Developing Animated Video–Based English Vocabulary Materials for Fourth-Grade Elementary Students
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Abstract
This research aimed to develop and evaluate animated video-based English vocabulary learning materials for fourth-grade elementary students at UPT SD Negeri 066650 Medan. Employing a Research and Development (R&D) design adapted from the Borg and Gall model, the study involved 40 fourth-grade students across two classes (4A and 4B). The development process comprised seven stages: initial information collection, planning, initial field test, product revision, main field test, final product, and revision. Needs analysis revealed students' difficulties in vocabulary mastery, limited engagement with conventional teaching methods, and the need for contextual, audiovisual learning materials. The developed product utilized Peppa Pig animated videos integrated with vocabulary worksheets, pronunciation practice, and contextual exercises. Expert validation confirmed the media's feasibility. Quantitative results demonstrated significant vocabulary improvement: Class 4A increased from a mean pre-test score of 63.35 to 77.05 (13.70-point improvement), while Class 4B improved from 60.90 to 73.35 (12.45-point improvement). Qualitative findings indicated positive student responses, increased motivation, and enhanced classroom participation. The findings support Mayer's Multimedia Learning Theory, Paivio's Dual Coding Theory, and Krashen's Input Hypothesis. This study contributes a validated, practical animated video-based instructional product for elementary English vocabulary instruction
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