Skkn applying powtoon based videos on warm up activity and its effects on efl grade 10 students’ learning process

Applying Powtoon-based Videos on Warm-up Activity and Its Effects on EFL
Grade 10 Students’ Learning Process

TABLE CONTENTS
PART 1

INTRODUCTION.................................................................. ….3

I. Rationale ..................................................................................................... 3
II. The Improvement of the Experience ............................................................ 4
III. The Scope of the Experience....................................................................... 4
IV. The Methodologies of the Experience ........................................................ 4
PART 2:

CONTENT .................................................................................. 5

I. Literature Review........................................................................................... 5
1 The Definitions ............................................................................................ 5
1.1 The Definitions of Involvement ................................................................. 5
1.2 The Definitions of Acquisition.................................................................... 5
1.3 The Definitions of Powtoon Application .................................................... 5
1.4 The Definitions of Warm-up ....................................................................... 5
2. Literature Review and Related Studies ......................................................... 6
2.1. Teachnology in Education.......................................................................... 6
2.2 Roles of Powtoon-based Videos on Learning Process……………………7
2.3 Roles of Warm-up Activities……………………………………………...7
II. Data

..................................................................................................... 8

1 The Treatment test.. ........................................................................................ 8

2 The Pre-questionnaire for Students ................................................................ 8
3 The Post-questionnaire for Students .............................................................. 9
4 The Questionnaire for Teachers ................................................................... 10
III. Analyses and Evaluations ......................................................................... 11
1 Factual Problems .......................................................................................... 12
2 Drawbacks ................................................................................................... 13
IV. Solutions and Suggestions ........................................................................ 13
1 Teachers

................................................................................................... 13

2 Classmates ................................................................................................... 14
3 Interesting Relevant Class Content .............................................................. 14
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Applying Powtoon-based Videos on Warm-up Activity and Its Effects on EFL
Grade 10 Students’ Learning Process

V. Pedagogic, Scientific, Practical Characteristic and Novelty of the Experience 16
1 Pedagogic Characteristics ............................................................................ 16
1.1 Joint Productive Activities ........................................................................ 16
1.2 Language Development ............................................................................ 16
2 Scientific Characteristic ............................................................................... 17
3 Novelty

................................................................................................... 18

3.1 Students’ Potential Enhancing……………………………………...……18
3.2 Involvement Increase …………………………………...........................18
3.3 Language acquisition Increase…………………………………………...19
3.4 Logical thinking Increase……………………………...............................19
4 Practical Characteristics ............................................................................... 20
VI. Results

................................................................................................... 20

1 The Treatment Test ...................................................................................... 21
2 The Pre-questionnaire and The Post-questionnaire for Students ................. 21
2.1 Students’ attitudes towards Warm-up activities....................................... 21
2.2 Students’ language acquisition towards Warm-up activities… ................ 22
2.3 Students’ logical thinking towards Warm-up activities … ....................... 23
PART 3: CONCLUSION ................................................................................ 25
I. Procedure ................................................................................................... 25
1 Samples

................................................................................................... 26

2 The Treatment Test ...................................................................................... 37
3. The Questionnaire ....................................................................................... 38
3.1 The Pre-questionnaire for Students ........................................................... 38
3.2 The Post-questionnaire for Students ......................................................... 39
3.3 The Questionnaire for Teachers ................................................................ 40
4 Images of Students' activites in Classes ....................................................... 41
II. Significance ................................................................................................ 45
III. Suggestions................................................................................................ 46

IV References .................................................................................................. 46
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Applying Powtoon-based Videos on Warm-up Activity and Its Effects on EFL
Grade 10 Students’ Learning Process

PART 1: INTRODUCTION
I. RATIONALE
The development of science and technology is dispensable to the world of education.
One of the most crucial factors that is affected is the media used in the learning
process. The purpose of this experience is to give out some positive effects of
Powtoon-based videos to students’ learning process. These effects include level of
students’ engagement, language acquisition and logical thinking.
Engaging students’ involvement in learning process is one of potentially decisive
factors which leads successful lessons and plays an integral part in achievement in
all of levels ranging primary school to higher education. Students’ engagement
brings them tremendous opportunities to acquire knowledge from their mentors as
well as their partners. Thanks to the observation about students’ participation,
teachers can have a more accurate idea that what is the understanding level of
students about the concept being taught (Maznevski 1996).
According to Krashen, language acquisition is a ‘subconscious’ process while
learning is ‘conscious’. It is subconscious process that helps learners be easy to get
knowledge more effectively and naturally. Learning naturally helps students to
understand lessons more and better.
Scriven and Paul (1987) consider that critical thinking is the intellectually

