The Effect of Using Animated YouTube Videos on Vocabulary Achievement among Junior High School Students

Abstract

This study aimed to investigate the effect of using animated YouTube videos on students’ vocabulary achievement. The research employed a quantitative approach with a quasi-experimental design using a post-test-only control group. The participants were seventh-grade students at a junior high school in Jember, with 29 students in the experimental group and 31 students in the control group. The experimental group was taught using animated YouTube videos, while the control group received conventional instruction. The data were collected through a vocabulary post-test and analyzed using an independent samples t-test. The results showed a significant difference between the experimental and control groups, with significance value of 0.000 (p < 0.05). The mean score of the experimental group was 81.17, while the control group scored 67.06. These findings indicate that animated YouTube videos had a significant positive effect on students’ vocabulary achievement. Therefore, animated YouTube videos can be an effective alternative medium for teaching English vocabulary.