students of SMAN 1 Kramatwatu. This study uses a quasi-experimental research method with a nonequivalent control group design. The population in this study were all students of class X SMAN 1 Kramatwatu totaling 314 students with two classes as samples, namely class X4 totaling 40 students as the experimental class and class X1 totaling 40 students as the control class. The data collection technique used was a procedure text writing test. To test the pretest hypothesis, the t-test was used and the results of the study showed a calculated t value = 0.541 and t table = 2.000 which means there is no difference between the experimental class and the control class. To test the posttest hypothesis, the results of the t-test showed a calculated t value = 12.662 and t table = 2.000 which showed a significant difference between the experimental class and the control class after the teaching and learning process was carried out. This shows that the use of digital picture series media has a significant effect on the writing skills of class X students of SMAN 1 Kramatwatu.

This study's objective is to determine the students’ improvement in writing skills using the make-a-match learning model. This type of research is classroom action research, with the 29 students of Grade XII SMAS Al Ittihad Cianjur as research subjects. The research design consists of planning, implementation, observation, and reflection. We used an observation instrument and a test instrument for data collection. The study's findings indicate that students' interests and activities increased during the observation period, rising from 37% in the first cycle to 69.95% in the second. The average value of the previous students' test results increased from 62.72 in the first cycle to 71.12 in the second cycle. Based on the comparison of the average values obtained, there has been an increase in students learning abilities after taking action with the Make a Match learning model. This description suggests that the use of the make-a-match learning model can enhance the ability to learn English.

This research aims to know the Effect of using explixit intruction method tin the VIII class of SMP Negeri Bambel in writing procedure text in the academic year 2022/2023. this rsearch use quantitaive method in the analyzing data.The population of this resarch is 72 students VII class of SMP Negeri 1 Bambel, where the sample was taken total sampling whic is all populatition became the sample it was 72 students.This resreach gave two tests they are pre-test and post-test. Finding this is research pre-test get the mean score 21,57 with standard deviation is 8, 50 while post-test get the 54,91 with standar deviataon 4,18 The data from pretest and posttest was calculated by using t test, it was found that tobservation=20,03 and finding ttable of level α 5% with df = 1,993. it mean 30,03>1,993 The result showed that there is effect of using explicit intruction on studen’s skillwriting procedure text.