Developing the Instructional Video for Teaching Recount Text Writing through Guided Writing
DOI:
https://doi.org/10.24256/ideas.v14i1.9781Keywords:
guided writing, recount text, instructional video, writingAbstract
This research aimed to develop an instructional video for teaching recount text writing using the guided writing for tenth-grade students. This research employed a Research & Development (R&D) method using the ADDIE model, comprising analysis, design, development, implementation, and evaluation stages. The research was conducted at MA Manbaul Ihsan involving an English teacher and tenth-grade students. Data were collected through questionnaires, interviews, observation, and field notes. The developed video was validated by three experts to assess the product's feasibility. The results of the needs analysis indicated that students experienced difficulties with organizing ideas, developing sentences, and understanding the structure of a recount text. The students’ questionnaire showed that 85% of students highly needed learning media that combine video and technique. The validation results indicated that the developed video media was categorized as good and suitable for use in learning, although several aspects, such as visual design, language clarity, and presentation, still required improvement. The implementation results also showed positive responses from students, with most rating the video highly for visual appearance (87%), audio clarity (73%), and material suitability (73%). In addition, the video helped students understand the stages of writing a recount text and increased their engagement in the learning process. It can be concluded that the video learning media combined with the guided writing technique, was feasible to use as an alternative media in teaching writing recount texts. Additionally, this research result can serve as a starting point for further research to examine the effectiveness of the media in improving students’ writing ability, using a larger sample of participants.
References
Agustini, S., Heriyawati, D. F., & Mustofa, M. (2024). The Use of ICT-Based Interactive Video to Enhance Students ’ Engagement and Descriptive Writing Skills. Journal of Foreign Language Teaching and Learning, 9(2), 201–221.
Alimin. (2021). Developing a Mobile Apps as Media for Learning Vocabulary. In In Proceeding of the 6th National Conference of Language and Language Teaching (pp. 61–77).
Deviani, D., Sofian, S., & Suhartono, L. (2018). The effectiveness of guided writing technique in teaching writing report text. Jurnal Pendidikan Dan Pembelajaran, 7(5), 1–9. https://jurnal.untan.ac.id/index.php/jpdpb/article/view/27190
Dizon, G., & Gayed, J. M. (2024). A systematic review of Grammarly in L2 English writing contexts. Cogent Education, 11(1). https://doi.org/10.1080/2331186X.2024.2397882
Halawatunnisa, A. (2021). The effect of guided writing technique on writing recount text at the XI grade students of Yayasan Pendidikan Syekh Muhammad Baqi Babussalam Basilam Baru. State Institute for Islamic Studies (IAIN) Padangsidimpuan.
Kemdikbudristek. (2022). BAHASA INGGRIS Work in Progress.
Kuzu, T. E., & Ratzke, C. (2024). Explanatory videos in the context of learning processes : An interdisciplinary interpretative interaction analysis of production and reflection processes. Journal of Pedagogical Research, 8(2), 227–259. https://doi.org/https://doi.org/10.33902/JPR.202426555
Mustofa, M. I., & Kurniawan, E. (2023). Theme and Thematic Progression in a Recount Text by an Advanced Student. Indonesian Journal of English Language Teaching and Applied Linguistics, 7(2), 481–494.
Nartiningrum, N., & Nugroho, A. (2021). English teachers’ perspectives on challenges, suggestions, and materials of online teaching amidst the global pandemic. Indonesian Journal of English Education, 8(1), 108–126. https://doi.org/10.15408/ijee.v8i1.17886
Pardede, P. (2024). Collaborative Writing in EFL Setting : A Review. Journal of English Teaching, 10(1), 92–109. https://doi.org/https://doi.org/10.33541/jet.v10i1.5631
Peterson, C. (2003). Bringing ADDIE to life: instructional design at its best. Journal of Educational Multimedia and Hypermedia, 12(3), 227.
Polat, H. (2023). Instructors ’ presence in instructional videos : A systematic review. In Education and Information Technologies (Vol. 28, Issue 7). Springer US. https://doi.org/10.1007/s10639-022-11532-4
Putra, S., Muktadir, A., & Winari, E. W. (2022). Pengembangan Video Pembelajaran Berbasis Think Talk Write ( TTW ) Pada Keterampilan Menulis Siswa Sekolah Dasar. 5(2), 318–327. https://ejournal.unib.ac.id/dikdas/article/view/18848/11089
Rachman, A., Yochanan, E., Samanlangi, A. I., & Purnomo, H. (2024). Metode penelitian dan pengembangan (R&D). In Metode penelitian kuantitatif, kualitatif, dan R&D (p. 175).
Rivaldo, M. R. (2023). An analysis of teaching writing recount text (A case study on eighth-C class of SMPIT As-Salaam Jakarta). Syarif Hidayatullah State Islamic University Jakarta.
Sari, N., Mirizon, S., & Inderawati, R. (2021). Developing learning media of recount texts for vocational high school students. English Review: Journal of English Education, 9(2). https://doi.org/https://doi.org/10.25134/erjee.v9i2.4351
Sembiring, T. B., Irmawati, Sabir, M., & Tjahyadi, I. (2024). Buku ajar metodologi penelitian: Teori dan praktik. In CV Saba Jaya Publisher.
Simanjutak, V. S., Saragih, E., Sihombing, E. S. M., Guring, D., & Silalahi, D. (2025). The Effect of YouTube Video Media on the Recount Text Writing Ability of Junior High School Students. 15(4). https://doi.org/https://doi.org/10.37630/jpb.v15i4.3965
Solihin, R. K. (2024). Efektivitas Video YouTube dalam Meningkatkan Keterampilan Menulis Bahasa Inggris Siswa. 4(5). https://jurnal.penerbitwidina.com/index.php/JPI/article/view/1593/1280
Taye, T., & Mengesha, M. (2024). Identifying and analyzing common English writing challenges among regular undergraduate students. 10(March). https://doi.org/https://doi.org/10.1016/j.heliyon.2024.e36876
Virgiawan, M., Suryani, N., & Sutimin, L. A. (2020). The Effectiveness of Guided Writing Combined with Virtual Reality Video as Teaching Media on Students ’ Writing Achievement. International Journal of Linguistics, Literature and Translation (IJLLT), 3(10), 41–47. https://doi.org/10.32996/ijllt
Wardani, H., Pramartaningthyas, E., Rohman, T., & Alimin, A. (2025). Development of interactive E-Module to foster EFL students’ critical thinking in essay writing. Jurnal Kependidikan: Jurnal Hasil Penelitian Dan Kajian Kepustakaan Di Bidang Pendidikan, Pengajaran Dan Pembelajaran, 11(1), 190–202. https://doi.org/https://doi.org/10.33394/jk.v11i1.13577
Yuan, Y., Harun, J., & Wong, B. Y. (2025). Technology-Driven Framework for College English Courses : If and How Mobile-Assisted Collaborative Language Learning Affects EFL Student Engagement. 15(2), 1–21. https://doi.org/10.1177/21582440251329687
Downloads
Published
Issue
Section
Citation Check
License
Copyright (c) 2026 ummu salamah, Happy Kusuma Wardani, Alimin, Abderrazak Zaafour, Souvik Das
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under an Attribution-ShareAlike 4.0 International (CC BY-SA 4.0) that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See the Effect of Open Access)
