Multimodal Video Integration in Primary English Classrooms: Improving First-Grade Students’ Vocabulary Mastery

Kadek Sintya Dewi; Ni Nyoman Padmadewi; Luh Putu  Artini; Ni Luh Putu Sri  Adnyani; Nyoman   Sugihartini

doi:10.31849/kh6a1v82

Authors

Kadek Sintya Dewi Universitas Pendidikan Ganesha, Singaraja, Indonesia
Ni Nyoman Padmadewi Universitas Pendidikan Ganesha, Singaraja, Indonesia
Luh Putu Artini Universitas Pendidikan Ganesha, Singaraja, Indonesia
Ni Luh Putu Sri Adnyani Universitas Pendidikan Ganesha, Singaraja, Indonesia
Nyoman Sugihartini Universitas Pendidikan Ganesha, Singaraja, Indonesia

DOI:

https://doi.org/10.31849/kh6a1v82

Keywords:

multimodal, vocabularies video, english literacy, english digital

Abstract

Early language learning increasingly relies on rich multimodal input to stimulate vocabulary growth and literacy development in young learners, yet systematic evidence on structured video-based vocabulary instruction in Indonesian primary EFL classrooms remains limited. Addressing this gap, this classroom action research examined how vocabulary videos enhance first-grade students’ vocabulary mastery in a private elementary school in Bali. Twenty-two learners participated, with nine low-achieving students receiving focused support. Following two cycles of the Kemmis and McTaggart model, data were gathered through observations, interviews, worksheets, and post-tests. The intervention integrated animated vocabulary videos, guided pronunciation, muted-video guessing tasks, translation scaffolding, and scaffolded writing, complemented by parental involvement through home practice activities. Results revealed consistent improvement, with mean scores increasing from 85.13 in Cycle 1 to 88.60 in Cycle 2, and all target students surpassing the minimum competency benchmark. Qualitative findings indicated heightened motivation, confidence, independent recall, and digital learning habits. The study demonstrates that multimodal video-supported routines, when implemented reflectively and paired with writing and retrieval tasks, foster both receptive and productive vocabulary skills in beginning EFL learners. This work contributes empirical evidence on early digital-media integration in Indonesian EFL settings and underscores the pedagogical value of combining classroom multimedia exposure with guided home engagement. In a wider context, the findings suggest that curriculum designers and early-grade educators should integrate structured video-based vocabulary instruction to support young learners’ foundational language, literacy, and responsible technology habits.

Author Biographies

Kadek Sintya Dewi, Universitas Pendidikan Ganesha, Singaraja, Indonesia

Kadek Sintya Dewi is a lecturer in the English Language Education Undergraduate Study Program at Universitas Pendidikan Ganesha, Bali, Indonesia. She earned both her bachelor’s and master’s degrees from Ganesha University of Education in 2010 and 2012, and is currently pursuing her doctoral study at the same institution. Since beginning her academic career as a lecturer in 2015, she has been actively involved as an educator, researcher, and invited speaker in various forums for students and teachers. Her research interests include EFL pedagogy, ICT in English language teaching, technology based language learning media such as CALL and MALL, teaching English for young learners, and inclusive education. She is also a member of the professional organizations Teaching English as a Foreign Language in Indonesia (TEFLIN) and the International Academic Forum (IAFOR).
Ni Nyoman Padmadewi, Universitas Pendidikan Ganesha, Singaraja, Indonesia

Prof. Dr. Ni Nyoman Padmadewi, M.A. is a Professor of English Language Education at Universitas Pendidikan Ganesha (Undiksha), Singaraja, Bali, where she also serves as Coordinator of the doctoral program in English Language Education at the Graduate School. She earned her master’s degree in English Language Education from Macquarie University, Australia, and her doctorate in Sociolinguistics from Universitas Udayana, Indonesia. Her teaching covers courses such as TEFL, Seminar on Language Teaching, Research on Language Teaching, and Introduction to Discourse Analysis.
Luh Putu Artini, Universitas Pendidikan Ganesha, Singaraja, Indonesia

Prof. Dra. Luh Putu Artini, M.A., Ph.D. is a Professor at the Faculty of Languages and Arts, Universitas Pendidikan Ganesha (Undiksha), Singaraja, Bali. She earned her bachelor’s degree in English Language Education from Universitas Udayana, a master’s degree in Applied Linguistics from La Trobe University, Australia, and a Ph.D. in English Language Education from The University of Newcastle, Australia. Since joining Undiksha in 1989, her academic work has focused on English language education and literacy, including curriculum development, innovative teaching methods, and children’s literature. Her research also explores inclusive literacy education, such as learning strategies for children with hearing impairments and other disabilities. In addition to her teaching and research activities, she serves as Coordinator of the Master’s Program in English Language Education at the Graduate School of Undiksha and actively contributes to the advancement of English language pedagogy in Indonesia.
Ni Luh Putu Sri Adnyani, Universitas Pendidikan Ganesha, Singaraja, Indonesia

Prof. Dr. Ni Luh Putu Sri Adnyani, S.Pd., M.Hum. is a Professor of Linguistics at Universitas Pendidikan Ganesha (Undiksha), Bali, Indonesia. She earned her bachelor’s degree in English Education from IKIP Negeri Singaraja and completed both her master’s and doctoral degrees in Linguistics at Universitas Udayana, with her doctoral research focusing on bilingual language acquisition in children. Her academic expertise centers on applied linguistics, particularly child bilingualism, cross-linguistic influence, and phonological development in simultaneous bilinguals. She has published widely on language acquisition, language teaching, and the development of inclusive and technology-based learning resources, including trilingual multimedia dictionaries designed for children with special needs. She currently serves as Secretary of the Doctoral Program in English Language Education at the Postgraduate Program of Universitas Pendidikan Ganesha.
Nyoman Sugihartini, Universitas Pendidikan Ganesha, Singaraja, Indonesia

Dr. Nyoman Sugihartini is a senior lecturer in the Informatics Education Department at Universitas Pendidikan Ganesha, Bali, Indonesia. She holds a doctoral degree in Vocational Education and specializes in vocational pedagogy and technology enhanced learning. Her research focuses on learning media development, e learning technology, interactive media, instructional design, vocational education, and educational evaluation. She is particularly interested in integrating emerging technologies such as augmented reality and virtual laboratories into vocational and ICT education to improve learning outcomes and align education with industry needs and 21st century competencies.

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