The Use of Animated Movies to Enhance Students’ Vocabulary Mastery in Junior High School

Abstract

This research aimed to determine whether or not the use of animated movies enhanced students’ vocabulary mastery and to identify students’ perception of the use of animated movies in enhancing vocabulary mastery at MTsN 3 Jeneponto. This research employed a quantitative method using a pre-experimental design with one group pre-test and post-test. The instruments of this research were vocabulary tests and questionnaire. The population of this research was all 8^th grade students of MTsN 3 Jeneponto, and the sample containing 24 students selected using purposive sampling technique. IBM SPSS version 31 was used to analyze the quantitative data in this research. The result showed that the use of animated movies enhanced students’ vocabulary mastery. This was by the improvement of the mean score from 35.00 in the pre-test to 81.92 in the post-test. Moreover, the result of hypothesis testing showed that the significance value was 0.001 < 0.05, which means that the alternative hypothesis (H₁) was accepted and the null hypothesis (H_o) was rejected. In addition, the questionnaire results showed that students had positive perception toward the use of animated movies. They felt more interested, motivated, and supported in vocabulary mastery through audiovisual media. The result showed that animated movies effectively enhanced students’ vocabulary mastery, including meaning, spelling, pronunciation, word classes and word use. Therefore, it can be concluded that animated movies enhanced students’ vocabulary mastery and students had positive perception of the use of animated movies in enhancing vocabulary.