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The Effectiveness of Using Advertisements  

to Improve Students’ Writing Skills  

 
Tien Rafida 

Universitas Islam Negeri Sumatera Utara, Indonesia 
tienrafida@uinsu.ac.id  

 
Sholihatul Hamidah Daulay 

Universitas Islam Negeri Sumatera Utara, Indonesia 
sholihatulhamidah@uinsu.ac.id  

 
Elsa Septriana Wijaya Nasution 

Universitas Islam Negeri Sumatera Utara, Indonesia 
elsaseptriana02@gmail.com 

 
 

Abstract 

This research was conducted to analyze the effectiveness of using 

advertisements in improving students' writing skills. The subjects of this 

research were an English teacher and 26 students in X-MIPA class. An interview 

was conducted with the teacher to gather the data, and the questionnaires were 

distributed to the students. The data were then qualitatively analyzed. To 

analyze the data, the steps used were data reduction, data display, and 

conclusion. This study concluded that using advertisements helped students 

feel happy, enthusiastic, and motivated in their writing lessons. However, some 

students needed help expressing their thoughts in writing lessons due to a need 

for more vocabulary. The usage of advertisements in the classroom has helped 

students' writing abilities. Based on these findings, it is recommended that all 

teachers use advertising intensively in their teaching to improve their students' 

writing skills further. 

Keyword: Advertisement, English Teaching, Writing Skill 

INTRODUCTION  
 Writing is the most complex skill to learn because there are so many 

writing-related aspects that students must be aware of (Babayiǧit & Stainthorp, 

2010). Writing lessons require advanced vocabulary; otherwise, it is impossible 
to express ideas in writing. Many high school students struggle with writing in 
English as a foreign language. The main reasons students struggle to write well 
in English are the lack of vocabulary and knowledge of several essential writing 

mailto:tienrafida@uinsu.ac.id
mailto:sholihatulhamidah@uinsu.ac.id


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components. These aspects of writing include vocabulary, grammar, 
punctuation, spelling, sentence structure, and sentence coherence. On the other 
hand, teachers must explain the genre before assigning students to write and 
the types of text assigned to students. The students must be familiar with 
various text types, including recounts, narratives, descriptive, reports, 
procedures, persuasive, and arguments.   

The representation of a language by a writing system is called a written 
language. Students can provide feedback when applying for jobs in the field 
and when writing letters, instructions, and reports. Furthermore, the medium of 
instruction is one of the critical elements determining teachers' performance in 
enhancing students' writing abilities. A teacher must be able to devise an 
appropriate method for a more effective, engaging, and beneficial teaching and 
learning process. Writing in English is the subject that students find the most 
challenging because students have to write with proper grammar, sentence 
structure, and punctuation. 

The media of teaching are necessary for teaching and learning the 
communication and information technology era, particularly in writing topics. 
Writing is challenging to teach and learn because it necessitates mastery of 

more than just grammatical and rhetorical features but also proper conceptual 
and emotional aspects. Students' difficulties can be seen when they write an 
English text; most of them make mistakes in their writing. Students struggle 
with writing because they must gain writing skills and adhere to proper writing 
rules. Some English teachers need help resolving the issue of using appropriate 
techniques in teaching English writing (Munir, 2016). It can be seen in the way 
English teachers teach writing during the process of teaching and learning. It is 
influenced by how the teachers teach; for example, teachers must teach all 
writing rules and provide students with enough writing exercises. Sometimes 
the teacher asks them to read about writing topics. As a result, students' writing 
skills in schools could have improved.   

Furthermore, to succeed in writing well, students must learn to write 
correctly and according to the rules; thus, they must know and understand the 
correct writing rules. To help students understand the rules, teachers must 
instruct students in writing using appropriate methods and techniques, such as 
images, videos, and commercial media. 