disciplined process of actively and skillfully conceptualizing, applying, analyzing,
synthesizing, and/or evaluating information gathered from, or generated by,
observation, experience, reflection, reasoning, or communication, as a guide to
belief and action. In its exemplary form, it is based on universal intellectual values
that transcend subject matter divisions clarity, accuracy, precision, consistency,
relevance, sound evidence, good reasons, depth, breadth, and fairness.
Having been a high school English teacher for ages, I regularly wonder and pose a
question for myself “ how to design the vivid lessons which integrate three above
elements”. Both involvement and language acquisition are very important in
learning process which can stimulate students learn more actively and effectively.
Via having taught English at a high school for a long time and having applied some
new methodologies in my various classes recently including MI-based lessons and
mind maps etc. These methodologies are very useful in attracting students’ attention
in learning process, however, they are not integrated engagement and language
acquisition. After a long time to try applying different ways in a wide range of
classes, I explore one thing interesting that can not only encourage students to
participate more actively but also acquire knowledge more naturally is PowtoonPage | 3

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Applying Powtoon-based Videos on Warm-up Activity and Its Effects on EFL
Grade 10 Students’ Learning Process

based videos. It is the reason why I have attempted to write this experience. I would
like to share my minor ideas about Powtoon-based videos’ advantages for students’
learning process in my classes.
II. THE IMPROVEMENT OF EXPERIENCE

AECT (Association of Education and Communication Technology) in Sukiman
(2012) states that media are all forms and channels that can be used to convey
messages or information.
The selection of Powtoon applications in the development of learning media is due
to the features found in Powtoon applications such as handwriting animation,
cartoon animation, and others that will attract the attention of students, ranging from
early childhood education, basic education, secondary education, and higher
education. The Powtoon application has several advantages including 1) has
animated features such as handwriting, cartoons, and various transition effects, 2)
reduce teacher verbalism in delivering material, 3) can motivate student to learn, 4)
can be used in small or large study groups.
The idea of applying Powtoon-based videos in teaching and learning process has
attracted the considerable interest of many educators as well as teachers in over
around the world for a long time. However, in Vietnam the exploitation of potential
of Powtoon-based videos in lessons seem to be very limited, particularly some
mountainous areas like my location. Up to present, Powtoon-based videos seem to
be one of the most effective solutions for learners’ engagement, for language
acquisition as well as logical thinking.
III. SCOPE OF THE EXPERIENCE
With the aim of discovering the effect of Powtoon-based teaching on EFL learners’
involvement, language acquisition and logical thinking, a survey was conducted to
collect the needed data from the learners. Eighty four students of a high school in
Nghe An province were involved in this study.
IV. METHODOLOGIES
The main methodology used in the project was experimental. Two groups of high
school students, in Thanh Chuong district were involved in the study.
The study is intended to measure students’ involvement, language acquisition and
logical thinking as well as to see benefits of Powtoon-based videos with learners’
participation, acquisition and logical thinking.

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Applying Powtoon-based Videos on Warm-up Activity and Its Effects on EFL
Grade 10 Students’ Learning Process

PART 2 CONTENT
I. LITERATURE REVIEW
This part presents a brief review of the literature on the topics that are generally
related to the research in this experience. Previous studies on Powtoon-based videos
in education especially in warm-up activity. In addition, students’ involvement
language acquisition and logical thinking will be discussed.
1 The Definitions
1.1 The Definitions of Involvement
Astin (1984) defined learner involvement as “the amount of physical and
psychological energy that the student devotes to the academic experience” (p. 300).
Involvement may be solely scholastic, such as devoting considerable energy to
studying, spending ample time on campus, or interacting frequently with faculty and
other students.
In Oxford Advanced Learner’s Dictionary, involvement is defined is that the act of
taking part in something or dealing with somebody. Another definition of this word
in this dictionary is that the act of giving a lot of time and attention to something you
care about. (p.823)
1.2 The Definitions of Acquisition
In Oxford Advanced Learner’s Dictionary (p.23), acquisition the act of getting
something, especially knowledge, a skill, etc. and it is defined as the process by

