Students' Perceptions of Using Animated Video in Learning Narrative Texts at MTsN 5 Padang Pariaman.

Mahfiroh, Hadia Auliyah (2026) Students' Perceptions of Using Animated Video in Learning Narrative Texts at MTsN 5 Padang Pariaman. Skripsi thesis, Universitas Islam Negeri Imam Bonjol Padang.

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Abstract

This study aims to explore students' perceptions of using animated videos in learning narrative texts at MTsN 5 Padang Pariaman, focusing on how videos are implemented and how students perceive their use across emotional, behavioral, and cognitive engagement dimensions. A qualitative descriptive design was employed, with data collected through classroom observations and semi-structured interviews involving 11 students who had experienced narrative text learning through animated videos. The findings reveal that the English teacher implemented animated videos in three systematic stages: pre-instruction, during-instruction, and post-instruction, which successfully fostered students' engagement throughout the learning process. Students' perceptions were predominantly positive across eight identified themes aligned with Barron's (2003) engagement theory. In terms of emotional engagement, students expressed enjoyment, happiness, and increased motivation, finding video-based learning more engaging and less monotonous than textbook-based methods. Regarding behavioral engagement, students demonstrated active participation through question-and-answer interactions, sustained attention, and enthusiastic involvement in classroom discussions. In terms of cognitive engagement, students showed improved story comprehension, clearer understanding of narrative text structure (orientation, complication, resolution), ability to identify moral values, and appreciation for multimodal learning experiences. The use of animated videos also supported student-centered learning, where students actively constructed their own understanding with the teacher acting as a facilitator. Students reported meaningful learning experiences, including vocabulary expansion and improved listening skills. However, technical challenges such as fast narration, unclear pronunciation, and poor audio quality were identified. Overall, this study confirms that animated videos are an effective learning medium that positively influences students' perceptions, enhances understanding of narrative texts, increases motivation and engagement, and supports meaningful, student-centered learning experiences aligned with the principles of the Merdeka Curriculum.

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