Exploring The Use Of Animated Videos To Support Vocabulary Instruction At Esco (English Students Community)

Rima Melati, Mhita and Noviyenty, Leffi and Gusmuliana, paidi (2026) Exploring The Use Of Animated Videos To Support Vocabulary Instruction At Esco (English Students Community). Sarjana thesis, INTITUT AGAMA ISLAM NEGERI CURUP.

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Abstract

Mhita Rima Melati : Exploring The Use Of Animated Videos To Support Vocabulary Instruction at ESCO (English Students Community) NIM : 22551029 Advisor : Dr. Leffi Noviyenty, M.Pd. Co-Advisor : Dr. Paidi Gusmuliana, M.Pd. Vocabulary is a foundational component of English language learning, yet many learners struggle to retain and use new words due to a lack of engaging instructional media. At ESCO (English Students Community) in Rejang Lebong, animated videos have been adopted as learning medium to support students' vocabulary development in an informal educational setting. This study employs a qualitative case study design to explore how animated videos are implemented in vocabulary instruction, how they contribute to students' vocabulary instruction, and what factors influence students' learning through this media. Data were collected through classroom observations, in-depth interviews, and involving five classes of students and three teachers at ESCO. The findings reveal that vocabulary instruction using animated videos at ESCO is carried out through three structured stages: previewing, while-viewing, and post-viewing, in which teachers select relevant animated video materials, guide students through the content, and engage them in repetition, guided interaction, and reinforcement activities. Animated videos were found to support students' vocabulary Instruction through five cognitive mechanisms derived from Mayer's Cognitive Theory of Multimedia Learning, namely dual channel processing, meaningful learning, the contiguity principle, the modality principle, and reduced cognitive load, which together enhance comprehension, pronunciation, and long-term retention. Furthermore, both internal factors such as students' motivation, interest, and prior knowledge, and external factors such as teacher guidance, media quality, and learning environment, were identified as influential in shaping vocabulary Instruction outcomes. These findings highlight the significant role of multimedia-based instruction in non-formal learning contexts and underscore the need for continued integration of engaging digital media to facilitate effective vocabulary Instruction. Keywords: animated videos, vocabulary Instruction, vocabulary instruction, qualitative case study, English Students Community

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