<![CDATA[This study investigates the effectiveness of YouTube as a learning medium in improving students’ procedural text writing skills. A quantitative quasi-experimental design with a non-equivalent control group pretest–posttest was employed. The sample consisted of two eighth-grade classes at SMP Negeri 19 Medan, with 30 students in the experimental group and 26 in the control group. Data were collected through writing tests assessed using an analytic rubric covering structure, content, sequence, language use, and mechanics. The findings revealed that both groups showed improvement after treatment, with the experimental group demonstrating relatively higher gains, particularly in structure, sequence, and language aspects. The paired sample t-test indicated significant improvement in both groups (p < 0.05). However, the independent sample t-test showed no significant difference between the groups (p > 0.05). N-Gain scores were low in both groups (0.29 experimental; 0.27 control), and the effect size was small. In conclusion, YouTube tends to improve students’ writing skills but does not yield a statistically significant advantage over conventional instruction. The results suggest that the effectiveness of YouTube depends on its integration with appropriate teaching strategies.]]>
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