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p-Index From 2021 - 2026
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All Journal Journal of English Teaching and Applied Linguistics (JETAL) Journal of English Teaching and Linguistic Issues (JETLI)
Adimawati Helingo
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Education Languange, Linguistic, Communication & Media Social Sciences

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DEVELOPING ANIMATED VIDEO-BASED ENGLISH LEARNING MEDIA FOR SENIOR HIGH SCHOOL STUDENTS’ SPEAKING SKILLS: AN R&D STUDY USING A MODIFIED ADDIE MODEL WITH EXPERT VALIDATION AND SMALL-SCALE TRIAL AT SMA NEGERI 1 KABILA Gunawan Gunawan; Harni Jusuf; Adimawati Helingo; Yuwin Rustam Saleh; Enni Akhmad
JETAL: Journal of English Teaching & Applied Linguistic Vol 7 No 2 (2026): April
Publisher : English Education Department at FKIP Nommensen University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36655/jetal.v7i2.2207

Abstract

This study addresses the challenges faced by senior high school students in developing speaking skills in English as a Foreign Language (EFL), including limited vocabulary, pronunciation difficulties, low confidence, and the use of less engaging instructional media. The study aimed to develop and validate animated video-based English learning media to support students’ speaking skills. It employed a Research and Development (R&D) design using a modified ADDIE model limited to the Analyze, Design, and Develop stages and was conducted at SMA Negeri 1 Kabila during the 2025/2026 academic year. The needs analysis involved interviews with an English teacher and questionnaires administered to Grade X students. The developed 2D animated videos were validated by three media experts and three language experts using structured validation instruments. Feasibility was determined using percentage-based criteria, in which scores above 61% were categorized as feasible and scores above 81% as very feasible. The results showed that the media expert validation reached an average score of 82.18% (very feasible), while language expert validation reached 90% (very feasible), indicating high validity and appropriateness. A small-scale trial involving six students produced an average response above 90%, reflecting strong attractiveness, clarity, and motivational value. These findings suggest that the developed animated video-based media are valid and feasible for supporting speaking instruction at the senior high school level. However, this study was limited to validation and small-scale testing; therefore, future research should conduct large-scale implementation and experimental studies to examine the effectiveness of the media in improving students’ speaking performance.
Analyzing Teachers’ Assessment Strategies in Teaching English Lis a Isa; Enni Akhmad; Adimawati Helingo; Andi Nurwati; Jhems Richard Hasan
Journal of English Teaching and Linguistic Issues (JETLI) Vol. 5 No. 2 (2026): Journal of English Teaching and Linguistic Issues (JETLI)
Publisher : English Education Department

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58194/jetli.v5i2.3636

Abstract

This study aims to describe the classification of assessment strategies, implementation steps, and influencing factors in English language learning. Using a descriptive qualitative method, data were collected through interviews and observation with two English teachers. The results show the teacher A classifies strategies based on students’ interest through peer assessment and Kahoot, which are categorized as formative, informal, and authentic assessment. Teacher B classifies strategies based on students’ facility readiness through written tests via WhatsApp, categorized as summative and formal assessment. Teacher A implement 4 steps focusing on direct feedback, while teacher B applies 5 structured steps emphasizing vocabulary mastery. Influencing factors include time constraints that disrupt the feedback process, damage facilities such as speaker and projectors, and students’ low vocabulary mastery reduces answering speed and accuracy. Conclusion, the selection of assessment strategies is contextual and influencing by teacher pedagogical considerations and classroom conditions. Teachers are suggested to adjust strategies according to time, and students’ abilities.
Co-Authors Andi Nurwati, Andi Enni Akhmad Gunawan Gunawan Harni Jusuf Jhems richard hasan Lis a Isa Yuwin Rustam Saleh