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

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.