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Expert validation and limited and extensive field trials indicate high feasibility and a statistically significant pre-test to post-test improvement (Asymp. 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Jl. Ir. Sutami 36A, Surakarta 57126, Central Java, Indonesia  \nHOW TO CITE:  \nWan Zhaliha , Sunardi , Subagya , Joko Yuwono (2026) . Enhancing Writing Skills of Deaf Students through Animated Video.  \nInternational Journal of Special Education, 41(2s), 173-187.  \nCOPYRIGHT STATEMENT:  \nCopyright: © 2026 Authors.  \nOpen access publication underthe terms and conditions  \nof the Creative CommonsAttribution  \n(CC BY)  \nlicense ([http://creativecommons](http://creativecommons).  \norg/licenses/by/4 .0/) .  \nABSTRACT:  \nThis study aims to develop animated video-based learning media to enhance the writing skills of deaf students. The research employed a Research and Development (R&D) approach using the ADDIE model. The participants included 90 special education teachers for needs analysis and 11 deaf students from three special schools for product testing. Data were collected through questionnaires and performance tests, and analyzed using both descriptive and inferential statistics. The developed animated video was designed with accessible features and evaluated through expert validation as well as limited and extensive field trials. The results indicated that the media was highly feasible in terms of design and functionality. Furthermore, the statistical test results showed a significance value of 0.003 (Asymp. Sig. 2-tailed), indicating a significant difference between pre-test and post-test scores. This finding confirms that the animated video media effectively improved students’ ability to construct sentences and apply proper writing structures. The integration of visual and interactive elements successfully increased engagement and motivation. The study concludes that animated video media provides an effective and practical solution for supporting the writing development of deaf students, thereby contributing to more inclusive learning practices in special education.  \nKeywords: Development; Animated Video; Writing Skills; Deaf Students.  \n1. Introduction  \nWriting is one of the essential skills in language learning, serving not only as a means of communication but also as a tool for organizing ideas, fostering creativity, and supporting academic achievement. Unlike speaking, which is immediate and transient, writing requires accuracy, coherence, and clarity in order to convey thoughts effectively (Jones et al., 2021) . For students with normal  \nhearing ability, acquiring writing skills is often a gradual process that develops through continuous exposure to oral language, reading, and structured instruction. However, for students with hearing impairments, writing presents a significant challenge due to their limited access to auditory information, which plays a critical role in the acquisition of vocabulary, sentence structure, and grammar (Gargiulo & Bouck, 2019) .  \nDeaf and hard-of-hearing students rely heavily on visual modalities to process and acquire knowledge. While sign language provides them with an accessible medium of communication, the structural differences between sign language and spoken or written languages often create difficulties in mastering written forms, especially in languages that require strict adherence to grammatical rules, such as Indonesian. Previous studies have shown that children with hearing impairments frequently encounter errors in sentence construction, tend toomit affixes, and often write in reversed structures that do not align with the Subject–Predicate– Object–Complement format required in formal writing (Kadarisma & Juandi, 2021) . These challenges are compounded by limited vocabulary acquisition and difficulties in understanding abstract concepts, which further hinder their ability to express ideas in writing.  \nAt the global level, inclusive education has emph","cbCaihKRfP9Pmx3Y","https://ap.wps.com/l/cbCaihKRfP9Pmx3Y","pdf",783481,15,"English","# 1. Introduction\n## Background of writing skills for deaf students\n## Challenges in written language acquisition\n## Inclusive education context\n## Previous interventions and need for engaging media","[{\"question\":\"What is the purpose of the animated video learning media in the study?\",\"answer\":\"The study develops animated video-based learning media to enhance the writing skills of deaf students, specifically improving sentence construction and writing structure.\"},{\"question\":\"How was the learning media developed and evaluated?\",\"answer\":\"The research used an R\\u0026D approach with the ADDIE model, followed by expert validation and limited and extensive field trials.\"},{\"question\":\"What evidence shows the media improved writing performance?\",\"answer\":\"Statistical results show a significant difference between pre-test and post-test scores, with Asymp. Sig. (2-tailed) = 0.003.\"}]","Enhancing Writing Skills of Deaf Students through Animated Video | PDF",1790629755,38]