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2 (December 2.
ANIMATED VS.
NON-ANIMATED VIDEOS: THEIR IMPACT ON JUNIOR HIGH
SCHOOL STUDENTSAo VOCABULARY ACHIEVEMENT Nurhalisa Khairida1.
Elvina Arapah1*.
Fahmi Hidayat1.
Elsa Rosalina1 Program Studi Pendidikan Bahasa Inggris.
Fakultas Keguruan dan Ilmu Pendidikan.
Universitas Lambung Mangkurat elvina_arapah@ulm.
ABSTRAK
Penguasaan kosakata merupakan aspek penting dalam mendukung kemampuan berbahasa Inggris secara keseluruhan, namun banyak siswa sekolah menengah pertama masih mengalami kesulitan dalam mempelajari kosakata baru.
Untuk mengatasi masalah tersebut, media berbasis teknologi seperti video semakin banyak digunakan untuk mendukung pembelajaran kosakata.
Penelitian ini bertujuan untuk mengetahui apakah terdapat perbedaan signifikan dalam pencapaian kosakata antara siswa kelas VII yang diajar menggunakan video animasi dan siswa yang diajar menggunakan video non-animasi di salah satu SMP negeri di Banjarmasin.
Dengan menggunakan pendekatan kuantitatif dan desain kuasi-eksperimental, dua kelas utuh dipilih melalui cluster random sampling: kelas VII-G sebagai kelas eksperimen dan kelas VIIC sebagai kelas kontrol.
Kedua kelompok diberikan pre-test, menerima empat sesi pembelajaran, dan menyelesaikan post-test.
Instrumen penelitian berupa tes kosakata pilihan ganda sebanyak 25 butir soal.
Hasil penelitian menunjukkan bahwa kelompok eksperimen memperoleh skor rata-rata post-test yang lebih tinggi (M = 86,.
dibandingkan kelompok kontrol (M = 76,.
Uji t independen menunjukkan adanya perbedaan signifikan antara kedua kelompok .
= 0,01 < 0,.
, yang mengindikasikan bahwa siswa yang diajar menggunakan video animasi memiliki pencapaian kosakata yang lebih baik.
Temuan ini menunjukkan bahwa video animasi memberikan dukungan visual yang lebih kuat, konteks yang lebih jelas, dan konten yang lebih menarik sehingga membantu meningkatkan pemahaman dan retensi kosakata baru.
Secara keseluruhan, penelitian ini menyimpulkan bahwa video animasi merupakan media yang efektif untuk meningkatkan pencapaian kosakata siswa SMP.
Penelitian selanjutnya dapat meninjau retensi jangka panjang, melibatkan sampel yang lebih besar, serta mengeksplorasi penggunaan media animasi untuk keterampilan bahasa lainnya Kata kunci:desain kuasi-eksperimental.
pembelajar EFL.
pencapaian kosakata.
siswa sekolah menengah pertama.
video animasi
ABSTRACT
Vocabulary mastery is essential for supporting studentsAo overall English proficiency, yet many junior high school learners continue to face difficulties in acquiring new words.
To address this issue, technologyenhanced media such as videos have been increasingly used to support vocabulary learning.
This study aims to determine whether there is a significant difference in vocabulary achievement between seventh-grade students taught using animated videos and those taught using non-animated videos at a public junior high school in Banjarmasin.
Using a quantitative approach with a quasi-experimental design, two intact classes were selected through cluster random sampling: Class VII-G as the experimental group and Class VII-C as the control group.
Both groups were given a pre-test, exposed to four instructional sessions, and completed a post-test.
A 25-item multiple-choice vocabulary test served as the research instrument.
The results show that the experimental group obtained a higher mean post-test score (M = 86.
than the control group (M = An independent samples t-test revealed a significant difference between the two groups .
= 0.
, indicating that students taught through animated videos performed better in vocabulary learning.
The findings suggest that animated videos offer stronger visual support, contextual cues, and engaging content, which help enhance studentsAo comprehension and retention of new vocabulary.
