<![CDATA[This study was motivated by the low anecdotal text writing skills of tenth-grade students at SMA Negeri 1 Lembah Gumanti. The problems were reflected in students' difficulties in formulating ideas, incorporating critical elements, and writing anecdotal texts according to their structure and linguistic features. This study aimed to describe students' anecdotal text writing skills before and after the implementation of a video-assisted Discovery Learning model and to determine the effect of the model on their writing skills. This quantitative study used an experimental method with a Pre-Experimental One Group Pretest-Posttest Design. The population consisted of 307 tenth-grade students at SMA Negeri 1 Lembah Gumanti in the 2025/2026 academic year. A purposive sampling technique was used to select class X E3, consisting of 32 students. Data were collected through a performance test of anecdotal text writing and assessed using eight indicators: abstraction, orientation, crisis, reaction, coda, past-time expressions, conjunctions, and verbs. The results showed that the mean writing score before the implementation of the video-assisted Discovery Learning model was 62.10, categorized as sufficient, while the mean score after the implementation increased to 86.58, categorized as very good. The mean score increased by 24.48 points. The Wilcoxon Signed-Rank test resulted in an Asymp. Sig. (2-tailed) value of <0.001, which was lower than 0.05; therefore, H0 was rejected and H1 was accepted. These findings indicate that the video-assisted Discovery Learning model had a significant effect on the anecdotal text writing skills of tenth-grade students at SMA Negeri 1 Lembah Gumanti]]>
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