







































English Language Teaching,  
Applied Linguistics and Literature 

Vol. 5 No. 1 (2024) 
Available online at https://jurnal.iainponorogo.ac.id/index.php/eltall 

 
 

54 

ELTALL 

 
AUDIOVISUAL TRANSLATION AS A MEDIA  

FOR TEACHING EFL VOCABULARY  
TO PRIMARY SCHOOL STUDENTS IN INDONESIA 

 
Farida Repelita Waty Kembaren 

Universitas Islam Negeri Sumatera Utara 
faridarepelita@uinsu.ac.id  

 
Sahmiral Amri Rajagukguk 

Universitas Islam Negeri Sumatera Utara 
sahmiralamri@gmail.com  

 
Anggun Siska Pratiwi 

Universitas Islam Negeri Sumatera Utara 
anggunsiskapratiwi971@gmail.com  

 
Khairani 

Universitas Islam Negeri Sumatera Utara 
khairani.observation@gmail.com 

 

 
ABSTRACT 
The background of this research is the use of technology as a learning medium has been 
widely applied in education. It is based the implementation of audiovisual translation in 
teaching English as a foreign language (EFL) vocabulary to primary school students in 
Indonesia which has not been widely examined. This study aims to fill this gap by 
investigating the effectiveness of using audiovisual translation to teach EFL vocabulary 
to primary school students. The research method was used classroom action research 
with a one-shot case study design. The findings showed an improvement in students' 
ability to remember EFL vocabulary after learning using audiovisual media compared to 
conventional methods. The discussion showed that integrating technology in the form of 
audiovisual translation can improve students' understanding and engagement in 
English learning. It was concluded that using audiovisual translation is effective as a 
medium for teaching EFL vocabulary in primary schools. The implication is that this 
method can be widely applied in primary schools in Indonesia and other countries 
facing similar challenges in English language teaching. 
 
 
Keywords: Audiovisual translation, primary school students, EFL teaching methods 

 

 



Audiovisual Translation as a Media for Teaching EFL Vocabulary to Primary School Students in Indonesia (Farida 
Repelita Waty Kembaren, et al.) 

 
55 ELTALL : English Language Teaching, Applied Linguistics and Literature, Vol. 5 No. 1 (2024) 

 

INTRODUCTION 

 The use of technology as a learning medium has been widely applied in 

education. However, the implementation of audiovisual translation in teaching 

English as a foreign language (EFL) vocabulary to primary school students in 

Indonesia has not been widely examined.  

 Nowadays, technology plays an important role in many aspects of life, 

including education. The use of technology as a learning medium is common. 

Audiovisual aids have been found to enhance students' understanding and 

motivation compared to single modality presentations (Rolandelli, 2021). When 

visual and audio information are presented simultaneously, children can 

understand information more easily (Macklin, MC 1994). Simulation media 

such as films and slides can also effectively provide practical experience for 

skills application (Twelker, 1968). 

 In Indonesia, English teaching in primary schools remains conventional, 

using static methods like teaching vocabulary written on the blackboard (Ira 

Miranti, 2020). This often bores and demotivates students, making them dislike 

English lessons. To make lessons more engaging for primary students, 

audiovisual techniques are effective (Suryawan, 2020). However, few studies 

have examined applying audiovisual EFL teaching for primary students. 

 Audiovisual translation, also known as multimedia translation, is a 

specialized field that involves transferring multimodal and multimedia texts 

into another language and/or culture. This process utilizes a multimedia 

electronic system for translation or transmission. Audiovisual translation is a 

suitable choice for teaching and learning activities, particularly for primary 

school students learning foreign languages. When Audiovisual Translation was 

first introduced, it was challenging to teach it evenly in schools, including in 

Indonesia, due to the high cost of technology. However, with the advancement 

of technology, it has become more flexible, accessible, and affordable.  

