<![CDATA[English learning requires instructional media that can facilitate meaningful classroom learning experiences. Although animation videos had been implemented in English learning at the eighth grade of SMP Jam’iyyatul Hujjaj Bukittinggi, several classroom conditions were observed, including limited student participation, students’ dependence on teacher guidance during learning activities, and the lack of analysis of English learning through animation videos based on the ARCS Model. Therefore, this study aimed to analyze English learning through animation videos based on the ARCS Model at the eighth grade of SMP Jam’iyyatul Hujjaj Bukittinggi. This study employed a qualitative case study design. The participants consisted of thirteen eighth-grade students selected through total sampling and one English teacher as a supporting informant. Data were collected through three classroom observations and semi-structured interviews and analyzed using the interactive model of Miles, Huberman, and Saldaña (2014), consisting of data condensation, data display, and conclusion drawing and verification. The findings revealed that the four components of the ARCS Model were reflected during English learning through animation videos. Attention was reflected through students’ interest and focus, although participation was not consistently reflected. Relevance was consistently reflected through the usefulness, meaningfulness, and connection of the learning materials to students’ daily experiences. Confidence was generally reflected, although participation confidence was not consistent. Satisfaction showed the most consistent findings, as students enjoyed the learning activities, expressed satisfaction with the learning process, and demonstrated willingness to continue learning through animation videos. Overall, the findings provide contextual insights into English learning through animation videos based on the four components of the ARCS Model.]]>
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