Overall, the study concludes that animated videos are an effective medium for improving vocabulary achievement among junior high https://journal.
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school students.
Future research may explore long-term retention, larger samples, and the use of animated media for other language skills.
Keywords: animated videos.
EFL learners.
junior high school students.
quasi-experimental design.
vocabulary achievement achievement is insufficient, comprehending the learning material becomes difficult.
Therefore.
INTRODUCTION beyond being a challenge for students, limited Vocabulary is the set of words that make up a vocabulary also poses an important issue for It defines one's knowledge of word teachers in delivering learning material (Susanto, meanings (Hiebert & Kamil, 2.
Vocabulary is the key to learning a foreign language.
It is a core Given these challenges, researchers are component that underpins the four language skills:
motivated to find effective ways to teach speaking, listening, reading, and writing (Richards vocabulary to junior high school students.
& Renandya, 2.
Vocabulary and language today's era, technology, often referred to as learning complement each other, as the ability to edutechnology, has had a significant impact on use vocabulary supports effective language use.
There are many learning media and vice versa (Nation, 2.
In the context of available to support teaching, and video is one of learning English, achieving vocabulary is essential the timeless, technology-based learning tools.
for students before they master the four language According to Gagny and Briggs .
, learning skills (Sanjaya et al.
, 2.
Vocabulary media are tools used to deliver the content of development of the students is the most important learning materials, one of which is video media.
part of language development (Alqahtani, 2.
Video media are learning tools that present audio Vocabulary is the foundation that must be solidly and visual messages to help students understand built to support the four language skills.
Without the material (Riyana, 2.
Video media come in vocabulary, there is nothing that can be conveyed various forms that continuously evolve and adapt (Thornbury.
Therefore, to meet educational needs.
The use of video media vocabulary is essential for students from the very in education makes it easier for students to understand the material while also assisting Achieving vocabulary mastery still poses a teachers in delivering it (Semara & Agung, 2.
challenge for junior high school students.
This However, junior high school students transitioning phenomenon occurs because students did not from elementary school tend to benefit more from receive adequate English language instruction visual stimulation and interactive approaches to during elementary school due to previous maintain their attention.
This is in line with educational policies set by the Ministry of Christopoulou .
, who emphasizes the value Education.
Culture.
Research, and Technology.
of visual-based learning in helping students is important to put emphasis on contextual navigate the transition from elementary to learning, and engaging methods for vocabulary secondary school.
mastery (Laoli et al.
, 2.
rather than the use of Therefore, in addition to adapting to translation (Gultom et al.
, 2.
Varied technological advancements in education, implementations of teaching strategies (Ihsan, considering the background of the students should 2.
and holistic approach of language learning not be overlooked.
Animated videos are aligned (Oktaviani et al.
, 2.
digresses focus on with the needs of junior high students transitioning from elementary school.
According to Musa et al.
This gap ultimately resulted in a significant lack .
, animated videos are a form of visual of basic competencies in vocabulary achievement learning media that have become a key feature in for students before learning English.
There are technology-based learning.
Animated videos refer many students struggle to understand the subject to illustrative images that are simulated to move.
matter due to their limited vocabulary (Situmorang Wood .
states that animated images allow & Simajuntak, 2.
These challenges hinder students to focus more on vocabulary because students from reaching the learning goals and they are interactive and engage nearly all the making progress in their English learning.
When trying to understand the meanings Understanding written or spoken texts heavily of words related to the scenes they see on screen, depends on vocabulary achievement.
If vocabulary students are simultaneously exposed to the https://journal.
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pronunciation and written forms of those words.
Using animated videos to observe the elements involved in this process can create an engaging learning atmosphere, serve as a medium for vocabulary learning, and assist with the pronunciation of English dialogue to correct Mubarok et al.
support this by stating that learning vocabulary with animated videos also helps students memorize words by watching vivid scenes, leading to better vocabulary The vivid scenes and sound effects in the videos can help them recall the vocabulary they have learned.
There are several studies related to animated videos and vocabulary achievement.
Research by Saputra .
concludes that animated videos can be used to improve the vocabulary achievement of students.
