The implementation of animated-narrative-video to improve students’ vocabulary mastery in an orphanage

Abstract

Mastering adequate vocabulary is necessary for English as a Foreign Language learners to perform their skills in English better. In fact, some EFL learners still have a relatively low vocabulary mastery and difficulty in acquiring English vocabulary. This study was conducted to find out whether there is a significant difference in students’ vocabulary mastery before and after being taught through animated narrative videos. The subject of this study was seventeen students at Al-Husna Orphanage, Bandar Lampung. This study applied a one-group pre-test and post-test design. The instrument used in collecting the data was vocabulary test, fifty multiple-choice items. The data were gathered through a quantitative approach, then analyzed using Repeated Measure T-Test. The result shows that there is a significant difference in students’ vocabulary mastery after being taught through animated narrative videos. It could be seen from the calculation that the t-value is 9.263, higher than the t-table in 2.120 and the significant value is lower than alpha (p=0.000<0.05). It could be said that animated-narrative-video is effective in teaching vocabulary to EFL learners.

Keywords: animated video, difference, EFL learner, orphanage, vocabulary mastery

doi: https://dx.doi.org/10.23960/UJET.v11.i1.202293