DEVELOPING STUDENTS’ WRITING SKILLS THROUGH EXPERIENTIAL SOCIAL MEDIA POST SIMULATIONS
DOI:
https://doi.org/10.23969/jp.v11i03.59485Keywords:
Experiential Social Media Post Simulation, writing skills, experiential learning, social media-based learning, N-gain.Abstract
This study aimed to determine whether Experiential Social Media Post Simulation had a significant effect on the writing skills of eleventh-grade students at MA Mu'allimat NWDI Kelayu in the 2025/2026 academic year. The study employed a pre-experimental one-group pre-test and post-test design. The sample consisted of 20 eleventh-grade students selected through purposive sampling. Data were collected using writing tests and assessed with an analytical scoring rubric covering content, organization, vocabulary, grammar, and mechanics. The data were analyzed using descriptive statistics, N-gain analysis, the Shapiro-Wilk normality test, and the paired-sample t-test. The results showed that the mean score increased from 56.80 in the pre-test to 65.20 in the post-test. The paired-sample t-test produced a significance value (Sig. 2-tailed) of less than 0.001, indicating a statistically significant difference between the pre-test and post-test scores. However, the average N-gain score was 0.196, categorized as low, indicating limited improvement in students' writing skills. Among the five writing components, content showed the greatest improvement, while mechanics showed the least. Therefore, Experiential Social Media Post Simulation was associated with improved students' writing scores, although the level of improvement remained low based on the N-gain analysis.
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