STUDENTS’ PERCEPTIONS AND EXPERIENCES OF VOCABULARY MEMORY THROUGH SHORT ANIMATED VIDEOS AS AN ENGLISH LEARNING MEDIA
Abstract
The purpose of this study is to investigate the perceptions and live experiences of fifth-grade students regarding their vocabulary memory retention when short animated videos (3–5 minutes) were integrated as learning media. The method used is descriptive qualitative with a case study design. The research data were gathered at SD N 17 Palembang through semi-structured interviews, non-participant classroom observations, and simple stimulated recall tasks. The participants were selected through purposive sampling, focusing on six expressive fifth-graders. The results of the thematic analysis showed that the students possessed highly positive perceptions and vivid cognitive experiences. The implementation of short animated videos successfully transformed vocabulary learning from a text-heavy chore into an active visual stimulation, facilitated dual-sensory anchoring via the dual-coding of visual movements (imagens) and auditory cues (logogens), contextualized vocabulary through narrative placement, and drastically lowered the students' affective filter by minimizing learning anxiety. In relation to the results of the study, it is suggested for primary English teachers to transition from rote-memorization drills to context-rich, brief multimedia integration to optimize young learners' long-term lexical retention.
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