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Journal of Language, Literature, and Educational ResearchJournal of Language, Literature, and Educational Research

This study examines the effectiveness of silent film media in improving the procedure text writing skills of Grade VII students at State Junior High School 10 South Tangerang. The method used is a qualitative descriptive method, with 31 procedural texts written by students as the subjects. Data collection involved observation, tests, interviews, and documentation, assessing text content, story sequence, text structure, writing rules, and linguistic features. Results indicate significant improvement in structuring and elaborating procedure texts in the experimental group, with silent films enhancing comprehension and creativity. The novelty lies in integrating visual media into writing instruction, contributing to innovative teaching strategies for language learning.

The study concludes that utilizing silent film media significantly enhances the procedural text writing skills of seventh-grade students at State Junior High School 10 South Tangerang.The visual nature of silent films aids students in understanding the structure and sequence of procedural texts, leading to improved writing quality.Almost all students demonstrated improvement in key aspects of writing, confirming the effectiveness of this visual learning approach.

Further research should investigate the long-term effects of silent film integration on students writing abilities, extending the study duration to assess sustained improvement. Additionally, exploring the application of silent films to other text types beyond procedural texts could broaden the understanding of its pedagogical benefits. Finally, a comparative study contrasting silent films with other visual media, such as animated videos or static images, would provide valuable insights into the unique advantages of this specific learning tool and inform best practices for visual literacy instruction. These investigations should consider diverse student populations and learning contexts to ensure the generalizability of findings and contribute to the development of more effective and engaging language learning strategies.

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