Based on the preceding statement, it is assumed that the students' quality 
can be improved when the teacher implements innovative models or activities 
to make the students more participating. In analyzing the teaching of English, 
specifically writing skills. Previous research has shown that using media 
increases the skills and performances of students during teaching-learning 
activities (Xodabande, 2017). Unlike previous studies that focused on the 

effectiveness of media in teaching English writing, this study examines English 
writing as a foreign language. Furthermore, most previous studies investigated 
the effectiveness of teaching media such as video, movies, network telegram, 
and games; this study focuses its analysis on the use of advertisement media in 



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improving students' writing skills. The use of advertisements as teaching media 
in English writing classes among senior high school students has received little 
attention, so this study aims to fill that void, taking the case of the tenth grade 
of Senior High School of Teladan Sei Rampah. An advertisement text is a 
written or typewritten advertisement that intends to share a narrative about a 
product. The findings of this study will provide evidence of the effectiveness of 
using advertisement media to improve English writing skills. This study will 
also shed light on how English teachers can use advertising effectively to 
improve their students' writing skills. 

METHODS  
The researchers in this study used the descriptive qualitative method. 

The data were collected through a semi-structured interview and 
questionnaires. The interview aimed to gather more data and information from 
the teacher on using advertisements in writing persuasive text and the teachers' 
difficulties in using advertisements in teaching writing. The questionnaire was 
used to discover the effectiveness of advertisements in teaching learning 
writing. The data was analyzed using data analysis based on Miles, Huberman, 
and Saldana's (2014:8) data analyzing technique; data condensation, data 

display, and drawing and verifying conclusions. 
FINDINGS  
The primary participant of this study was an English teacher at the 

Senior High School of Teladan Sei Rampah. Some questions were given to the 
teacher. First, the researcher asks the teacher about the process of English in the 
classroom. The teacher said that she usually starts the teaching and learning 
process with activities such as; giving the students apperception, brainstorming, 
or a little ice breaking to get the students' focus. The second was about the 
importance of writing English. According to her, writing in English is essential 
and needed in activities. The third question was about what activities were 
carried out in the writing teaching process. She usually explained writing from 
the structure of the text first, then the characteristics of a text she would teach. 
After that, students were asked to understand the text first. Then students were 
asked to write examples of similar texts, sometimes done alone or in groups. 
The fourth question was about students' participation in English class. In her 
opinion, the participation of the students in English class was good, and they 
were interested in the class when learning English in her class. 

The next question that the researchers gave to the teacher was about how 
to increase students' participation in the class that the teacher teaches. From her 
perspective, she used the appropriate learning material with exciting methods 
to make the students easily understand. The next question was about the 
difficulties of using media in the teaching process for the teacher. Moreover, she 

said some things could be improved in teaching and learning. For example, the 
teacher needed to prepare the materials and learning video. Using 
advertisements in the teaching and learning process also had a little obstacle 
faced by the teacher because she had to prepare the materials by searching 



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websites, newspapers, magazines, etc. The teacher needed a long time to 
prepare the material well.  

Another question was about the findings on students' learning 
difficulties in English class, especially in expressing in writing during the 
learning process. According to the teacher, the students struggle to write rather 
than speak in English. It was because the spelling of words in English is 
different, and the students also needed to learn how to start writing; there was 
no idea in their minds. The eighth question was why these difficulties occur. 
She answered that these difficulties occurred because the students did not 
master vocabulary in English. The ninth question was about the English writing 
ability of the students. In her opinion, Students'Students' English ability needed 
to improve because they rarely practiced writing. The tenth question was about 
the motivation of students to learn to use media (advertisement). She said that 
students are interested in writing using media because it can increase their 
English to write. The next question was about the teacher's teaching method for 
writing. The teacher used the direct method or face-to-face in learning to write. 
The twelfth question was whether the teacher used media (advertisement) in 
teaching and learning, especially writing. The teacher said, "never before." 

