The Effect of Using Funny Videos as a Media on Students’ Writing of Spoof Texts in Grade XI Science Class

Abstract

Writing is a challenging skill for EFL learners, especially in producing creative texts such as spoof texts that require both linguistic accuracy and humor. Many students face difficulties in generating ideas, organizing content, and applying appropriate language features when writing spoof texts. This study aims to investigate the effect of using funny videos as instructional media on students’ ability to write spoof texts. The research was conducted with eleventh-grade science students (XI IPA) of SMA Negeri 1 Tanoh Alas in the academic year 2023/2024. A quantitative pre-experimental design with a one-group pretest–posttest model was employed. The sample consisted of 21 students selected purposively. The research instrument was a writing test administered before and after the treatment. During the treatment, funny videos were used to stimulate imagination, provide contextual examples of humor, and encourage creative expression. Data were analyzed using a t-test to determine the significance of pretest and posttest differences. The results showed that students’ writing performance improved significantly, with the pretest mean score of 55.23 (SD=3.92) increasing to 80.95 (SD=3.65) in the posttest. The t-test revealed a t-value of 49.44, exceeding the t-table value of 1.725 at a 0.05 significance level. The findings indicate that using funny videos as instructional media has a significant positive effect on students’ ability to write spoof texts, suggesting that such media can enhance engagement, creativity, and writing achievement in English language learning.