Teachers’ Perspectives on Using  Tory-Boo  Animation Video in Teaching English Literacy to Young Learners

Zidni Ma'ruf; Munaja Rahma; Ahmad Khoirul Akhir Tanjung; Amanda Karmelita; Fransiska Amelia Tarigas; Rizky Aliansyah

doi:10.55909/jpbs.v5i3.1427

Authors

Zidni Ma'ruf Prodi Bahasa Inggris, Politeknik Negeri Sriwijaya, Sumatera Selatan, Indonesia
Munaja Rahma Prodi Bahasa Inggris, Politeknik Negeri Sriwijaya, Sumatera Selatan, Indonesia
Ahmad Khoirul Akhir Tanjung Prodi Bahasa Inggris, Politeknik Negeri Sriwijaya, Sumatera Selatan, Indonesia
Amanda Karmelita Prodi Bahasa Inggris, Politeknik Negeri Sriwijaya, Sumatera Selatan, Indonesia
Fransiska Amelia Tarigas Prodi Bahasa Inggris, Politeknik Negeri Sriwijaya, Sumatera Selatan, Indonesia
Rizky Aliansyah Prodi Bahasa Inggris, Politeknik Negeri Sriwijaya, Sumatera Selatan, Indonesia

DOI:

https://doi.org/10.55909/jpbs.v5i3.1427

Keywords:

eachers’ perspective, animation video, English literacy, young learners

Abstract

This study aims to explore teachers' perspectives on the use of the animated video Tory-Boo in teaching English literacy to early childhood learners. This study used a descriptive qualitative method. Participants in this study were six English teachers who teach early childhood learners and have experience using animated videos in their classrooms. Data were collected using a semi-structured interview guide. All interview data were recorded and transcribed. The research data were analyzed and categorized into several themes. Member checking was also conducted to ensure the validity of the data. The results showed that teachers generally had a positive perspective on the use of the animated video Tory-Boo. The video was considered an engaging and effective learning medium that can increase student motivation, support vocabulary development, and enhance comprehension through visual and contextual input. In addition, the use of animated videos facilitated interactive and student-centered learning through various follow-up activities. However, several challenges were also identified, including technical constraints, classroom management, and the need to select content appropriate to students' language proficiency levels. This study suggests that animated videos can be a valuable tool in teaching English literacy when supported by appropriate pedagogical strategies.

References

Borg, S. (2018). Teacher Cognition and Language Education: Research and Practice. London: Bloomsbury.

Braun, V., & Clarke, V. (2006). Using Thematic Analysis in Psychology. Qualitative Research in Psychology, 3(2), 77–101. https://www.tandfonline.com/doi/abs/10.1191/1478088706qp063oa

Cabell, S. Q., Justice, L. M., McGinty, A. S., & DeCoster, J. (2019). Teacher–Child Conversations in Preschool Classrooms. Early Childhood Research Quarterly, 47, 1–13.

Caella, L. A., & Yulianto, S. (2024). The Effectiveness of Animation Video Media to Increase Learning Interest. Jurnal Penelitian Pendidikan IPA, 10(9), 1–10. DOI: 10.29303/jppipa.v10i9.8445

Creswell, J. W., & Poth, C. N. (2018). Qualitative Inquiry and Research Design: Choosing Among Five Approaches (4th ed.). Thousand Oaks, CA: Sage.

Deschaine, M. E. & Whale, D. E. (2017) ‘Increasing Student Engagement in Online Educational Leadership Courses’, Journal of Educators Online, vol. 14, no. 1, 1–12.

Farrell, T. S. C., & Ives, J. (2015). Exploring Teacher Beliefs. System, 55, 1–13. DOI:10.1177/1362168814541722

Fauzi, F. (2024). Utilization of Animated Videos in Stimulating Listening and Speaking Skills in Early Childhood. Jurnal Pendidikan Progresif, 14(1), 45–56.

Fiorella, L., & Mayer, R. E. (2018). Learning as a Generative Activity. Cambridge: Cambridge University Press.

Gilakjani, A. P. (2017). The Impact of Multimedia on English Language Learning. International Journal of Education, 9(2), 1–6.

Hew, K. F., & Lo, C. K. (2018). Flipped Classroom Improves Learning. Educational Research Review, 25, 14–31. DOI:10.1186/s12909-018-1144-z

Kallio, H., Pietilä, A. M., Johnson, M., & Kangasniemi, M. (2016). Systematic Methodological Review: Developing a Framework for a Qualitative Semi-Structured Interview Guide. Journal of Advanced Nursing, 72(12), 2954–2965. DOI: 10.1111/jan.13031

Liu, C., & Elms, P. (2019). Animating Student Engagement. Research in Learning Technology, 27, 1–15. DOI:10.25304/rlt.v27.2124

Mayer, R. E. (2021). Multimedia Learning (3rd ed.). Cambridge: Cambridge University Press.

Muftah, M. (2023). Implementing Animated Videos to Enhance Vocabulary Comprehension Among Early Childhood EFL Learners. Multicultural Journal of Education, 47(4), 55–62.

Mulyani, N., Suhono, S., Pratiwi, W., & Sari, Y. A. (2024). The Development of English Learning Media Through Animated Videos. International Journal on Advanced Science Education and Religion, 7(3), 12–20.

Neuman, S. B., & Dickinson, D. K. (2011). Handbook of Early Literacy Research. New York, NY: Guilford Press.

Pajares, M. F. (1992). Teachers’ Beliefs and Educational Research. Review of Educational Research, 62(3), 307–332.

Pinter, A. (2017). Teaching Young Language Learners (2nd ed.). Oxford: Oxford University Press.

Putri, R. Y., Sari, R. P., Setiawati, Y., Rahman, A., & Ningtyas, A. R. (2023). Animated Video-Based Learning Media for Vocabulary Development. Journal of Early Childhood Education, 6(2), 115–126.

Richards, J. C. (2017). Teaching English through Interaction. Cambridge: Cambridge University Press.

Robin, B. R. (2018). Digital Storytelling in Education. Educational Technology Research and Development, 66(1), 1–5. DOI:10.1002/9781118978238.ieml0056

Schneider, S., Beege, M., Nebel, S., Schnaubert, L., & Rey, G. D. (2021). Cognitive-Affective-Social Theory of Learning. Educational Psychology Review, 34(1), 1–38.

Zein, S. (2017). Elementary English Education in Indonesia. English Today, 33(1), 53–59.

Praveen, C. K., & Srinivasan, K. (2022). Psychological Impact of Animation on Cognition. Computational Intelligence and Neuroscience, 2022, 1–10.