Arnetta .
also conducts a study on the use of animated videos for vocabulary achievement.
The research indicates that animated videos can be used effectively as a method for teaching English vocabulary.
addition to the improvements noted from the pretest and post- test results, students also give positive responses based on the questionnaire Furthermore, a study by Sutriani .
states that animated videos as a learning medium can help teachers make students more active.
Students become more engaged in learning using animated videos.
Based on these studies, the implementation of animated videos has been shown to be effective for improving the vocabulary achievement of students.
However, further study is needed to determine the difference between animated and non-animated videos in achieving While animated videos typically use digital illustrative images and movements to support learning, non-animated videos present real-life images without digital illustrations or animations.
While previous studies have focused on general vocabulary learning and material, this study aligns vocabulary learning with the material studied in the classroom.
It is expected implementation of both types of video media in vocabulary learning.
A preliminary study at SMP Negeri 14 Banjarmasin revealed many students still have limited English vocabulary, making it hard for them to understand learning materials.
This is reflected in their low English scores, highlighting the need for more effective vocabulary learning.
Given this situation, the researcher aims to https://journal.
id/index.
php/TEFLA/index investigate whether there is a difference in vocabulary achievement between seventh-grade students who are taught using animated videos and those who are taught using non-animated videos at SMP Negeri 14 Banjarmasin.
METHODS
This study employed a quantitative approach using a quasi-experimental design to examine differences in vocabulary achievement between students taught with animated videos and those taught with non-animated videos.
A quasiexperimental design was selected because random assignment at the individual level was not feasible in the school context (Ary et al.
, 2010.
Fraenkel et al.
, 2.
Two intact classes were assigned as the experimental and control groups.
Both groups completed a pre-test, received four treatment sessions, and completed a post-test.
The experimental group received instruction using animated videos, whereas the control group received non-animated videos.
This study was conducted at SMP Negeri 14 Banjarmasin and involved two seventh-grade classes as research subjects.
The population of all seventh-grade students at SMP Negeri 14 Banjarmasin in the 2024Ae2025 academic year was 218 students.
Cluster random sampling was applied by selecting two intact classes.
Class VIIG .
served as the experimental group and received vocabulary instruction using animated videos, while Class VII-C .
served as the control group and was taught using non-animated videos.
Data were collected using a vocabulary achievement test in multiple-choice According to Butler .
, multiple-choice tests improve long-term retention and produce deeper understanding.
The test, developed for this study, assessed sub-skills of synonym, antonym, definition, and text completion, aligned with the Merdeka Curriculum learning outcomes.
This vocabulary is learned through receptive coding, one of two, allowing for better retention and application of vocabulary knowledge (Moody et al.
, 2.
The same instrument was used for the pre-test and post-test (Table .
Table 1.
Blueprint of Vocabulary Achievement Test
SUB- SKILLS
Synonym
ACHIEVEMENTS
Students are able to determine words with the same meaning in the context of reading a text that contains predictable structures and familiar vocabulary.
PRETEST
7, 8, 9,
20, 21,
POSTTEST
8, 9, 10,
21, 22,
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Antonym Definition Text Completion Students are able to determine the words with the opposite meaning in the context of reading a text that contains predictable structures and familiar vocabulary.
Students are able to determine the correct definition of words in a familiar text, which helps them locate and evaluate main ideas and specific information in texts of different genres.
Students are able to determine the correct word to complete the information in a familiar text, which helps them apply vocabulary accurately within the context of the Vol.
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10, 11, 12, 23, 24, 25
11, 12,
13, 24,
4, 5, 6,
13, 14,
1, 2, 3,
14, 15,
1, 2, 3,
17, 18,
5, 6, 7
18, 19,
Prior to the implementation of treatments, a content validity judgment and a trial test were carried out to evaluate the quality of the pre-test and post-test instruments.
Content validity was ensured through expert judgment by a university lecturer and an English teacher, and item validity was analyzed using SPSS .
count > rtable = The trial test was conducted in Class VII-H, which did not participate as either the experimental or control group.
