Comparative Effects of Instructional and Animated Videos on Secondary School Students’ Speaking Ability

Abstract

This study examined the comparative effect of instructional video and animated video on students’ speaking ability at the secondary school level. The study was conducted to address the limited effectiveness of media use in improving students’ oral communication skills. A quantitative approach with a quasi-experimental design was employed, involving two groups: a comparison group taught using animated video and an experimental group taught using instructional video. The participants were selected through random sampling. Data were collected using pre-test and post-test speaking assessments, which measured pronunciation, fluency, vocabulary, grammar, and comprehension. The data were analyzed using statistical techniques to identify differences in speaking performance between the two groups. The findings showed that students in the instructional video group demonstrated significantly greater improvement in speaking ability compared to those in the animated video group. The study concluded that instructional video was more effective in enhancing students’ speaking skills. These findings suggested that the selection of appropriate instructional media played a crucial role in improving language learning outcomes.