THE EFFECTIVENESS OF USING SOCIAL MEDIA VIDEOS TO IMPROVE STUDENTS' PERFORMANCE IN WRITING PROCEDURE TEXT

This study aimed to investigate the effectiveness of using social media videos (YouTube, Instagram, and TikTok) in improving students' writing performance in procedure texts. Utilizing a quantitative quasi-experimental design, the research involved two groups of ninth-grade beginner-level EFL students at a junior high school in Surabaya: an experimental group taught with social media videos and a control group taught through conventional methods. Data was collected through pre-tests and post-tests, and analyzed using descriptive statistics, t-tests, and effect size calculations. The independent t-test results indicated a significant difference between the experimental group and control group in writing performance (p = 0.000) with a modest effect (0.448). The experimental group experienced notable improvements across key aspects of writing, with gains of 5.77 points in content, 4.67 in organization, 4.27 in grammar, 1.20 in style, and 0.33 in mechanics from pre-test to post-test. The findings support the integration of social media videos as engaging instructional tools that enhance students’ understanding of procedure texts and foster better writing outcomes. The study concludes that social media videos can serve as effective media for developing students’ writing skills in the EFL context, making learning more relatable and dynamic.