Analysis of Students’ Perception of Using Virtual Animated Teacher Video in Learning English in the 8th Grade at SMPN 29 Padang

Ahmad Dimas; Rizaldy Hanifa

doi:10.24036/jelt.v14i2.133822

Analysis of Students’ Perception of Using Virtual Animated Teacher Video in Learning English in the 8th Grade at SMPN 29 Padang

Ahmad Dimas⁽¹⁾, Rizaldy Hanifa⁽²⁾,
(1) Universitas Negeri Padang

Indonesia
(2) Universitas Negeri Padang

Indonesia

Corresponding Author
Copyright (c) 2025 Ahmad Dimas, Rizaldy Hanifa

DOI : https://doi.org/10.24036/jelt.v14i2.133822

Full Text:

Language : en

Abstract

The advancement of technology requires teachers to continuously innovate and adapt their approaches. One such innovation in instructional materials and media is the use of virtual animated teacher videos. This research aims to investigate students’ perceptions of using virtual animated teacher videos in learning English. A descriptive research design with a quantitative approach was employed. The study was conducted at SMPN 29 Padang, following the completion of the researcher’s teaching practicum. Initial observations indicated that students demonstrated low interest in learning English. Using purposive sampling, a total of 79 students were selected as research sample. Data were collected through a Google Form questionnaire based on a Likert scale. The Technology Acceptance Model (TAM), consisting of three key indicators and 25 items, was used to assess students’ perceptions. The findings reveal that virtual animated teacher videos are perceived as effective and efficient tools that support improved student performance in English learning. Students found the videos easy to use and appreciated their flexibility. Moreover, they reported feeling more engaged, happy, and less bored during the learning process. Overall, the results indicate a highly positive perception toward the use of virtual animated teacher videos in English language learning.

Keywords

Perception, Video, Animation, Technology Acceptance Model.

References

Addinna, A. (2022). Students’ perception on the use of TikTok for learning English. Journal of English Language Teaching, 11(4), 566–579. https://doi.org/10.24036/jelt.v11i4.119484

Ajaj, I. E. (2022). Investigating the difficulties of learning English grammar and suggested methods to overcome them. Journal of Tikrit University for Humanities, 29(6), 45–58. https://doi.org/10.25130/jtuh.29.6.2022.24

Akaygun, S. (2016). Is the oxygen atom static or dynamic? the effect of generating animations on students’ mental models of atomic structure. Chemistry Education Research and Practice, 17(4), 788–807. https://doi.org/10.1039/c6rp00067c

Boateng, R., Boateng, S. L., Awuah, R. B., Ansong, E., & Anderson, A. B. (2016). Videos in learning in higher education: assessing perceptions and attitudes of students at the University of Ghana. Smart Learning Environments, 3(8), 1–16. https://doi.org/10.1186/s40561-016-0031-5

Budakoğlu, I. İ., Coşkun, Ö., & Özeke, V. (2023). e-PBL with multimedia animations: a design-based research. BMC Medical Education, 23(1). https://doi.org/10.1186/s12909-023-04298-x

Chen, C. M., & Wu, C. H. (2015). Effects of different video lecture types on sustained attention, emotion, cognitive load, and learning performance. Computers and Education, 80, 108–121. https://doi.org/10.1016/j.compedu.2014.08.015

Colliot, T., & Jamet, É. (2018). Understanding the effects of a teacher video on learning from a multimedia document: an eye-tracking study. Educational Technology Research and Development, 66(6), 1415–1433. https://doi.org/10.1007/s11423-018-9594-x

Cookson, A., Kim, D., & Hartsell, T. (2020). Enhancing student achievement, engagement, and satisfaction using animated instructional videos. International Journal of Information and Communication Technology Education, 16(3), 113–125. https://doi.org/10.4018/IJICTE.2020070108

Delen, E., Liew, J., & Willson, V. (2014). Effects of interactivity and instructional scaffolding on learning: Self-regulation in online video-based environments. Computers and Education, 78(5), 312–320. https://doi.org/10.1016/j.compedu.2014.06.018

