THE USE OF INTERACTIVE VIDEO TO IMPROVE VOCABULARY MASTERY OF JUNIOR HIGH SCHOOL STUDENTS - A Quasi-Experimental Study - EFL

Sep 28, 2026

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This study examines the effectiveness of interactive video in improving vocabulary mastery among first-grade students at MTs Al-Ikhsan Arjasari. Using a quasi-experimental design, an experimental class learned through interactive video while a control class received conventional instruction. Data were gathered via pretests, post-tests, and questionnaires. A t-test result (t=1.516) indicated no significant difference at the 0.05 level between groups. Questionnaire findings, however, showed strongly positive student perceptions, reporting higher motivation, engagement, and contextual understanding.

LanguageEnglish

CategoryExam

FormatPDF

Pages6

Reading Time15 min

AccessFree to download

Abstract

Introduction

Research Questions

Literature Review

Research Method

THE USE OF INTERACTIVE VIDEO TO IMPROVE VOCABULARY MASTERY OF JUNIOR HIGH SCHOOL STUDENTS (A Quasi-Experimental study done in the fisrt grade of Junior High School) Dwi Arizal Tauhid [darizaltauhid@gmail.com](darizaltauhid@gmail.com) Rizki Widiastuti [Rizkiwidiastuti99@gmail.com](Rizkiwidiastuti99@gmail.com) UNIVERSITAS BALE BANDUNG ABSTRACT This study aims to examine the effectiveness of interactive video in enhancing vocabulary mastery among first-grade students at MTs Al-Ikhsan Arjasari. Employing a quasiexperimental design, two groups were involved: an experimental class using interactive video and a control class taught by conventional methods. Data were collected through pretests, post-tests, and questionnaires. The t-test analysis revealed that the t-value (1.516) was lower than the critical value at the 0.05 significance level, indicating no significant difference between the groups. Despite the lack of statistical significance, questionnaire results demonstrated highly positive student responses toward the use of interactive video, citing improved motivation, engagement, and understanding of vocabulary in context. Hence, interactive video remains a promising supplementary medium in EFL classrooms. Keywords: interactive video; vocabulary mastery; student perception; multimedia learning; EFL. INTRODUCTION In learning a foreign language, vocabulary serves as the foundation for all communicative skills. Without sufficient vocabulary, students face challenges in expressing ideas, comprehending texts, and participating in discussions. As Nation (2001) states, vocabulary knowledge is central to language acquisition and communicative competence. In the Indonesian EFL context, vocabulary mastery remains a persistent challenge due to limited language exposure and reliance on traditional teaching methods. Conventional teaching often relies on rote memorization, where learners are asked to memorize word lists without meaningful context. This approach tends to demotivate students and results in short-term memory retention. In contrast, interactive learning strategies—especially multimedia-based instruction—have been found effective in stimulating learners’ curiosity and active participation (Surjono, 2017) . Interactive video combines auditory and visual stimuli, allowing students to understand word meanings contextually while improving recall. Research by Supriyadi and Pradana (2024) demonstrated that interactive multimedia in English classrooms significantly improved vocabulary achievement and engagement. Similarly, Subiyantoro and Mulyani (2020) found that the implementation of interactive multimedia increased students’ motivation and comprehension. Thus, this study investigates how interactive videos influence vocabulary mastery and explores students’perceptions ofthis method. RESEARCH QUESTIONS 1. Is there any significant difference between students’ vocabulary mastery before and after using interactive video? 2. What are students’ perceptions toward learning vocabulary through interactive video? LITERATURE REVIEW Vocabulary is defined as the total number of words that a person understands and uses (Horn, 1998) . According to Rahayu and Srirahayu (2020), vocabulary enables learners to understand both receptive and productive language skills. McCarten (2007) highlights that vocabulary learning involves exposure, repetition, and contextualization rather than rote memorization. In vocabulary teaching, teachers should introduce new words in meaningful contexts, using strategies like visualization, games, and multimedia resources. According to Graves (2006), vocabulary mastery involves not only understanding meaning but also knowing pronunciation, usage, and collocation. Media in language learning refers to any tool that facilitates the delivery of educational content. Heinich et al. (2002) classify media into three types: visual (pictures, diagrams), audio (songs, recordings), and aud

FAQs

What is the main purpose of the study?

The study aims to examine whether interactive video improves vocabulary mastery among first-grade junior high school students at MTs Al-Ikhsan Arjasari.

How was the study conducted?

It used a quasi-experimental design with two groups: an experimental class using interactive video and a control class using conventional methods. Data were collected through pretests, post-tests, and questionnaires.

Did interactive video significantly improve vocabulary mastery based on the t-test?

No. The t-value (1.516) was lower than the critical value at the 0.05 significance level, indicating no significant difference between the groups.

Sep 28, 2026

Uploaded by Mia