Generally, learning to write anecdotal texts in schools frequently faces
conventional obstacles. Many students struggle to generate story ideas,
organize a coherent plot, and appropriately weave elements of humor and social
criticism. Rigid teaching methods without varied media often cause students to
feel disinterested, preventing their critical ideas from being fully developed.
Meanwhile, in today's digital era, students are far more familiar with
audiovisual media and YouTube, platforms that blend entertainment with social
realities.
To formulate a solution to this issue, the researchers employed a
library research method with a qualitative descriptive approach. Data
collection was conducted systematically through the Google Scholar database
using the Publish or Perish application alongside Boolean search
techniques with specific keywords. Following a rigorous selection process based
on topic suitability, variable alignment, and full open-access availability,
the research team selected nine previous studies for analysis.
The main findings from analyzing these nine scientific studies indicate
that integrating visual and audiovisual media consistently improves student
motivation, understanding, and learning outcomes in writing anecdotal texts:
- Increased
Writing Scores: An
experimental study by Ricka Fahdilla (2023) noted that audiovisual media
significantly improved students' anecdotal text writing skills, reaching
an average score of 82.5.
- Surge in
Student Engagement:
Implementing interactive media strategies in a study by Febi Nurul Safitri
(2025) successfully boosted writing scores by 8.67% and increased
classroom student engagement by 11.2%.
- Content
Relevance: Content
analysis of "Lapor Pak Trans7" on YouTube reveals that the
comedy sketches feature light dialogue, concrete situations, satirical
language styles, and roasting material whose structure aligns closely with
the linguistic conventions of anecdotal texts.
- Critical
Thinking Development:
Research and Development (R&D) studies by Imrotin (2022) as well as
Dita Hasibuan et al. proved that digital video-assisted teaching materials
stimulate student creativity, critical thinking skills, and collaboration.
The implications of this research are highly significant for national
education, particularly in curriculum design and language teaching strategies.
Indonesian language teachers can now leverage "Lapor Pak Trans7"
broadcasts as concrete classroom examples. By observing character expressions,
dialogue structures, and real-life social phenomena presented in the show,
students do not merely memorize theory; they gain real inspiration to express
polite yet creative social criticism through writing.
"Comedy shows like 'Lapor Pak Trans7' present humor and social
criticism that are closely tied to students' daily lives, making them highly
relevant concrete media to foster creativity and understanding of anecdotal
text structures," emphasized the Universitas Pendidikan Ganesha research
team in their study.
Lead Author Profile Tesalonika
Br Karo, S.Pd., is a researcher and academic in Indonesian language education
at Universitas Pendidikan Ganesha, Buleleng, Indonesia. Her core expertise
focuses on the development of innovative learning media, digital technology
utilization in language education, as well as literary and linguistic analysis.
Research Source Karo,
T. B., Sudiana, I. N., & Partawan, I. K. S. (2026). Literature Review on
the Use of the YouTube Show "Lapor Pak Trans7" in Learning to Write
Anecdote Texts for Students. International Journal of Advanced Technology
and Social Sciences (IJATSS), 4(7), 937–946. DOI: https://doi.org/10.59890/ijatss.v4i7.261
https://aprmultitechpublisher.my.id/index.php/ijatss
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