THE USE OF INTERACTIVE ANIMATED VIDEOS IN TEACHING ENGLISH VOCABULARY FOR THE SEVENTH GRADE STUDENTS OF MTS NW TEKO

Abstract

This study aimed to describe the use of interactive animated videos in teaching English vocabulary to seventh-grade students at MTs NW Teko. The study was motivated by students’ limited vocabulary mastery and low interest in participating in English learning activities. A descriptive qualitative research design was employed, involving an English teacher and seventh-grade students as participants. Data were collected through observation, interviews, and documentation. The data were analyzed through data collection, data reduction, data display, and conclusion drawing. The findings revealed that the teacher used interactive animated videos to introduce and explain English vocabulary. Observations and interviews indicated that most students demonstrated greater enthusiasm, participated more actively, and found it easier to understand and remember the vocabulary presented. Furthermore, the teacher reported that these videos created a more interesting, enjoyable, and interactive learning environment. The visual and audio elements helped attract students’ attention and encouraged their involvement in classroom activities. These findings suggest that interactive animated videos can support vocabulary learning by increasing student engagement and facilitating understanding and retention. In conclusion, interactive animated videos served as an engaging learning medium for teaching English vocabulary to seventh-grade students at MTs NW Teko.