Today, new teaching methods beyond traditional approaches have 

emerged, thanks to computers, interactive whiteboards, tablets, and 

smartphones. The growth of digital resources has been steady with the advent 

of the internet and Wi-Fi in educational institutions. Teachers use audiovisual 

(AV) resources for educational purposes, such as language learning platforms 

and mobile applications, as well as for general consumption, such as television 

programs, films, and social media platforms like Facebook and Twitter 

(Kristiawan et al., 2022). 

The accessibility of technology has made audio-visual learning practical 

and convenient. In Indonesia, audio-visual learning is commonly utilized in 

high schools and universities. Several studies have classified audio-visual 

translation as a successful learning method at the university level. For instance, 



Audiovisual Translation as a Media for Teaching EFL Vocabulary to Primary School Students in Indonesia (Farida 
Repelita Waty Kembaren, et al.) 

 
56 ELTALL : English Language Teaching, Applied Linguistics and Literature, Vol. 5 No. 1 (2024) 

 

Karami et al. (2021) found that the use of audio-visual media captures students' 

attention, preventing boredom and facilitating comprehension of the presented 

material (Karami et al., 2021). Another study with positive results indicates that 

students who participate in learning with an audio-visual media-supported 

learning model outperform students who participate in learning with a 

conventional approach (Widiastuti et al., 2014). However, the use of audio-

visual media in primary schools in Indonesia is still limited. Furthermore, some 

primary school teachers in Indonesia remain uncertain about utilizing 

audiovisual translation as a means of teaching EFL to primary school students. 

In general, the use of technology such as gadgets is very limited for 

primary school students, especially in Indonesia, and should only be used 

under adult supervision. This is due to the psychological capacity of children 

who are not yet able to control themselves from becoming addicted to gadgets. 

In addition to addiction, technology such as gadgets also has negative effects on 

children, such as speech or language delays, attention deficits, learning 

problems, anxiety, depression in children, and negative effects on character 

(Sundus, 2020). Audiovisuals are generally found in everyday life in electronic 

media such as gadgets, television, and computers, all of which must be under 

adult supervision when used with children. The use of technology such as 

Audiovisual Translation as a learning medium for primary school students 

must be accompanied by teachers or adults. Learning EFL through Audiovisual 

Translation is still relatively new for primary school students. Although the 

content displayed is guaranteed to be child-friendly, the possibility of 

unexpected things such as physical effects due to direct electronic radiation or 

due to congenital diseases, misunderstanding of the content, and addiction is 

still possible, considering that Audiovisual Translation is still a part of 

entertainment technology and can have an addictive and dependent effect due 

to improper usage habits. 

Therefore, this study uses audiovisual translation through animation, 

dubbing and subtitles to teach EFL vocabulary to primary students. The 

purpose is to determine the effectiveness of this approach. Students' 

comprehension and perceptions will also be evaluated as indicators for 

applying audiovisual translation in EFL learning. The results will complement 

previous related studies while contributing to teaching innovation for primary 

students. 

This research addresses the gap in the current literature on the 

application of audiovisual translation in teaching EFL vocabulary to primary 

school students in Indonesia. By focusing on primary education, this study 

contributes to the existing body of knowledge and provides insights into 

innovative teaching methods that can enhance vocabulary learning among 



Audiovisual Translation as a Media for Teaching EFL Vocabulary to Primary School Students in Indonesia (Farida 
Repelita Waty Kembaren, et al.) 

 
57 ELTALL : English Language Teaching, Applied Linguistics and Literature, Vol. 5 No. 1 (2024) 

 

young students. Unlike previous studies that primarily focus on higher 

education, this research emphasizes the importance of engaging and motivating 

younger learners through the use of audiovisual aids, thereby offering a novel 

approach to EFL education in primary schools. 

 

METHODS 

The focus of group participants were selected from an primary school in 

Asahan, Indonesia. The group consisted of thirty sixth-grade students, chosen 

due to their advanced knowledge and basic English skills compared to lower 

grades. This was expected to guarantee the smooth running of the research. 

