The Effect of Animated Movies on Eleventh-Grade Students’ Vocabulary Mastery

Rizal Muhamad Rifaldi; Sabrun Jamil; Wikiaprian Pinim

Authors

Rizal Muhamad Rifaldi STKIP USMAN SAFRI KUTACANE
Sabrun Jamil STKIP USMAN SAFRI KUTACANE
Wikiaprian Pinim STKIP USMAN SAFRI KUTACANE

Keywords:

animated movies, vocabulary mastery, English learning media, EFL students, quantitative study

Abstract

This study aimed to examine the effect of using animated movies on students’ vocabulary mastery at the eleventh grade. The research employed a quantitative approach using a pre-experimental design with a one-group pretest–posttest model. The population and sample of this study consisted of 22 eleventh-grade students. Data were collected through vocabulary tests administered before and after the implementation of animated movies as learning media. The pretest results showed that students’ average vocabulary score was 58.04 with a standard deviation of 7.39, indicating a moderate level of vocabulary mastery. After the treatment, the posttest mean score significantly increased to 80.45 with a standard deviation of 3.96, reflecting substantial improvement in students’ vocabulary achievement. The hypothesis was tested using a t-test, which yielded a t-observed value of 13.10, exceeding the critical t-table value of 2.080 at the 0.05 significance level. These findings indicate that the use of animated movies has a statistically significant effect on students’ vocabulary mastery. Furthermore, animated movies were found to enhance students’ motivation, engagement, and active participation during the learning process. Theoretically, this study contributes to the body of knowledge regarding the effectiveness of multimedia-based instruction in vocabulary learning. Practically, the findings provide valuable insights for English teachers in selecting engaging instructional media and serve as a reference for future researchers conducting similar studies.

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