<![CDATA[This study examined whether interactive video-based instruction produces larger gains in English vocabulary mastery than conventional instruction among Indonesian vocational secondary students. A non-equivalent control group quasi-experimental design was applied to two intact Grade XI classes at SMK Muhammadiyah 1 Palu (experimental n = 8; control n = 8). Both groups sat the same 30-item vocabulary test covering nouns, adjectives, verbs and adverbs as a pretest and a posttest. The experimental group received six sessions in which segmented instructional videos were combined with embedded response prompts, paired analysis and small-group tasks; the control group covered identical content through teacher explanation, word lists and written exercises. Baseline scores did not differ, t(14) = 0.44, p = .664. The mean gain was 28.50 points (SD = 12.46) in the experimental group and 10.75 points (SD = 10.85) in the control group; the 17.75-point difference was significant, t(14) = 3.04, p = .009, Hedges' g = 1.44, 95% CI (5.23, 30.27). Analysis of covariance with the pretest as covariate confirmed the group effect (adjusted difference = 19.58 points, p = .001), and a distribution-free test corroborated it (U = 55, p = .018). Average normalized gain was 0.60 for the experimental group and 0.19 for the control group, and the proportion reaching the mastery criterion rose from 12.5% to 75% in the experimental group while remaining unchanged in the control group. The findings support generative-processing accounts of learning from video, though the small sample and absence of a delayed posttest limit generalization.]]>
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