<![CDATA[This research aimed to determine whether there was a significant difference in writing ability between students taught using picture and picture media and those taught without it, within a cooperative learning model at an Islamic Senior High School in Pekanbaru, Indonesia. The study employed a quasi-experimental design with a non-equivalent control group to ensure a robust comparison between the two teaching methods. Two groups, an experimental class and a control class, were selected using cluster random sampling from the research population. Data collection was conducted through standardized writing tests, which provided a quantitative measure of the students’ writing abilities before and after the intervention. The data was then analyzed using an independent sample t-test, a statistical method that compares the means of two independent groups to determine whether there is a statistically significant difference between them. The results of the analysis indicated that the use of picture and picture media within a cooperative learning model had a positive influence on students' writing abilities, particularly in recount text. Specifically, students in the experimental class, who were taught using picture and picture media, showed a marked improvement in their writing skills compared to those in the control class, who were taught without this media. This improvement highlights the effectiveness of incorporating visual aids and cooperative learning strategies in enhancing students’ writing performance. Based on these findings, it is suggested that English teachers consider adopting picture and picture media within a cooperative learning framework when teaching writing, especially for recount texts.]]>
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