Question thirteen was about the students' enthusiasm to use learning media. 
She said, " yes, because if you use media, the material will be more interesting 
and easy to understand. It made the students enthusiastic about learning". The 
fourteenth question was about students writing skills improvement after using 
media in the teaching and learning process. The teacher said the students' 
writing skill has to improve after using media in the teaching-learning process 
because using advertisement in the teaching-learning process can increase 
vocabulary in English. Moreover, the last question was about whether 
implementing teaching using media (Advertisement) effectively increases 
students' participation in learning English. From her perspective, implementing 
teaching using media (Advertisement) more effectively increases students' 
participation in learning English because it is easier to convey the materials for 
learning, so it is not rigid.   

       Furthermore, the findings from interviews with the English teachers'' 
were further confirmed by the questionnaires to 26 students. Based on the 
results of the questionnaires researchers gave students, here is the percentage of 
each statement in chart form. 



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I enjoy learning English

  
 I like learning to write in English 

    

4%

96%

0%0%

Statement 1

Strongly Agree Agree

Disagree strongly Disagree

8%

81%

0%
11%

Statement 2

Strongly Agree Agree Disagree strongly Disagree



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 Writing in English is difficult 

 

 I have difficulty expressing ideas when writing in English

 
 I have no difficulty in expessing ideas when writing in English 

4%

58%

38%

0%

Statement 3

Strongly Agree Agree Disagree strongly Disagree

4%

31%

10%

55%

Statement 4

Strongly Agree Agree Disagree Strongly Disagree



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DISCUSSSION 

 In this section, the researchers would like to discuss and explain the 
findings regarding using advertisements as media in teaching writing. The 
following section discusses the results of interviewing the English teacher and 
questionnaires to 26 students. According to the above results of interviews and 
questionnaires with the teacher and students, using advertisements to teach 
writing was very effective. Students reaped benefits in their studies. Using 
advertisements to teach English writing Advertising as a medium for teaching 
English writing was influential in the teaching and learning process. It was 
critical to improving the students' ability to master English skills, particularly in 
learning English writing. It can be seen from the teacher's answer given to the 
researchers.  

The researcher asked the teacher the first question about learning English in the 
classroom. In the first question, the teacher said that she usually starts the 
teaching-learning process with activities such as; giving the students 
apperception, brainstorming, or a little ice-breaking to get the students' focus. 
The ice-breaking that the teacher means can be a quiz or guesswork. The 
teacher made sure that the class was in a new condition. After that, she 
instructed students to open the book that would become the topic of discussion 
that day, then the study process as usual. Sometimes the teacher uses small 
groups in learning, or usually with lecture methods. 

The second question was about the importance of writing English. According to 
her writing, English is essential and needed in daily activities. Writing activities 
can develop our written communication, especially with the students.  

The third question was about what activities are carried out in the writing 
teaching process. She answered this question with the usually explain, writing 

40%

40%

20%

0%

Statement 5

Strongly Agree Agree Disagree Strongly Disagree



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from the structure of the text first, then she will explain the characteristics of a 
text that she will teach during the day. After that, students were asked to 
understand the text, and then the teacher asked the students to create examples 
of similar texts. This activity is to make sure that students understand the text. 
The exercise did alone or in a small group.  

The fourth question was about the students' participation in English class. In 
her opinion, the participation of the students in English class is excellent, and 
they are interested when learning English in her class. However, sometimes 
their participation can be less than enough to follow the teacher's material 
because she emphasizes scores. She will reduce their score if someone needs to 
follow the lesson well. In addition, the students responded well when teachers 
used advertisements in their teaching English writing classes, and they were 
motivated to learn writing. Students' positive responses in the learning process 
were signed that they are motivated to learn English writing. Students felt 
happy and enthusiastic about learning English writing when the advertisement 
was used as the teaching medium. 

The next question the researcher gave the teacher was about increasing 
students' participation in the teacher's class. From her perspective, she used the 
perfect learning material with an exciting method to make the students easily 
understand the teaching-learning process. It means the teacher should make an 
exciting method or technique when teaching the class. The next question was 
about the difficulties of using media in the teaching process for the teacher. She 

said there are some difficulties in the teaching-learning process for this 
question. For example, the teacher must prepare the materials and make 
learning videos. Using advertisements in the teaching-learning process also get 
difficulties for the teacher. She had to prepare the materials by searching the 
website, newspaper, magazines, etc. The teacher needed a long time to prepare 
the material well. For a better situation, the teacher should prepare the material 
well before entering the class and give the material to the students.  