Additionally, an EFL teacher from the same school provided assistance to the 

authors as an assistant and organiser of the students' activities. The participants 

were seated in the classroom as they would be for a typical teaching and 

learning activity. However, the blackboard was replaced by a projector, screen, 

and loudspeaker as EFL learning aids through audio-visual translation. The 

authors acted as observers and also led the teaching and learning activities in 

the classroom. The audio-visual translation media takes the form of simple 

animated videos with interesting visuals in the form of cartoon images. 

Cheerful music and sound effects that appeal to children are used for sound 

and background music. The translation text is included at the bottom of the 

video in the form of subtitles. The grammar and vocabulary are kept simple to 

ensure that students can easily understand the content of the video (Lampai & 

Sukying, 2023). 

This study was conducted based on the research ethics guidelines 

applicable in Indonesia, such as the Guidelines for Research Ethics Code 

established by the Indonesian Ministry of Research and Technology. In 

addition, the authors, the participant represented by the participant's parent, 

also completed a letter of consent to the Code of Ethics and Guidelines for 

Researcher Conduct published by the Indonesian Institute of Sciences (LIPI, 

2019). Then, to ensure the anonymity of the participants, the identities of all 

students in the transcripts were kept confidential and represented by numbers 

in the quantitative frequency. 

In analysing the students' understanding and ability before and after the 

teaching and learning activities in terms of recalling the taught vocabulary and 

constructing simple sentences independently, the observation used qualitative 

methods of classroom action research type in a pre-experimental research 

design of one-shot case study research design. While observing, understanding 

and collecting students' impressions about their experiences during EFL 

learning using audiovisual translation, the authors used a qualitative research 

method of focused interview type. For data analysis, the development of 



Audiovisual Translation as a Media for Teaching EFL Vocabulary to Primary School Students in Indonesia (Farida 
Repelita Waty Kembaren, et al.) 

 
58 ELTALL : English Language Teaching, Applied Linguistics and Literature, Vol. 5 No. 1 (2024) 

 

students' understanding and proficiency before and after learning EFL using 

Audiovisual Translation was analysed using quantitative data analysis, while 

for data analysis and students' impressions about their experience of learning 

EFL using Audiovisual Translation, thematic analysis (Braun and Clarke, 2022) 

was used to group students' impressions into themes in an effort to clarify 

students' impression data (Siregar et al., 2021).  

The classroom action research here was conducted in two cycles. In the 

first cycle of the engineering teaching and learning activity, the authors first 

asked the students to memorise 20 simple vocabulary words and their 

meanings in Indonesian. The authors first wrote the 20 vocabulary words on the 

blackboard and read them one by one. The students were then asked to write 

the 20 vocabulary words in their books and memorise them within 10 minutes. 

After that, the writers asked each student to recite the 20 vocabulary words and 

their meanings. After completing the first cycle, the participants were given a 

10-minute break before entering the second cycle. In the second cycle, the 

students were still asked to do the same thing, i.e. to memorise 20 vocabulary 

words (Kartika et al., 2023).  

However, the 20 vocabulary words in the second cycle were different 

from the 20 vocabulary words in the first cycle, and the 20 vocabulary words in 

this second cycle were taught to the students through an animated learning 

video in the form of Audiovisual Translation. The learning animation video 

lasted for 7 minutes and the students were asked to focus on paying attention 

and understanding the vocabulary delivered in the form of Audiovisual 

Translation animation video. After receiving the results, the authors recorded 

and analysed the data to find out how successful and how many students 

experienced an increase in understanding through this audio-visual translation 

learning. After the second cycle of teaching and learning engineering was 

completed, the authors conducted focused interviews with each student about 

their impressions and experiences of EFL learning using the audio-visual 

translation video animation. After collecting the students' impression data, the 

authors evaluated the results through thematic analysis to find the main themes 

of the students' impressions. 