which you gain knowledge or learn a skill in Longman Dictionary.
1.3 The Definitions of Powtoon Application
Pow toon is an online web application for making an animated cartoon or video
presentations in an easy w ay. Pow toon is software for creating exposures that have
animated features including handwriting animations, cartoon animations, and more
vibrant transition effects and easy timing (Ashari, 2018).
In Powtoon there are various types of animated characters that can support the
material presented. Various animated characters will also make the material
delivered more interesting. (Yanuari Dwi Puspitarini, Muhammad Akhyar, Djono,
2019).
1.4 Definitions of Warm-up

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Applying Powtoon-based Videos on Warm-up Activity and Its Effects on EFL
Grade 10 Students’ Learning Process

Up to now, there have been various definitions about warm-up activities. A warmup stage is a preparatory stage, which helps the students feel relaxed and sets a
positive mood for learning (Rushidi, 2013). Robertson & Acklam (2000) note that
warm up is a short activity for the beginning of lesson (p.30). Kay (1995) claims that
warm ups are different types of activities which help the students begin to think in
English, review previously introduced materials and become interested in the lesson
(as cited in Velandia, 2008, p. 11). Lassche (2005) defines that for language learning
lesson a warm-up stage is the “initial orientation” (p.83). Therefore, a warm up
activity is used to start a class with an interesting task to help the students be

comfortable in classroom setting and to help them start thinking in English. An ideal
warm-up activity usually lasts from 3 to 5 minutes.
2 Literature Review of Related Studies
2.1 Technology in Education
Technology integration in education has become more and more important,
especially when we are dealing with “digital natives” that are expected to progress
in performance, engagement, language acquisition, logical thinking through using
tools in class. Sarkar, Ford and Manzo (2017) show in their study that using
technologies with ‘digital natives’ students is a good way to meet the needs of these
learners, and the results showed improvement in the interaction with the students,
efficiency with the content of the course, engagement in the class, which helps
students to acquire knowledge better and develop their logical skill.
Discussing about using media in teaching and learning, Erwin Tschirner (2001)
claims that foreign language (FL) learning is as much a social process as it is a
psychological one. Learners need to be part of a community of speakers and they
have to be able to plunge into and participate in the world of native speakers. The
digital classroom meets these requirements in a learner friendly way and it marks an
important step towards making natural language acquisition possible in the
classroom. Erwin Tschirner also mentions several advantages of using media in
learning process. The first one is that audio and video bring the target language world
in which one hope stop participate in the classroom. Learners receive input from
many different representatives of the target culture, and their exposure to the target
culture is greatly increased. Digital video first and foremost serves to support
situated learning, providing rich and varied input which is perceived both
cognitively. The second great advantage which digital video lends to classroom
interactions.
About Afach, Kiwan and Semaan (2018) describe in their study that using
technology in education, video presentation tool in particular, helps learners to feel
more motivated, more comfortable in the classroom and readier to understand
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Applying Powtoon-based Videos on Warm-up Activity and Its Effects on EFL
Grade 10 Students’ Learning Process

concepts and acquire new source of knowledge. In addition, Sarkar, Ford and Manzo
(2015) claim that the use of technological tools to keep students engaged inside and
outside the classroom. The growth of technology is nowadays inevitable, and it plays
an enormously important role in education. Its impact comprises a creative learning
environment that gives teachers more control over instructional choices in order to
to improve learning outcomes.
2.2 Roles of Powtoon-based Videos on Learning Process
Video is becoming one of powerful and effective media in influencing student’s
behavior and gives impact on learning process. The purpose of video editing is for
developing a moving picture and accompanied by a sound to attract students to give
full attention. Video can also present information in a short time with a really
interesting way. Movies provide a highly motivating atmosphere for classroom
learning. Once students’ attention is gained, they can acquire language
comprehension by coming to understand the grammatical structure, vocabulary,
facial expressions and gestures used by a movie’s characters. Movies expose them
to authentic, everyday, conversational and spoken language as opposed to textbookoriented approaches which focus on form and structure rather than essence. They
provide realistic and cross-cultural contexts, where learning occurs relatively
effortlessly.
Particularly, Powtoon-based videos will encourage teachers’ creativity, bring
students a wide range of information comfortably. The Powtoon-based videos are
regularly designed by teachers, therefore, the content of the videos are suitable with

