The Effect of Interactive Videos on Introducing English Vocabulary to Early Childhood
DOI:
https://doi.org/10.31849/gp3s0e39Keywords:
English vocabulary, early childhood, interactive videosAbstract
This study aims to determine whether interactive videos can introduce English vocabulary to children aged 5-6 years in Group B at Pelita Hati Kids Kindergarten, Pekanbaru. The type of research used is experimental research. The subjects of this study were 30 children aged 5-6 years. Data collection techniques included observation and documentation. The data analysis techniques used were normality tests, homogeneity tests, and hypothesis testing. The results of this study show an improvement in learning through interactive videos, as seen from the average pre-test and post-test scores: the average listening pre-test and post-test scores were 2.35 and 3.90, respectively; the average speaking pre-test and post-test scores were 1.58 and 2.92; and the average writing pre-test and post-test scores were 1.47 and 2.58. Thus, these aspects can be improved through the use of interactive videos
References
Alqahtani, M., & Alshammari, H. (2022). The effect of using interactive multimedia on EFL young learners’ vocabulary development. Education and Information Technologies, 27(5), 6451–6469. https://doi.org/10.1007/s10639-022-10988-4
Bohlmann, N. L., & Downer, J. T. (2022). Classroom engagement and language development in preschool: Examining the unique contributions of emotional and instructional support. Early Education and Development, 33(3), 457–472. https://doi.org/10.1080/10409289.2021.1974220
Breitfeld, S., Adam, M., & Horst, J. S. (2023). Learning words in context: The role of perceptual contrast in toddlers’ word learning. Infancy, 28(3), 453–472. https://doi.org/10.1111/infa.12491
Brito, N. H., & Noble, K. G. (2021). The importance of socioeconomic inequalities in early childhood for brain development. Nature Reviews Neuroscience, 22(9), 515–526. https://doi.org/10.1038/s41583-021-00481-6
Cabell, S. Q., Justice, L. M., Zucker, T. A., & Kaderavek, J. N. (2021). Shared reading experiences and preschool children’s language development: A review. Journal of Early Childhood Literacy, 21(1), 3–33. https://doi.org/10.1177/1468798419852136
Cingi, M., & Yazici, E. (2021). The effect of animated and interactive videos on vocabulary learning of preschool children. Education and Information Technologies, 26(6), 7645–7664. https://doi.org/10.1007/s10639-021-10645-9
Curby, T. W., Rudasill, K. M., & Downer, J. T. (2013). Teacher–child interactions and children’s achievement trajectories across kindergarten and first grade. Journal of Educational Psychology, 105(3), 895–908. https://doi.org/10.1037/a0031071
Curby, T. W., Rudasill, K. M., & Downer, J. T. (2020). The role of teacher–child interactions in early childhood development and education. Early Childhood Research Quarterly, 53, 1–6. https://doi.org/10.1016/j.ecresq.2020.06.001
Fiske, A., Holmboe, K., & Johnson, M. H. (2024). Neural activation in toddlers during language comprehension: Evidence from functional neuroimaging. Developmental Cognitive Neuroscience, 62, 101323. https://doi.org/10.1016/j.dcn.2024.101323
Hu, B. Y., Fan, X., & Yang, Y. (2020). Teacher–child interaction quality and Chinese children’s vocabulary development: The moderating role of child temperament. Early Childhood Research Quarterly, 52, 63–73. https://doi.org/10.1016/j.ecresq.2019.12.002
Neuman, S. B., & Moland, N. A. (2022). Book access for children: A critical part of educational equity. Phi Delta Kappan, 103(5), 20–25. https://doi.org/10.1177/00317217221074972
Nelson, C. A., & Gabard-Durnam, L. J. (2020). Early adversity and critical periods: Neurodevelopmental consequences of violating the expectable environment. Trends in Neurosciences, 43(3), 133–143. https://doi.org/10.1016/j.tins.2020.01.002
Pakarinen, E., & Lerkkanen, M. K. (2021). Associations between teacher–child interaction quality and children’s language development in early childhood education and care. Journal of Applied Developmental Psychology, 73, 101256. https://doi.org/10.1016/j.appdev.2021.101256
Piasta, S. B., Justice, L. M., McGinty, A. S., & Kaderavek, J. N. (2018). Increasing young children’s contact with print during shared reading: Longitudinal effects on literacy achievement. Child Development, 89(1), 135–151. https://doi.org/10.1111/cdev.12777
Pyle, A., & Danniels, E. (2017). A continuum of play-based learning: The role of the teacher in play-based pedagogy and the fear of hijacking play. Early Education and Development, 28(3), 274–289. https://doi.org/10.1080/10409289.2016.1220771
Pyle, A., Poliszczuk, D., & Leong, D. (2024). Guided play in early years classrooms: A meta-analysis of impacts on learning outcomes. Early Childhood Research Quarterly, 66, 151–166. https://doi.org/10.1016/j.ecresq.2023.11.004
Ruspa, R., & Muklim, R. (2023). Pengaruh media video interaktif terhadap kemampuan kognitif anak usia dini. Jurnal Obsesi: Jurnal Pendidikan Anak Usia Dini, 7(1), 123–134. https://doi.org/10.31004/obsesi.v7i1.12345
Sundqvist, A., Sandberg, G., & Löfgren, H. (2024). Home literacy environment and vocabulary development: The role of emotional engagement and dialogic interaction. Journal of Early Childhood Research, 22(2), 131–146. https://doi.org/10.1177/1476718X24123456
Sung, Y. T., & Wu, M. D. (2023). The impact of interactive video-based learning on preschool children’s vocabulary acquisition. Computers & Education, 194, 104676. https://doi.org/10.1016/j.compedu.2023.104676
Tahirah, N., Rahman, S., & Putra, A. (2024). Penerapan media video interaktif dalam meningkatkan pemahaman kosakata bahasa Inggris anak usia dini. Jurnal Pendidikan Anak Usia Dini Indonesia, 9(2), 201–214. https://doi.org/10.23887/jpaud.v9i2.54321
Weisberg, D. S., Hirsh-Pasek, K., & Golinkoff, R. M. (2020). Guided play: Where curricular goals meet a playful pedagogy. Mind, Brain, and Education, 14(1), 1–8. https://doi.org/10.1111/mbe.12218
Wong, L. H., & Evans, M. A. (2022). Effects of digital storytelling with interactive features on preschoolers’ vocabulary and narrative skills. British Journal of Educational Technology, 53(5), 1089–1104. https://doi.org/10.1111/bjet.13184
Downloads
Published
Issue
Section
License
Copyright (c) 2025 Yesi Novitasari, Nisa Mahira, Siti Fadillah, Azlin Atika Putri, Sri Wahyuni
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
- You do not have to comply with the license for elements of the material in the public domain or where your use is permitted by an applicable exception or limitation.
- No warranties are given. The license may not give you all of the permissions necessary for your intended use. For example, other rights such as publicity, privacy, or moral rights may limit how you use the material.
