The Use of Pixton to Improve Students' Descriptive Writing Skills and Learning Motivations

This study investigates the effectiveness of Pixton, a comic-based digital learning tool, in enhancing students’ motivation and skills in writing descriptive paragraphs. Utilizing a quantitative approach, the research involved two groups: an experimental class using Pixton and a control class employing conventional learning methods. The paired samples t-test was used to analyze pre- and post-intervention data on students’ learning motivation. The results revealed a significant increase in motivation in both groups, with the experimental group showing a notably higher improvement (M = 11.118, p = 0.000) compared to the control group (M = 4.412, p = 0.013). This indicates that Pixton is more effective in increasing students’ motivation. Furthermore, a Pearson Correlation Test was conducted to examine the relationship between students’ learning motivation and their writing skills. The correlation coefficient (r = 0.815, p = 0.000) showed a strong and statistically significant positive correlation, suggesting that higher motivation leads to better writing performance. These findings highlight the importance of integrating interactive media in English learning to foster greater engagement and skill development. Pixton not only boosts students’ interest but also improves their ability to write effectively, making it a valuable tool in language education. Keywords: Pixton, learning motivation, descriptive writing, English language learning, digital media, writing skills, Pearson correlation, paired t-test.