 

FINDINGS AND DISCUSSION 

Based on classroom action research, the learning cycle was divided into 
two cycles to monitor progress and compare students' abilities from each cycle. 
In the first cycle, students were asked to memorise 20 vocabulary words 
through conventional teaching by direct dictation from the authors and 
interpreting on the blackboard. The students were given 10 minutes to 
memorise the 20 words. As a result, in the first cycle, it was found that overall 
students could only memorise 9-10 vocabulary words in detail; 9 out of 30 



Audiovisual Translation as a Media for Teaching EFL Vocabulary to Primary School Students in Indonesia (Farida 
Repelita Waty Kembaren, et al.) 

 
59 ELTALL : English Language Teaching, Applied Linguistics and Literature, Vol. 5 No. 1 (2024) 

 

students could only memorise 12 out of 20 vocabulary words and their 
meanings, another 9 out of 30 students could memorise 10 out of 20 vocabulary 
words and their meanings, 7 out of 20 students could memorise 8 vocabulary 
words and their meanings, and the remaining 5 out of 20 students could 
memorise 7 out of 20 vocabulary words and their meanings. At the end of the 
first cycle, the participants were given a 10-minute break before continuing with 
the second cycle. The break was given to refresh the students' minds after the 
pressure of memorising the previous vocabulary. After the break, the second 
cycle began. 

Table 1. Average number of vocabulary students could remember in the first cycle 

Memorable Vocabulary Number of Students Student Percentage (%) 

7 5 16.67 

8 7 23.33 

10 9 30 

12 9 30 

Total 
30 100 

Average number of vocabulary words memorised = 
 9 words. 

 
In this second cycle, the students were asked to memorise 20 new 

vocabulary words that were different from those in the first cycle. Unlike the 
first cycle, the second cycle used animated learning videos in the form of 
Audiovisual Translation as a medium to teach vocabulary to the students. This 
animated learning video dictates 20 vocabulary words and their meanings to 
students, accompanied by entertaining animated visuals, iconic voices, and fun 
and relaxing music and sound effects. Students are asked to focus on paying 
attention, understanding and remembering the 20 vocabulary words taught in 
the learning video. During the teaching of the animated learning video in the 
form of Audiovisual Translation, it was found that the students were very 
focused, happy and gave their full attention to this 7-minute learning video. At 
the end of the learning video, the students are given 1 minute to remember and 
review the vocabulary they have memorised from the learning video. As a 
result, it was found that in this second cycle, students were able to memorise an 
average of 16-17 vocabulary words in detail; 15 students were able to memorise 
15 out of 20 vocabulary words, 6 students were able to memorise 17 out of 20 
vocabulary words, 5 students were able to memorise 18 out of 20 vocabulary 
words, 1 student was able to memorise 19 out of 20 vocabulary words and 3 
students were able to memorise 20 out of 20 vocabulary words (Santosa et al., 
2021). 
 
 
 
 



Audiovisual Translation as a Media for Teaching EFL Vocabulary to Primary School Students in Indonesia (Farida 
Repelita Waty Kembaren, et al.) 

 
60 ELTALL : English Language Teaching, Applied Linguistics and Literature, Vol. 5 No. 1 (2024) 

 

 
Table 2. Average number of vocabulary students could remember in the second cycle 

Memorable Vocabulary Number of Students Student Percentage (%) 

15 15 50 

17 6 20 

18 5 16.67 

19 1 3.33 

3 3 10 

Total 
30 100 

Average number of vocabulary words memorised =  
17 words. 

