Students’ learning motivation in reading narrative text through YouTube animated videos

Abstract

This study investigated the types of motivation identified among eighth-grade students in learning narrative texts through YouTube animated videos and explored how YouTube animated videos support students’ motivation in reading activities. The study was conducted at SMPS Muhammadiyah 1 Medan and involved 30 eighth-grade students as the research participants. This study employed a mixed-methods research design. Quantitative data were collected through a questionnaire based on Self-Determination Theory (SDT), while qualitative data were obtained through semi-structured interviews based on Keller’s ARCS Model of Motivation. The data were analyzed using mean scores, percentages, and qualitative analysis procedures. The findings revealed that two types of motivation were identified among the students, namely intrinsic motivation and extrinsic motivation. Intrinsic motivation was more dominant, with 20 students (66.67%) categorized as intrinsically motivated and 10 students (33.33%) categorized as extrinsically motivated. The findings also revealed that YouTube animated videos supported students’ motivation through attention, relevance, confidence, and satisfaction. The videos attracted students’ attention, helped them understand narrative texts and vocabulary more easily, increased their confidence during classroom activities, and created enjoyable learning experiences. Therefore, YouTube animated videos can be considered effective learning media for supporting students’ motivation in learning narrative texts.