their learners’ levels and topics of the lessons. When students access knowledge and
new source of information through videos, they will feel relaxed and easy to
understand and acquire knowledge, this boosts students’ language acquisition
naturally and develop logical thinking.
There have been numerous researches and studies studying about Powtoon
application. The group of authors, including Yanuari Dwi Puspitarini, Muhammad
Akhyar, Djono, (2019) discuss about the benefits of this application. Five advantages
are suggested in their study, including 1) has animated features such as handwriting,
cartoons, and various transition effects, 2) reduce teacher verbalism in preparing
materials or handouts, 3) can motivate student to learn, 4) can be used in a wide
range of class size from small to large study groups, and 5) is particularly suitable
for learning at the elementary school level, because it looks attractive so students
will not be easily bored.
2.3 Roles of Warm-up Activities

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Applying Powtoon-based Videos on Warm-up Activity and Its Effects on EFL
Grade 10 Students’ Learning Process

Allwright (1984) believes that warm up activities are designed to attract students’
attention and to get them ready to focus individually and as groups on whatever
activities that follow. Warming up activities can foster motivation and it is an
essential component when planning warming up activities. Dornyei (2001), teachers
need to try and actively generate positive students’ attitudes toward learning. He also

claims that the key issue in generating interest is to widen the student’s appetite in
order to arouse the students’ curiosity and attention and to create an attractive image
for the class so that they will get more involved with it and a better learning process
will take place.
Dornyei (2001) believes that warmer activities can break the monotony of learning
and emphasizes the “motivational flow” when talking about the general rhythm and
sequence of events in class and suggests that the lesson should start with a short
warmer. Warming up activities can foster motivation, which encourages students’
engagement, language acquisition and curiosity and it is the curiosity that motivates
students’ logical thinking .
II. DATA
This section describes detailed statistics that have been selected in progress of the
implementing this experience. Besides, observed facts on the topics that are
generally
1 The Treatment Test
Table 2.1 The average total scores of the pre-treatment and the post-treatment test
Measure
The treatment test

Mean

Before

After

50.33

69.13

2 The Pre- questionnaire for Students

Table 2.2 The number of students choosing options in the Pre-questionnaire part
Questions

A

B

Câu 1: Em thấy hoạt động Warm- 20
56
up do giáo viên thiết kế để mở đầu (23.81%) 66.67%
bài học như thế nào?

C

D

8

0

9.52%

0%

A.Rất thú vị B. Bình thường
C. Tẻ nhạt

D. Khác
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Applying Powtoon-based Videos on Warm-up Activity and Its Effects on EFL
Grade 10 Students’ Learning Process

Câu 2: Em tham gia vào phần 18
Warm-up với mức độ như thế nào? 21.43%
A. Luôn luôn
B. Thường xuyên
C. Thỉnh thoảng

40

6

23.81%

47.62%

7.14%

57

0

0

67.86%

0%

0%

63

0

0

75%

0%

0%

36

25

3

42.86%

29.86%

3.57%

D. Hiếm khi

Câu 3: Em thấy hoạt động Warm- 27
up mà giáo viên thực hiện có hữu 32.14%
ích cho em trong việc tiếp nhận
ngơn ngữ khơng?
A. Rất hữu ích

20

B. Khơng hữu ích

Câu 4: Em thấy hoạt động Warm- 21
up mà giáo viên thực hiện có hữu 25%
ích cho em trong việc phát triển tư
duy logic khơng?
A. Rất hữu ích

B. Khơng hữu ích
20

Câu 5: Giáo viên đưa phần Warm- 23.81%
up trước khi dạy bài mới không?
A. Luôn luôn

B. Thường xuyên

C. Thỉnh thoảng

D. Hiếm khi

3 The Post- questionnaire for Students
Table 2.3 The number of students choosing options in the Post-questionnaires part
Questions

A

Câu 1: Em thấy các video được thiết kế 75
dựa trên ứng dụng Powtoon được sử 89.29%
dụng vào phần Warm-up như thế nào?
A.Rất thú vị

B. Bình thường

C. Tẻ nhạt

D. Khác

Câu 2: Em tham gia vào phần Warm-up 74
có video sử dụng ứng dụng Powtoon với 88.1%
mức độ như thế nào?