Another question was about finding students with learning difficulties in 
English class, especially in expressing in writing during the learning process. 
According to the teacher, the students sometimes need help to write rather than 
that speak in English. It was because they spelled the words in English 
differently, and also, the students needed to learn how to start writing. There is 
no idea in their mind. Also, students' interest in writing English could be more 
vital. Then they need more vocabulary mastery and understanding of grammar. 
So the teacher has to guide them in writing lessons. The student's difficulties 
could be more vocabulary, grammar, and interest when learning English. 
Therefore, teachers must use appropriate media according to student's needs 
and interests to help students improve their skills in English writing class. The 
difficulty is widespread in learning; There are no students who do not 



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experience difficulties. The teacher is responsible for providing feedback to 
students in learning, and the difficulties faced by students can be easily solved.  

The eighth question was, "why do these difficulties occur." She answered that 
these difficulties occur because the students need to gain mastery of English 
vocabulary. According to (Dian & Hapsari, 2007), Teaching English vocabulary 
to young learners takes work. Teachers must have many ideas. The introduction 
of the review of vocabulary items must be done through learning media. The 
ninth question was about the English writing ability of the students. In her 
opinion, Students' abilities in writing English needed to be improved. Not only 
do they need more vocabulary they also rarely practice writing. Having 
sufficient vocabulary is very important to help students more easily express 
their ideas in writing. Thus, the teacher motivates students to master or 
memorize more vocabulary. In addition, teachers should also be responsible for 
monitoring students during English writing sessions and providing guidance to 
students if they have problems expressing their ideas in writing. English 
teachers should encourage students to practice writing more at home. To 
improve writing skills, students should be encouraged to practice writing both 
in and outside school.  

The tenth question was about the students' motivation to learn media 
(advertisement). She said, "Students' are interested in writing using media 
because it can increase their English to write." The teacher's statement is the 
same as the previous study (Ismaili, 2013): using media in teaching has 

improved students’ ability in English writing classes. 

The next question was about the teacher's method of learning to write. The 
teacher used the direct method in learning to write. She used the direct method 
because the teacher has to guide the students in writing lessons. The twelfth 
question was whether the teacher used media (advertisement) in teaching and 
learning, especially in writing. The teacher said, "Never before." It means that 
the teacher never used media or anything in the teaching-learning process, but 
she knows about the using advertisement in teaching English. She only never 
implemented this method in her class. 

Question thirteen was about the student's enthusiasm for learning to use 
learning media. She said, "yes, because if I use media in the teaching-learning 
process, the material will be more interesting and easier to understand. It made 
the students enthusiastic about learning". The fourteenth question was whether 
students' writing skills improved after using media in the teaching and learning 
process. The teacher said that the student's writing skill has improved after 
using media in the teaching-learning process because advertisement can 
increase their vocabulary in English.  

Furthermore, the last question was about whether implementing teaching using 
media (advertisement) effective or not in increasing student participation in 



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learning English. From her perspective, implementing teaching using media 
(Advertisement) more effectively increases student participation in learning 
English because it makes it easier to convey learning, so it is not rigid. Using 
media to teach English was adequate for the students and the teacher in the 
teaching-learning process. 

Furthermore, students' participation can be seen by their interest in learning 
English gained through questionnaire scores. Based on the questionnaire the 
researcher gave students, here are the result of the percentage of each 
statement. For the first statement, "I enjoy learning English," it was found that 
4% strongly agreed that students enjoy learning English, 96% agreed, and 0% of 
the students chose disagreed and strongly disagreed. The researcher can 
conclude from the previous percentage that most students enjoy learning 
English. It is also relevant to what the teacher said before. During the teaching-
learning process, the students can follow the teacher's material. It shows that 
the students enjoy learning English.  