Dibble, J. L., Hartmann, T., & Rosaen, S. F. (2016). Para-social interaction and para-social relationship: conceptual clarification and a critical assessment of measures. Human Communication Research, 42(1), 21–44. https://doi.org/10.1111/hcre.12063

Fan, E., Bower, M., & Siemon, J. (2024). Video tutorials in the traditional classroom: The effects on different types of cognitive load. Technology, Knowledge and Learning, 29, 2017–2036. https://doi.org/10.1007/s10758-024-09754-1

Forbes, H., Oprescu, F. I., Downer, T., Phillips, N. M., McTier, L., Lord, B., Barr, N., Alla, K., Bright, P., Dayton, J., Simbag, V., & Visser, I. (2016). Use of videos to support teaching and learning of clinical skills in nursing education: A review. In Nurse Education Today (Vol. 42, pp. 53–56). Churchill Livingstone. https://doi.org/10.1016/j.nedt.2016.04.010

Haya Aulia, I. (2021). Students’ perception on multimedia used by the teacher during online learning activity in SMA pembangunan laboratorium UNP. Journal of English Language Teaching, 10(2), 221–223. https://doi.org/10.24036/jelt.v10i2.112244

Hew, K. F., & Lo, C. K. (2020). Comparing video styles and study strategies during video-recorded lectures: effects on secondary school mathematics students’ preference and learning. Interactive Learning Environments, 28(7), 847–864. https://doi.org/10.1080/10494820.2018.1545671

Horton, D., & Richard Wohl, R. (1956). Mass Communication and Para-Social Interaction. Psychiatry, 19(3), 215–229. https://doi.org/10.1080/00332747.1956.11023049

Ishtiaq Khan, R. M., Radzuan, N. R. M., Farooqi, S. U. H., Shahbaz, M., & Khan, M. S. (2021). Learners’ perceptions on WhatsApp integration as a learning tool to develop EFL vocabulary for speaking skill. International Journal of Language Education, 5(2), 1–14. https://doi.org/10.26858/ijole.v5i2.15787

Jasveri, A., & Zaim, M. (2020). The effect of video blog as media on students’ English-speaking skill: An experimental research at English Department of Universitas Negeri Padang. Journal of English Language Teaching, 9(1), 1–7. http://ejournal.unp.ac.id/index.php/jelt

Khan, T. J., & Khan, N. (2016). Obstacles in learning English as a second language among intermediate students of districts Mianwali and Bhakkar, Pakistan. Open Journal of Social Sciences, 04(02), 154–162. https://doi.org/10.4236/jss.2016.42021

Knapp, P., Benhebil, N., Evans, E., & Moe-Byrne, T. (2022). The effectiveness of video animations in the education of healthcare practitioners and student practitioners: a systematic review of trials. In Perspectives on Medical Education (Vol. 11, Issue 6, pp. 309–315). Bohn Stafleu van Loghum. https://doi.org/10.1007/s40037-022-00736-6

Kokoç, M., IIgaz, H., & Altun, A. (2020). Effects of sustained attention and video lecture types on learning performances. Educational Technology Research and Development, 68(6), 3015–3039. https://doi.org/10.1007/s11423-020-09829-7

Li, J., Kizilcec, R., Bailenson, J., & Ju, W. (2016). Social robots and virtual agents as lecturers for video instruction. Computers in Human Behavior, 55, 1222–1230. https://doi.org/10.1016/j.chb.2015.04.005

Liu, J. (2023). Virtual presence, real connections: Exploring the role of parasocial relationships in virtual idol fan community participation. Global Media and China. https://doi.org/10.1177/20594364231222976

Martzoukou, K. (2022). “Maddie is online”: an educational video cartoon series on digital literacy and resilience for children. Journal of Research in Innovative Teaching and Learning, 15(1), 64–82. https://doi.org/10.1108/JRIT-06-2020-0031

