How to Make Use of Animation to Improve Primary School Students' English Achievement?

Nurdyansyah, Nurdyansyah; Mandarani, Vidya; Rais, Pandi

doi:10.21070/jees.v5i1.365

Cited by 2 publications

(2 citation statements)

References 11 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Approach, steps, and procedures are also included in animation videos. According to Nurdyansyah, Mandarani, & Rais (2020), said the steps and procedures for implementing animated videos. The first step, the teacher gifts the video to the students with the aid of using gambling and then quickly it forward.…”

Section: Introductionmentioning

confidence: 99%

Students’ Perceptions Toward Animated Videos-Based Teaching Materials (A Study Case in Seventh Grade)

Apriati,

Prastikawati,

Hawa

2023

Promin.

View full text Add to dashboard Cite

Abstract:Technology has very important rules in our learning activities nowadays. It can be used for learning media in the EFL classroom. One of the blended learning media in the Merdeka Curriculum that can be used today is animated video. This study’s purpose is to investigate students’ perception of animated video-based teaching materials in seventh-grade students. This study of qualitative research with a survey design using an online questionnaire as an instrument. The result of this study shows students’ perception of animated video-based teaching materials in the seventh grade has fulfilled the Technology Acceptable Model (TAM). The results showed that 33 students agreed to animated video as a medium of learning. It showed the highest percentage of pronouncement of agreement. The data analyst found that students’ perception through animated videos has five components of TAM which showed the pronouncement of agreement. In addition, an animated video was effectively used as media for learning. In this case, the researcher found the research in the Junior High School of SMP Negeri 6 Semarang. In this study, it can be implied that animated video is available to use in learning English-based teaching materials.

show abstract

Section: Introductionmentioning

confidence: 99%

Students’ Perceptions Toward Animated Videos-Based Teaching Materials (A Study Case in Seventh Grade)

Apriati,

Prastikawati,

Hawa

2023

Promin.

View full text Add to dashboard Cite

show abstract

“…Twelfth, Nurdyansyah et al (2020) did a study on how the usage of animation can improve primary school students' English achievement using the classroom action research methodology. According to the study's findings, using animation can considerably improve lower-grade primary school children's proficiency in learning English since it can make lessons more enjoyable.…”

Section: Introductionmentioning

confidence: 99%

Evaluating the Effectiveness of Animaker as a Pedagogical Tool in Teaching Recount Texts: Students’ Insights

Asnas,

Heriyawati,

Mustofa

2023

ERJEE

View full text Add to dashboard Cite

This qualitative research delves into the perspectives of English as a Foreign Language (EFL) students regarding the utilization of Animaker as an educational tool for recount text materials. The study involved interviews with three EFL students hailing from an Indonesian private junior high school. The findings of this investigation unveiled six significant advantages associated with using Animaker in the learning process. Firstly, it simplified subject matter comprehension for students. Secondly, it facilitated the retention of lesson details. Thirdly, it contributed to improved classroom performance, ultimately resulting in higher grades. Fourthly, it rendered the learning process enjoyable, fostering a sense of motivation among students. Lastly, it streamlined vocabulary acquisition, making it more accessible. However, despite these advantages, students encountered challenges, particularly in dealing with complex vocabulary found within the recount text materials. To overcome these hurdles, they devised four strategies. These strategies encompassed seeking clarifications from teachers and peers, consulting bilingual and monolingual dictionaries, and deducing word meanings from contextual clues. Furthermore, the research revealed that Animaker effectively enhanced 21st-century literacy skills by combining digital literacy, global literacy, technological literacy, visual literacy, and information literacy. This, in turn, equipped students with valuable skills for thriving in today's technologically advanced society. In conclusion, the study highlighted the overwhelmingly positive perception of EFL students towards the use of Animaker as an educational medium for recount text materials. While students did encounter vocabulary challenges, they were proactive in employing various strategies to overcome these obstacles. This research holds implications for the development of technological resources in English language learning, benefiting both EFL students and educators.

show abstract

How to Make Use of Animation to Improve Primary School Students' English Achievement?

Cited by 2 publications

References 11 publications

Students’ Perceptions Toward Animated Videos-Based Teaching Materials (A Study Case in Seventh Grade)

Students’ Perceptions Toward Animated Videos-Based Teaching Materials (A Study Case in Seventh Grade)

Evaluating the Effectiveness of Animaker as a Pedagogical Tool in Teaching Recount Texts: Students’ Insights

Contact Info

Product

Resources

About