Of the 40 items tested, 25 met the validity criteria and were used in the study.
Splithalf reliability analysis confirmed acceptable reliability for both pre-test and post-test measures.
Reliability was examined using split-half reliability with the Spearman-Brown coefficient, yielding coefficients of 0.
re-tes.
, indicating high internal consistency.
Data collection was conducted in three phases.
The preparation phase involved selecting the sample classes, designing lesson plans, developing the vocabulary test, and administering the trial test to ensure the instrumentAos quality.
During the implementation phase, both the experimental and control groups took a pre-test, followed by four instructional sessions in which the experimental group was taught using animated videos while the control group received nonanimated videos.
afterwards, both groups completed a post-test.
In the analysis phase, the studentsAo scores were calculated and subjected to statistical testing to determine whether significant differences existed in vocabulary achievement between the two groups.
Quantitative data from the pre-test and post-test were analyzed using SPSS Version 21.
Normality testing (KolmogorovAeSmirnov and ShapiroAeWil.
and homogeneity testing (LeveneAos tes.
were conducted prior to hypothesis testing.
independent samples t-test was used to determine whether there was a significant difference between the experimental and control groups.
The decision rules were:
A p < 0.
05: reject H0, indicating a significant A p > 0.
05: fail to reject H0, indicating no significant difference.
RESULTS AND DISCUSSION
Teaching Vocabulary in the Experimental Class The experimental group (VII-G) received vocabulary instruction using animated videos.
The procedure began with a pre-test, followed by four treatment sessions, and concluded with a posttest.
Instruction consisted of three stages: preactivity, while-activity, and post-activity.
In the preactivity phase, the teacher greeted students, checked attendance, introduced the topic, and communicated the learning objectives.
During the while-activity phase, learning activities aligned with the objectives for each session.
In the first and third meetings, the teacher explained vocabulary items and definitions using animated videos played Students were encouraged to ask questions about unfamiliar words before completing individual exercises on vocabularyAedefinition In the second and fourth meetings, animated videos were used to review vocabulary, followed by instruction using descriptive texts.
Students antonyms, and definitions and completed individual multiple-choice exercises.
In the postactivity phase, students rewatched the animated videos, completed an evaluation task, and participated in a reflection activity summarizing the After the treatment, a post-test was administered to measure vocabulary achievement.
The average pre-test score in the experimental class was 74.
96, which increased to 86.
07 in the post-test.
Based on the Minimum Mastery Criterion (KKM = .
, 14 students met the standard in the pre-test, increasing to 23 students in the post-test.
Teaching Vocabulary in the Control Class Class VII-C served as the control group and received vocabulary instruction using non- https://journal.
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animated videos.
The procedures mirrored those of the experimental group, beginning with a pretest, followed by four instructional meetings, and ending with a post-test.
Table 4.
3 shows the schedule for the control class.
As in the experimental class, instruction followed preactivity, while-activity, and post-activity stages.
The teacher introduced topics and learning objectives, delivered lessons using non-animated videos, facilitated discussions on vocabulary, and assigned exercises identical to those given to the experimental group.
The key difference between groups was the type of media used.
The average pre-test score in the control class was 73.
increasing to 76.
74 in the post-test.
Students meeting the KKM increased from 13 to 16 people.
Hypothesis Testing Normality testing using KolmogorovAeSmirnov and ShapiroAeWilk in SPSS 21 indicated that all pre-test and post-test scores in both the experimental and control groups were normally distributed, with significance values exceeding The complete results are shown in Table 2.
The normal distribution allowed the use of parametric statistical procedures for hypothesis Table 2.
Result of Normality Testing Kolmogorov-Smirnova Class Statistic Sig.
Shapiro-Wilk Statistic Pre-Test Experiment Post-Test Experiment Pre-Test Control Post-Test Control This is a lower bound of the true significance.
Lilliefors Significance Correction Sig.
Homogeneity testing using LeveneAos Test revealed that both the pre-test (Sig.
= 0.
and post-test (Sig.
