ENHANCING STUDENTS’ WRITING PERFORMANCE THROUGH INTERACTIVE MULTIMEDIA IN THE EFL CLASSROOM
Abstract
Writing is one of the most challenging skills for EFL learners, particularly at the junior secondary level, due to limited exposure to the English language and lack of motivation. Interactive multimedia has emerged as a promising tool to enhance students’ writing proficiency. This Classroom Action Research (CAR) aimed to improve the writing skills of eighth-grade students at MTs Biccoing, Bone Regency, through two cycles consisting of planning, acting, observing, and reflecting. The first cycle employed YouTube interactive videos for teaching descriptive texts, while the second cycle utilized StoryJumper for narrative texts. The study involved 14 students and adopted both qualitative and quantitative approaches. Data was collected through writing tests assessed with analytic rubric and observation checklists. The results indicated that the students’ mean writing score increased from 67.6% in Cycle 1 to 80.5% in Cycle 2, accompanied by notable improvements in key writing criteria, including content organization, vocabulary use, and grammatical accuracy. Moreover, students demonstrated greater engagement and more positive attitudes toward the lessons. These findings suggest that the integration of interactive multimedia is an effective strategy for improving EFL students’ writing skills and may serve as a practical model for secondary classroom instruction.
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