The Effect of Pop-Up Book Media on Descriptive Text Writing Skills

Abstract

This study aims to examine the effect of pop-up book learning media on the descriptive text writing skills of Grade VII students at MTs Nur Ibrahimy. The research employed a quantitative approach using a quasi-experimental design, specifically the Nonequivalent Control Group Design. The study involved two classes: an experimental class that received instruction using pop-up book media and a control class that was taught using conventional methods, with 30 students in each group. The research was motivated by the low performance of students in writing descriptive texts, largely due to the lack of engaging and student-oriented learning media. Data were collected through written pretests and posttests to measure students’ writing abilities before and after the intervention. The results showed that the average posttest score in the experimental class increased significantly from 61.2 to 82.16. In contrast, the control class showed only a modest improvement, from 61.2 to 70.66. An independent t-test analysis revealed a significance value of 0.000 (p < 0.05), indicating a statistically significant difference between the two groups. The findings confirm that pop-up book media has a positive and significant impact on students' ability to write descriptive texts. This interactive and visually engaging medium enhances student motivation, supports idea development, and improves writing outcomes. Therefore, pop-up books can serve as an effective alternative learning tool in Indonesian language education and hold promise for broader use in developing creative, student-centered writing instruction strategies in similar educational contexts.