Abstract:
Writing is one of the important skills in learning and teaching English. However, many students at SMPN 10 Banjarmasin have difficulty in writing because they lack the vocabulary, the ideas, and are unable to properly construct sentences using grammar correctly. Moreover, the English teacher does not use any media technology in teaching, the teacher used printed books only in teaching English in the classroom. The problems of this study are focused on whether or not there is a difference in achievement between the students who are taught writing by using Storyjumper and the students who are taught writing without using Storyjumper at the seventh grade of SMPN 10 Banjarmasin. This study used a quasi-experimental design and a quantitative approach. This research samples were 40 seventh-grade students of SMPN 10 Banjarmasin based on a purposive sampling technique. Twenty students of VII-C were chosen as the experimental group and twenty students of VII-A were chosen as the control group. Analysis of the data was done by using paired sample t-test and independent sample t-test on SPSS version 26. The results of this research showed that there is a different achievement between the students who are taught writing by using Storyjumper and the students who are taught writing without using Storyjumper in the seventh grade. The achievement can be seen from the students' post-test results that the students made progress on vocabulary, ideas, and grammar. This is proved by the sig (2-tailed) valued at 0.02 which was lower than 0.05 and the t-test which was higher than the t-table. The t-test was 2.433 while the t-table was 1.686 for df = 38 in the significance level = 0.05. Hence, it was suggested for the teachers and the students use Storyjumper in writing activities, especially in writing a descriptive text by using relevant ideas, vocabulary, and grammar correctly