= 0.
scores met the homogeneity assumption, as the significance values were greater than 0.
05 (Tables .
This indicates that the variances of the two groups were Table 3.
Result of Homogeneity Testing Score of Pre Test Levene Statistic Sig.
Score of Post Test https://journal.
id/index.
php/TEFLA/index Levene Statistic Sig.
The hypothesis was tested using an independent samples t-test.
The result showed a Sig.
-taile.
value of 0.
01, which is lower than the significance level of 0.
Therefore, the null hypothesis was rejected, and the alternative hypothesis was accepted.
A significant difference existed between the vocabulary achievement of students taught using animated videos and those taught using non-animated videos.
Table 4 summarizes the t-test results.
Table 4 the Result of Independent Sample Test t-test for Equality of Means Sig.
Confidence MD* SED** Interval of the Difference Lower Upper Equal *MD=Means Difference **SED= Std.
Error Difference The findings demonstrate a statistically significant difference in vocabulary achievement between the experimental and control groups.
Students outperformed those taught using non-animated videos in both mean scores and the number of students meeting the KKM.
Although the determination of KKM may vary across schools and studies (Nurhayati, & Togatorop, 2024.
Ramli & Rivaldin, 2.
, the KKM set for this study significantly was fulfilled by 23 students from the experimental group or 85% of 27 students.
On the contrary, the control group reached a percentage of 59%which indicated 16 students who met the KKM in the end of the research.
Purnamasari et al.
predicted that this may be due to insufficient The positive impact of animated videos aligns effectiveness in enhancing vocabulary mastery and student motivation as well as communication skills (Arnetta, 2023.
Kleftodimos, 2024.
Prohandini, 2023.
Saputra, 2.
Students in the experimental class showed higher engagement, enthusiasm, and active participation during learning sessions.
Furthermore, the visual appeal
and contextual support provided by animated videos helped students better understand word
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meanings, as supported by studies such as Khaera .
and Sutriani .
In a study by Prihandini .
, verb was the content of word that most improved than the other content words.
Compared to traditional or non-animated materials, animated media offered more dynamic, colorful, and ageappropriate content, making it suitable for gradeseven learners transitioning from elementary This aligns with WahyuniAos .
assertion that effective learning media play a crucial role in sustaining studentsAo interest.
This research also contributes uniquely to existing literature by incorporating multiple-choice test instruments, focusing on specific vocabulary sub-skills .
ynonyms, antonyms, definitions, text completio.
, and aligning materials with the Kurikulum Merdeka.
Additionally, the study compared two types of video media rather than evaluating animated videos in isolation, providing a more comprehensive understanding of media Overall, the findings suggest that animated videos are a valuable instructional tool for improving vocabulary learning outcomes and creating an engaging learning environment for junior high school students.
CONCLUSION
The findings indicate a significant difference between the two groups.
Students in the experimental group, who received instruction through animated videos, demonstrated higher mean scores and a greater number of students achieving the Minimum Mastery Criterion (KKM) compared to those in the control group.
These results suggest that animated videos are more effective in supporting vocabulary learning because they provide stronger visual cues, contextualized meaning, and engaging content that sustain studentsAo attention and enhance Overall, the study confirms that animated videos can serve as a valuable instructional medium for improving vocabulary mastery among junior high school learners.
Several recommendations can be proposed for future studies.
First, researchers may explore the long-term impact of animated videos on vocabulary retention through delayed post-tests to determine whether the learning gains are sustained over time.
Second, future research could expand the sample size or involve multiple schools to enhance the generalizability of the findings.
Third, examining different types of animated mediaAisuch as 3D animations, interactive animations, or gamified https://journal.
id/index.
php/TEFLA/index videosAimay provide deeper insights into which formats are most effective.
Fourth, qualitative data such as student interviews or classroom observations could be incorporated to capture studentsAo perceptions and learning experiences more comprehensively.
Lastly, future studies may investigate the use of animated videos in teaching other language components or skills, including grammar, reading comprehension, or speaking, to further explore their pedagogical potential across different domains of English language learning.
REFERENCES