 
After evaluating the development of students' knowledge skills in 

learning EFL vocabulary through audio-visual translation media, the authors 
continued to collect impressions of students' experiences during the EFL 
learning process through structured interviews. The authors asks the students 
to give an impression of their experience through a simple question, namely: 
"What do you think about learning English vocabulary with the animation video just 
now?". The analysis of the data resulting from the students' impressions was 
evaluated using thematic analysis. From this analysis, the authors then found 4 
main themes from the students' impressions: "easy to understand", "interesting", 
"best way to learn" and "fun". Of all the responses recorded, 8 out of 30 students 
answered "easy to understand", then 7 out of 30 students answered "interesting", 
then 5 out of 30 students answered "best way to learn" and 10 out of 30 students 
answered "exciting". For more detail, the authors include 4 main responses 
representing each theme and a summary in tabular form below: 
 
Table 3. Four main responses representing each theme 

Question Theme Answer 

"What do you 
think about 
learning English 
vocabulary with the 
animation video 
just now?" 

Easy to 
understand 

"I think the material in the video is easy to 
understand because there is less text and 
more cartoons." 

Interesting "The video was very interesting! I hope 
teachers always teach us with videos like 
this!" 

Best way to learn "I think learning English vocabulary with 
animated videos like this is the best way to 
learn. I saw that my friends were very 
enthusiastic about learning English 
vocabulary with animated videos." 

Fun "It was so much fun! I want us to learn with 
animated videos every day, just like at 
school!" 

 
 



Audiovisual Translation as a Media for Teaching EFL Vocabulary to Primary School Students in Indonesia (Farida 
Repelita Waty Kembaren, et al.) 

 
61 ELTALL : English Language Teaching, Applied Linguistics and Literature, Vol. 5 No. 1 (2024) 

 

 
 
Table 4. Students' impressions according to the themes from analysis 

Theme Number of Students Student Percentage (%) 

Easy to understand 8 26.67 
Interesting 7 23.33 

Best way to learn 5 16.67 
Fun 10 33.33 

Total 30 100 

 
Based on the results, the use of audiovisual translation in EFL vocabulary 

teaching is highly effective. This is supported by the increased number of 
vocabulary that students could remember after the second cycle compared to 
the first cycle which used conventional methods. 

The significance of these results indicates that integrating technology in 
the form of audiovisual translation can improve students' understanding and 
engagement in English learning. Previously, vocabulary learning using 
conventional methods was often boring and ineffective, as shown by students' 
low ability to remember vocabulary in the first cycle. 

Additionally, these findings also show that students are more motivated 
and enthusiastic when learning using audiovisual media. This is in line with 
previous research stating that multimedia presentations can improve students' 
understanding and motivation (Rolandelli, 2021). Thus, this research provides 
an important contribution to innovation in EFL teaching methods at primary 
schools, particularly in Indonesia. 

However, it is important to note that the use of technology such as 
audiovisual translation must be done under adult supervision to avoid negative 
effects such as gadget addiction and other psychological issues (Sundus, 2020). 
Therefore, teachers and parents must play an active role in monitoring the use 
of technology in learning. 
 
CONCLUSION 

This study concludes that using audiovisual translation as a medium for 
teaching EFL vocabulary in primary schools is highly effective. The results 
showed a significant improvement in students' ability to remember vocabulary 
after using audiovisual media compared to conventional methods. 

These findings have important implications for innovating EFL teaching 
methods, especially in Indonesia. The use of technology in the form of 
audiovisual translation not only improves students' understanding and 
engagement but also makes learning more enjoyable and interesting. However, 
it should be remembered that the use of technology must always be supervised 
by adults to avoid negative effects. 

Overall, this research provides new insights into how to improve EFL 
vocabulary learning in primary schools through integrating technology. Thus, it 
is expected that this method can be widely applied in primary schools in 



Audiovisual Translation as a Media for Teaching EFL Vocabulary to Primary School Students in Indonesia (Farida 
Repelita Waty Kembaren, et al.) 

 
62 ELTALL : English Language Teaching, Applied Linguistics and Literature, Vol. 5 No. 1 (2024) 

 

Indonesia and other countries facing similar challenges in English language 
teaching. 
 
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