The THE EFFECTIVENESS OF INTERACTIVE VIDEO IN TEACHING GRAMMAR

Abstract

Learning English grammar, particularly the simple present tense, is often challenging for junior high school students. They frequently struggle to apply the correct verb forms and show low motivation during grammar lessons. This study aimed to investigate the effectiveness of interactive videos in teaching grammar and to explore students’ perceptions regarding their use in the classroom. The research employed a quasi-experimental design with two groups of first-grade students at SMP Dua Mei Banjaran, each consisting of 34 participants. The experimental group was taught using interactive videos, while the control group was instructed through conventional methods. Data were collected using pre-tests, post-tests, and a questionnaire. The findings revealed that the experimental group achieved significantly higher grammar mastery scores than the control group. The t-test results showed that the obtained t-value (14.305) exceeded the critical t-value (2.000), indicating a significant difference between the groups. Questionnaire results demonstrated unanimous positive responses, with 100% of students stating that interactive videos were clearer, more engaging, and motivating. In conclusion, interactive videos effectively improved grammar learning outcomes, motivation, and classroom engagement. Therefore, they are recommended as an alternative instructional strategy for English teachers.