B

C

D

5

0

4

5.95%

0%

4.76%

8

2

0

9.52%

2.38% 0%
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Applying Powtoon-based Videos on Warm-up Activity and Its Effects on EFL
Grade 10 Students’ Learning Process

A. Luôn luôn

B. Thường xuyên

C. Thỉnh thoảng

D. Hiếm khi

Câu 3: Em thấy hoạt động Warm-up có 82
video sử dụng ứng dụng Powtoon mà 97.62%
giáo viên thực hiện có hữu ích cho em
trong việc tiếp nhận ngơn ngữ khơng?
A. Rất hữu ích

0

0

2.38%

0%

0%

6

0

0

7.14%

0%

0%

4

0%

0%

B. Khơng hữu ích

Câu 4: Em thấy hoạt động Warm-up có 78
video sử dụng ứng dụng Powtoon mà 92.86%
giáo viên thực hiện có hữu ích cho em
trong việc phát triển tư duy logic
khơng?
A. Rất hữu ích

2

B. Khơng hữu ích

Câu 5: Em có muốn được tiếp tục tham 80
gia phần Warm-up có video sử dụng 95.24%
ứng dụng Powtoon như thế này nữa
khơng?

4.76%

A. Có, thường xun B. Có, thỉnh thoảng
C. Không

4 The Questionnaire for Teachers
Table 2.4 The number of teachers choosing options in the Post-questionnaire part
Questions

A B C D E

Question 1: In your opinion, What are the purposes of the 4
Warm-up?

2

1

2

0

6

1

1

0

A. To encourage students’ motivation

B. To arouse students’ curiosity and attention
C. To help the students begin to think in English and to
review previously introduced material
D. All above options
Question 2: What are your opinions in the activities in 1
warm –up section in textbook “: Tieng Anh 10” ?

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Applying Powtoon-based Videos on Warm-up Activity and Its Effects on EFL
Grade 10 Students’ Learning Process

A. Most of them are interesting and suitable for most of my
students
B. Most of them are uninteresting and unsuitable for most of
my students
C. Most of them are interesting but unsuitable for most of my
students
D. Few of them are interesting and suitable for most of my
students

Question 3: How often do you adapt the activities in the 1
textbook to make them more interesting and suitable?
A. Always B. often
D. rarely

E. never

2

3

2

1

1

1

1

0

3

2

1

0

C. sometimes

Question 4: Which of following factors do you often take 6
into consideration when planning warm-up?

A. Students’ levels
B. Students’ strengths and learning preferences
C. Students’ general knowledge of the topic
D. All above options

Question 5: What do you think are the main causes of 3
students’ low level of engagement, language acquisition
and logical thinking?
A. Students’ low motivation
B. Students’ lack foundation of knowledge
C. Uninteresting and inappropriate lessons
D. Teaching methodology
E.
Others
(Please
specify)………………………………………………………
III. ANALYSES AND EVALUATIONS

This section presents and discusses analyses and evaluations of practical problems
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Applying Powtoon-based Videos on Warm-up Activity and Its Effects on EFL
Grade 10 Students’ Learning Process

carefully in order to find out the drawbacks which the experience has mentioned

1 Factual Problems
The study was conducted at a high school in Thanh Chuong district. It is located in
the mountainous area, our school has 30 classes in all three grades from 34 to 44
students per class. 78 teachers at this high school have been considerate, enthusiastic
and supportive for their students in order to help them to improve better and better.
Two recent years, former students and students’ parents as well as sponsors have
sponsored much for the school so our school has improved its infrastructure to create
the most effective learning environment for students, particularly for teaching and
learning English. Up to now, there have been about eighteen classes equipped with
smart televisions, three audio-visual rooms and one digital English Language lab.
It can be seen from the above data that the students’ involvement language
acquisition and logical thinking are a little bit higher than average. Moreover, at a
wide range of traditional schools, activities regularly address teacher-centered roles,
teachers are responsible for explaining, lecturing or presenting the lessons and
students are passive listeners. In addition, most of the lessons are designed
academically with a heap of bookish knowledge which is not extremely practical for
students. The prevailing lessons concentrate on language knowledge with
vocabulary, rules of grammar and seem to neglect communicative skills –listening
and speaking skill that are potentially decisive factors to master one foreign
language.
A few lessons or activities are created in order to enhance full development of
learners’ essential skills such as, study skill, reading, writing and communication
skill. Particularly, lessons which are prepared to teach students integrated practical
skills including survival skill, negotiating skill, social skill, problem-solving skill
and logical thinking skill have remained remarkably limited.
The ratio of students who participates in learning process is urgently raised as well
as their awareness of importance of involvement has become a alarming problem.
Since students have not deeply understood the integral role of active participation in
learning process. They seem to attend passively or in other words, most of them are
told to learn and they are not completely eager to learn and participate learning

