THE INFLUENCE OF DIGITAL POSTER MEDIA ON JUNIOR HIGH SCHOOL STUDENTS' RECOUNT TEXT WRITING SKILLS

STERILIA, AGUSTIN (2026) THE INFLUENCE OF DIGITAL POSTER MEDIA ON JUNIOR HIGH SCHOOL STUDENTS' RECOUNT TEXT WRITING SKILLS. Diploma thesis, UIN RADEN INTAN LAMPUNG.

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Abstract

ABSTRACT Writing is an important skill that students need to develop in learning English. However, many students still face difficulties when writing recount texts. They often struggle to express their ideas, arrange events in a coherent order, and apply correct grammatical rules, especially the use of the simple past tense. To help overcome these challenges, teachers need to use learning media that can attract students’ attention and support the writing process. One of the media that can be used is a digital poster. Therefore, this study aimed to investigate the effect of digital poster media on the recount text writing skills of eighthgrade students at SMPN 2 Palas. This research employed a quantitative approach using a quasiexperimental method with a pre-test and post-test control group design. The study involved all eighth-grade students of SMPN 2 Palas in the 2025/2026 academic year as the population. The sample was selected through cluster random sampling, resulting in 34 students from class VIII C as the experimental group and 34 students from class VIII A as the control group. During the treatment, students in the experimental class learned through digital poster media, while those in the control class were taught using conventional teaching methods. Data were gathered through writing tests in which students were asked to write a personal recount text. The students’ writing was assessed based on five aspects, namely content, organization, vocabulary, grammar, and mechanics. Since the pre-test results showed that the two groups did not have equivalent initial abilities, the data were analyzed using N-Gain scores and then tested using an Independent Sample t-test. The results showed that the average N-Gain score of the experimental group was 66.32%, whereas the control group obtained an average score of 58.88%. In addition, the result of the Independent Sample t-test revealed a significance value (Sig. 2-tailed) of 0.000, which was lower than the significance level of 0.05. This finding indicates that the null hypothesis (H₀) was rejected and the alternative hypothesis (H₁) was accepted. In other words, the use of digital poster media had a significant effect on students’ recount text writing skills. The findings suggest that digital posters can help students develop ideas more easily, organize their writing more systematically, and produce better recount texts compared to those who learn through conventional methods.

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