USING DIGITAL LEARNING MEDIA AND LITERACY TO IMPROVE DESCRIPTIVE TEXT WRITING SKILLS OF JUNIOR HIGH SCHOOL STUDENTS

Abstract Current descriptive text writing instruction requires innovations in digital learning media to match the digital era. Students face challenges in improving their descriptive text writing skills, with proficiency levels often low. Implementing digital learning media and literacy is crucial to addressing this issue. This study investigates the impact of combining digital learning media and writing literacy on students' descriptive text writing skills using a true experimental quantitative approach. Data were collected from descriptive text writing tests at three junior high schools, focusing on title accuracy, identification, content description, language use, and conclusion. The study underwent validation, reliability, and prerequisite tests to ensure data normality and homogeneity. Descriptive and inferential statistical analyses, including t-tests and F-tests, were conducted. Results showed that the combined use of digital learning media and literacy significantly improved descriptive text writing skills. Hypothesis analysis revealed a t-value of 3.868 with a significance level of 0.000, indicating that the difference between the digital media group and the control group was significant. Thus, the combined application of digital learning media and literacy effectively enhances junior high school students' descriptive text writing skills.