Development of "TransVoca" Interactive Learning Media Based on Articulate Storyline for Elementary English Vocabulary Learning

Naqia Sofwa Maila, Otto Fajarianto, Eka Pramono Adi, Khansa Tania Aqila S.

Abstract


The acquisition of English vocabulary at the elementary education level frequently relies on passive rote learning methods, resulting in low memory retention and student disengagement. This study aims to design, develop, and evaluate the feasibility of an interactive multimedia learning application named "TransVoca" to enhance transportation vocabulary acquisition for fourth-grade elementary students. This research employs a Research and Development (R&D) approach, adapting the initial three stages of the Lee and Owens development model: Assessment/Analysis, Design, and Development. Data were collected through expert validation questionnaires and analyzed utilizing descriptive percentage statistics to determine the product's feasibility. The evaluation results revealed a feasibility score of 96.25% from the media expert and 90.00% from the material expert, culminating in an overall average of 93.13%. These findings confirm that the Articulate Storyline-based learning media, which integrates text, images, audio pronunciation, video, and interactive gaming activities, is categorized as highly feasible. The implications of this study suggest that the use of interactive multimedia can minimize extraneous cognitive load and actively foster students' self-directed learning. Ultimately, this innovation offers a practical solution to optimize the use of digital infrastructure in schools and transforms conventional language learning into a highly interactive, student-centered experience.

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References


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