Mayer, R. E. (2014). Cognitive theory of multimedia learning. In The Cambridge Handbook of Multimedia Learning, Second Edition (pp. 43–71). Cambridge University Press. https://doi.org/10.1017/CBO9781139547369.005

Mayer, R. E., Fiorella, L., & Stull, A. (2020). Five ways to increase the effectiveness of instructional video. Educational Technology Research and Development, 68(3), 837–852. https://doi.org/10.1007/s11423-020-09749-6

Natasa, N., & Solusia, C. (2022). Students’ perceptions toward the use of short videos based social media in learning English at Universitas Negeri Padang. Journal of English Language Teaching, 11(1), 114–120. https://doi.org/10.24036/jelt.v11i1.116155

Nurdyansyah, N., Mandarani, V., & Rais, P. (2020). How to make use of animation to improve primary school students’ English achievement? JEES (Journal of English Educators Society), 5(1), 53–59. https://doi.org/10.21070/jees.v5i1.365

Perez, M. M., & Rodgers, M. P. H. (2019). Video and language learning. In Language Learning Journal (Vol. 47, Issue 4, pp. 403–406). Routledge. https://doi.org/10.1080/09571736.2019.1629099

Pilochutari, S., & Hilmi, L. (2023). Teachers and students’ perception of using audio and video in listening activities at SMA Adabiah 2 Padang. Journal of English Language Teaching, 12(3), 916–925. https://doi.org/10.24036/jelt.v12i3.125078

Ploetzner, R., Berney, S., & Bétrancourt, M. (2020). A review of learning demands in instructional animations: The educational effectiveness of animations unfolds if the features of change need to be learned. In Journal of Computer Assisted Learning (Vol. 36, Issue 6, pp. 838–860). Blackwell Publishing Ltd. https://doi.org/10.1111/jcal.12476

Polat, H. (2023). Instructors’ presence in instructional videos: A systematic review. Education and Information Technologies, 28(7), 8537–8569. https://doi.org/10.1007/s10639-022-11532-4

Praveen, C. K., & Srinivasan, K. (2022). Psychological impact and influence of animation on viewer’s visual attention and cognition: A systematic literature review, open challenges, and future research directions. In Computational and Mathematical Methods in Medicine (Vol. 22). Hindawi Limited. https://doi.org/10.1155/2022/8802542

Pun, M. (2014). The use of multimedia technology in English language teaching: A global perspective. Crossing the Border: International Journal of Interdisciplinary Studies, 1(1), 29–38. https://doi.org/10.3126/ctbijis.v1i1.10466

Quimosing, A. B. (2022). Learning english as a foreign language (EFL): A narratology. SALTeL Journal (Southeast Asia Language Teaching and Learning), 5(2), 13–21. https://doi.org/10.35307/saltel.v5i2.85

Rahmawati, E. (2020). The improvement of students’ English pronunciation by using animation (3d) video for the second-year students of Junior High School 1 Payakumbuh. Journal of English Language Teaching, 9(3), 495–501. https://doi.org/10.24036/jelt.v9i3.43952

Retno, R. D., & Zainil, Y. (2020). The teaching techniques of using video in teaching implemented by English teacher at SMKN 1 Padang Panjang. Journal of English Language, 9(2), 1–5. http://ejournal.unp.ac.id/index.php/jelt

Scagnoli, N. I., Choo, J., & Tian, J. (2019). Students’ insights on the use of video lectures in online classes. British Journal of Educational Technology, 50(1), 399–414. https://doi.org/10.1111/bjet.12572

Schneider, S., Beege, M., Nebel, S., Schnaubert, L., & Rey, G. D. (2022). The cognitive-affective-social theory of learning in digital environments (CASTLE). In Educational Psychology Review (Vol. 34, Issue 1). Springer. https://doi.org/10.1007/s10648-021-09626-5

