IMPROVING STUDENTS’ WRITING SKILL THROUGH SHORT-ANIMATED FILM AT THE SECOND GRADE OF MAN PALOPO

This study aims to examine the effectiveness of using short improve the narrative writing skills of eleventh-grade students at MAN Palopo. A pre-experimental one-group pre-test–post-test design was employed, involving 20 students selected through purposive sampling. Data were collected through writing tests and analyzed with SPSS using a paired-sample t-test. The results show a significant improvement in students’ writing performance, with the mean score increasing from 59.55 on the pre-test to 72.65 on the post-test (p < 0.001). A large effect size (Cohen’s d = 1.53) indicates that short animated films are effective in enhancing students’ writing ability, particularly in content and organization, although gains in grammar were more limited. Based on these findings, teachers are encouraged to integrate short animated films as an engaging medium in writing instruction to boost students’ motivation and skills. Future research is recommended to explore the use of this medium for other language skills or with
larger populations.

Keywords: Writing Skill, Narrative Text, Short Animated Film