The effect of animation-based learning on young learners’ English spelling ability

Abstract

The challenge students face when learning English vocabulary is spelling. The difficulty stem from differences in the spelling and pronunciation of English words, inconsistent spelling rules, and the similarity of certain words. This study examines how animation-based teaching methods can improve spelling skills among young learners in Indonesia, particularly in the context of English language learning. Implementing a quantitative approach with One-Group Pretest-Posttest Design, this study observed the teaching of English spelling to the four-graders using animation-based teaching method. Prior to the implementation of the method, an oral pretest was given to measure for the participants’ initial vocabulary and spelling skills. Following the treatment, an oral posttest was given. The data collected were analyzed using nonparametric Wilcoxon Signed Rank Test to answer the research question. The data analysis results showed that animation was highly effective as a teaching resource. By combining visual and auditory elements, animation created a rich learning environment that helped students understand difficult spelling rules. The findings suggested that the use of animation not only increased students’ enthusiasm and engagement but also significantly improved their spelling proficiency. This study highlights the effects of using animation-based methods to transform English language learning for children and encourages educators to adopt this innovative approach to achieve better learning outcomes.