Senga, A., Abd. Malik, M., & Novianti, I. (2023). The effect of video media on learning interest and mathematics learning outcomes in elementary school students. EduLine: Journal of Education and Learning Innovation, 3(1), 122–127. https://doi.org/10.35877/454ri.eduline1490

Soedewa, J. L., Febry, T., & Soetedja, V. (2022). Hubungan TAM Factors dan Social Factors terhadap Attitude Towards Mobile App Use dan Intention to Purchase. PERFORMA, 6(6). https://doi.org/10.37715/jp.v6i6.2113

Song, L., Chow, O. W., Na, M., & Sarjit, S. G. (2024). Virtual idol and youth identity: The impact of mainstream culture on the virtual Idol online fanbase community in China. Studies in Media and Communication, 12(2), 100. https://doi.org/10.11114/smc.v12i2.6658

Stadlinger, B., Jepsen, S., Chapple, I., Sanz, M., & Terheyden, H. (2021). Technology-enhanced learning: a role for video animation. British Dental Journal, 230(2), 93–96. https://doi.org/10.1038/s41415-020-2588-1

Stein, J. P., Linda Breves, P., & Anders, N. (2022). Parasocial interactions with real and virtual influencers: The role of perceived similarity and human-likeness. New Media and Society. https://doi.org/10.1177/14614448221102900

Sung, A., Leong, K., & Lee, C. (2023). A study of learners’ interactive preference on multimedia microlearning. Journal of Work-Applied Management, 15(1), 96–119. https://doi.org/10.1108/JWAM-01-2022-0007

Tomlinson, B. (2012). Materials development for language learning and teaching. In Language Teaching (Vol. 45, Issue 2, pp. 143–179). https://doi.org/10.1017/S0261444811000528

Tukachinsky, R., & Stever, G. (2019). Theorizing development of para-social engagement. Communication Theory, 29(3), 209–230. https://doi.org/10.1093/ct/qty032

van Wermeskerken, M., Ravensbergen, S., & van Gog, T. (2018). Effects of instructor presence in video modeling examples on attention and learning. Computers in Human Behavior, 89, 430–438. https://doi.org/10.1016/j.chb.2017.11.038

van Wermeskerken, M., & van Gog, T. (2017). Seeing the instructor’s face and gaze in demonstration video examples affects attention allocation but not learning. Computers and Education, 113, 98–107. https://doi.org/10.1016/j.compedu.2017.05.013

Weng, F., Yang, R. J., Ho, H. J., & Su, H. M. (2018). A tam-based study of the attitude towards use intention of multimedia among school teachers. Applied System Innovation, 1(3), 1–9. https://doi.org/10.3390/asi1030036

Wilson, K. E., Martinez, M., Mills, C., D’Mello, S., Smilek, D., & Risko, E. F. (2018). Instructor presence effect: Liking does not always lead to learning. Computers and Education, 122, 205–220. https://doi.org/10.1016/j.compedu.2018.03.011

Wisniawati, W., Rasiban, L. M., & Dewanty, V. L. (2022). Using anime to enhance learning motivation and Japanese listening skills. IJECA (International Journal of Education and Curriculum Application), 5(2), 155–163. https://doi.org/10.31764/ijeca.v5i2.9836

Yee, A., Padovano, W. M., Fox, I. K., Hill, E. J. R., Rowe, A. G., Brunt, L. M., Moore, A. M., Snyder-Warwick, A. K., Kahn, L. C., Wood, M. D., Coert, J. H., & MacKinnon, S. E. (2020). Video-based learning in surgery: Establishing surgeon engagement and utilization of variable-duration videos. Annals of Surgery, 272(6), 1012–1019. https://doi.org/10.1097/SLA.0000000000003306

Zhou, X., Xiao, Y., Zheng, M., Liang, Z., Sun, B., & Yang, J. (2023). Employing animation-based TE to activate Chinese children’ cognitive-involvement in L2 feature acquisition. Education and Information Technologies. https://doi.org/10.1007/s10639-023-12209-2