Short Animated Video: How does it Enhance the Students’ Writing Ability?

Abstract

Teachers must adapt to changes as a result of the modern era's rapid technological advancement, particularly in the field of education. Language assessment heavily relies on technology use in the classroom. Teachers must be aware of how using tools and learning techniques affects students' perceptions of their own performance. This study looks into the use of short animated videos as a teaching resource, particularly for narrative text writing. The study's methodology is quasi-experimental. The experimental and control groups were chosen based on the non-random sample group. Two comparable target groups were chosen to test it. The researchers have used a quasi-experimental design to determine whether short animated videos are effective at teaching writing. Both the experimental and control classes took a pre-test before the procedure began. Researchers in one class use short animated videos as a treatment or as part of an experiment. The first finding demonstrates that conventional techniques are used to teach students how to comprehend writing. Researchers discovered that students did not actively participate in their learning and thought that traditional teaching methods were boring. Students prefer to learn through visual and aural means, which is just one of many indicators that the experimental group's findings are more significant than those of the control group. Short Animated Video can be an alternative method for teachers and students in teaching narrative text writing in learning classes, especially if students feel that the traditional method is monotonous and has fewer activities. Short Animated Video has characteristics that can increase students' enthusiasm and creativity in learning English, especially writing comprehension.