The Impact of Youtube Animated Videos on Students’ Motivation and Vocabulary Development in Learning English at SDN 26 Palu

Desi M Jafar, Sriati Usman, Mochtar Marhum, Sukmawati Sadilia, Dwi Putri

Abstract


This study investigates the impact of YouTube animated videos on students’ motivation and vocabulary development in learning English at SDN 26 Palu. In recent years, technology integration in language education has become crucial for enhancing young learners’ engagement and comprehension. However, few studies have examined the specific effects of YouTube animated videos within Indonesian public elementary school contexts. This study employed a mixed-methods design combining quantitative and qualitative approaches. A pre-experimental one-group pre-test and post-test design measured vocabulary improvement, while interviews and classroom observations explored students’ motivation. The participants consisted of 15 sixth-grade students who took part in six meetings over two weeks. The findings revealed that the use of YouTube animated videos significantly enhanced students’ vocabulary mastery and motivation in learning English. Quantitative data showed a mean increase of 10.2 points from pre-test to post-test, while qualitative data indicated that students found the videos engaging and enjoyable. It is concluded that YouTube animated videos are effective and accessible media for improving English vocabulary and sustaining motivation among elementary learners.


Keywords


Youtube Animated, Motivation in Learning English, Vocabulary Development

Full Text:

PDF

References


Al-Qahtani, M., & Alshahrani, K. (2023). The effectiveness of animated videos in early childhood EFL education.

Anderson, R. C., & Pearson, P. D. (1984). A schema-theoretic view of basic processes in reading comprehension. In P. D. Pearson (Ed.), Handbook of reading research (pp. 255–291). Longman.

Brewster, J., Ellis, G., & Girard, D. (2002). The primary English teacher’s guide. Penguin.

Creswell, J. W. (2014). Research design: Qualitative, quantitative, and mixed methods approaches (4th ed.). SAGE Publications.

Deci, E. L., & Ryan, R. M. (1985). Intrinsic motivation and self-determination in human behavior. Springer.

Deci, E. L., & Ryan, R. M. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55(1), 68–78. https://doi.org/10.1037/0003-066X.55.1.68

Dörnyei, Z. (2001). Motivational strategies in the language classroom. Cambridge University Press.

Gardner, R. C. (1985). Social psychology and second language learning: The role of attitudes and motivation. Edward Arnold.

Gardner, R. C. (2010). Motivation and second language acquisition: The socio-educational model. Peter Lang.

Keller, J. M. (1987). Development and use of the ARCS model of instructional design. Journal of Instructional Development, 10(3), 2–10. https://doi.org/10.1007/BF02905780

Keller, J. M. (2010). Motivational design for learning and performance: The ARCS model approach. Springer.

Li, X., & Wang, Y. (2021). Applying the ARCS model in digital classrooms to improve English vocabulary motivation.

Mayer, R. E. (2001). Multimedia learning. Cambridge University Press.

Mayer, R. E., & Anderson, R. B. (1991). Animations need narrations: An experimental test of a dual-coding hypothesis. Journal of Educational Psychology, 83(4), 484–490. https://doi.org/10.1037/0022-0663.83.4.484

Mayer, R. E., & Anderson, R. B. (1992). The instructive animation: Helping students build connections between words and pictures in multimedia learning. Journal of Educational Psychology, 84(4), 444–452. https://doi.org/10.1037/0022-0663.84.4.444

Moody, A. K., et al. (2018). Schema and psycholinguistic approaches to vocabulary development.

Paivio, A. (1991). Dual coding theory: Retrospect and current status. Canadian Journal of Psychology, 45(3), 255–287. https://doi.org/10.1037/h0084295

Putri, D., & Ginting, L. (2021). The influence of YouTube-based materials on students’ vocabulary mastery.

Ramadhani, N. (2022). The impact of digital video-based learning on vocabulary enrichment among elementary school students.

Reeve, J. (2016). Autonomy-supportive teaching: What it is, how to do it. In W. C. Liu, J. C. K. Wang, & R. M. Ryan (Eds.), Building autonomous learners (pp. 129–152). Springer.

Richards, J. C., & Renandya, W. A. (2002). Methodology in language teaching: An anthology of current practice. Cambridge University Press.

Sabgini, R., & Wiraatmaja, G. (2023). The use of video in teaching English vocabulary to young learners. JEES (Journal of English for Elementary School).

Sari, D., Anggraini, M., & Lestari, P. (2024). Animated videos in improving vocabulary mastery. In Proceedings of the 2nd Trilingual Seminar (pp. xx–xx). Bali.

Setiawati, N., & Septiana, D. (2022). The effect of animated videos on students’ vocabulary achievement.

Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.

Yetti, R. (2024). The effectiveness of English animated videos in enhancing the vocabulary recognition of early childhood learners.

[MDPI] Multidisciplinary Digital Publishing Institute. (2024). Systematic review of vocabulary learning theories in EFL.




DOI: https://doi.org/10.31004/jele.v10i6.1613

Refbacks

  • There are currently no refbacks.


Copyright (c) 2025 Desi M Jafar, Sriati Usman, Mochtar Marhum, Sukmawati Sadilia, Dwi Putri

Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.