 In the second statement, "I like learning to write in English, " 8% strongly 
agreed with this statement, while 81% agreed and 11 % strongly disagreed, and 
no student or 0% chose strongly disagreed with the second statement. So it 
means that most students like learning English in writing text. The third 
statement was about "Writing in English is difficult" the percentage shows that 
4% strongly agreed, 58% agreed, 38% disagreed, and 0% strongly disagreed 
with the third statement. The researcher can see that some students did not find 

it challenging to write English, but most students also had difficulty writing 
English, which is involved with the teacher's statement. The students had 
difficulty expressing their idea in writing and needed to learn how to start the 
writing process. The teacher said above is also relevant to the following 
statement on the questionnaire students’ field. 

The following statement, "I have difficulty expressing ideas when writing in 
English," 8% strongly agreed with this statement, 69% agreed, 23% disagreed, 
and 0% strongly disagreed. This statement proves that the previous statement 
affects the students' difficulties in expressing their ideas. Also, teachers know 
about these problems and are responsible for solving them and improving the 
students' learning process. 

 The fifth statement, "I have no difficulty in expressing ideas when writing in 
English," and the percentage of students were; 0% strongly agreed, 8% agreed, 
46% disagreed, and also 46% strongly disagreed on this statement. Because the 
percentage of disagreed and strongly agreed were the same, most students 
complicated expressing their ideas when writing in English, which is also 
involved in the previous statement above. Overall, our findings demonstrated 
the importance of media in teaching and learning. As a result, teachers must use 
appropriate media following their students' needs and interests in order to 
assist students in improving their ability in English writing classes. 



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CONCLUSION AND SUGGESTIONS  

This study analyzed and described the effectiveness of using 
advertisements to teach English writing at the senior high school Teladan Sei 
Rampah. The study discovered that the teacher in the school used 
advertisements in their teaching English writing class, based on interviews and 
questionnaires with the English teacher and students. Advertisements were 
discovered to be effective in teaching English writing. It made the students 
happy, and they were eager to learn English writing. The advertisement has 
helped students improve their English writing skills as long as it is provided 
based on their needs and interests.  

When teachers used advertisement media in their English writing 
classes, the students were effectively engaged and enthusiastic in completing 
English writing assignments assigned by the teachers. However, most students 
struggled with writing due to a lack of vocabulary. Therefore, having a rich 
vocabulary is critical for students to express themselves more easily in writing. 
As a result, it is the teacher's responsibility to motivate students to master or 
memorize more vocabulary. Furthermore, a teacher should be responsible for 
monitoring students during English writing sessions and providing guidance to 
students with difficulty expressing their writing ideas. English teachers should 
encourage their students to write more at home. Students should be encouraged 
to practice writing not only at school but also outside of school in order to 
improve their writing skills. It is suggested that teachers select and use teaching 
and learning media based on the student's needs and interests during teaching 
and learning English writing, such as advertisements and pictures. Finally, after 
correcting the results of students' writing, teachers must provide feedback. It is 
one of the teachers' rules in the teaching and learning process, along with the 
use of media in improving English writing skills among high school students. 

Further research on media use in teaching English writing should 
include more students from various levels of schools across Indonesia to 
provide more comprehensive findings on the topic of interest. Furthermore, 
comparing various types of media, including internet social media such as 
Facebook, Instagram, WhatApps, and others, in improving students' writing 
skills could contribute to the existing literature on media use in teaching and 
learning. 

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	Tien Rafida
	Universitas Islam Negeri Sumatera Utara, Indonesia
	Sholihatul Hamidah Daulay
	Universitas Islam Negeri Sumatera Utara, Indonesia (1)
	Elsa Septriana Wijaya Nasution
	Universitas Islam Negeri Sumatera Utara, Indonesia (2)
	Abstract
	INTRODUCTION
	DISCUSSSION