activities in the classroom. Moreover, students’ language acquisition as well as
logical thinking are so limited.
Up to now, there have not been numerous teachers who pay much attention to design
the lessons to improve students’ engagement, language acquisition and logical
thinking. Even though English teachers at my school find the warm-up activity vital
for learning activities, they do not spend much to design qualified activities for this
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Applying Powtoon-based Videos on Warm-up Activity and Its Effects on EFL
Grade 10 Students’ Learning Process

part. This step is quite challenging for some of the teachers, the others would like to
spend more time for other parts of the lessons such as the pre, while or post step.
Only 2 out of 9 teachers accounting 22.2 percent designed this part interestingly
using visual and audio aids. The others only do this task with academic steps, even
some of them sometimes skip this step to spend the amount of time on other steps
However, it is undeniable that teachers at my school especially English teachers
make efforts to improve their professional knowledge and methodologies as well as
are always willing to support students in case it is necessary for students.
2 Drawbacks
There have been several difficulties which have influence on learning process. In the
first place, most of the students come from farming families with low-paid families
and disadvantaged background. Therefore, they do not have any opportunity to use
and exploit learning tools which support for learning process, including smart
phones, laptops, computers or tablets in order to learn English after school or at

home. Besides, the majority of the students have learned English since grade 3 and
the others have learned this subject since grade 6, only some of them are interested
in learning it and pay much attention to practice this subject. A as result, their English
proficiency is moderately poor.
As I mention before, there have been most of our considerate teachers who have full
awareness of involvement importance, language acquisition as well as logical
thinking in learning process. Nevertheless, they seem not to spending much time on
designing qualified and interesting activates which attract learners’ participation,
help students to acquire language better and improve students’ logical thinking.
Additionally, creating fascinating activities to develop students’ skills is the timeconsuming task, it requires the teachers have to be patient and hard –working and
intelligence.
IV. SOLUTIONS AND SUGGESTIONS
1 Teachers
Qualified and experienced teachers regularly possess several following
characteristics.
In the first place, these inspiring teachers make students feel comfortable enough to
share their ideas, answers or thoughts because they do not fear to be scolded for
answering wrongly.
Additionally, teachers should be considerate, enthusiastic, sympathetic as well as
positive ones. In lessons, it is extremely crucial for teachers to provide students
detailed and careful explaination so that all of the learners can acquire new
knowledge and accomplish their homework.
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Applying Powtoon-based Videos on Warm-up Activity and Its Effects on EFL

Grade 10 Students’ Learning Process

Besides, teachers with sense of humour are highly appreciated by majority of
students since these teachers could make the learning and participating fun for the
learners, make the class more enjoyable to attend.
Moreover, it is advisable for teachers especially English teachers to be good model
for person development. Therefore they should regularly attend qualified courses
and workshops which are beneficial for teaching English methodologies. Applying
technology in teaching courses are extremely crucial for teachers to participate in.
Teachers should also learn how to use some basic technical skills, including
designing PowerPoints, using google forms or learn advance technical skills such as
making the videos, using Teams, Kahoot, Quizziz in online teaching and learning.
Furthermore, teachers had better also create more fascinating lessons and activities,
suitable for students’ levels which based on Blooms Taxonomy with 6 levels ranging
from memorizing to creating.
The last but not least, teachers should have accurate and positive evaluation and
assessment for each students so that they will try to learn more through progressive
assessment not only the result.
2 Classmates
Classmates play a vital role in encouraging students to participate in the lessons
better as well as acquiring the language naturally. When students participate in the
lesson more actively, they will acquire the language more effectively as a result their
logical thinking will be motivated. Teachers should encourage students to work and
help their partners to improve together. Therefore, pair work, group work and team
work should be regularly used in lesson in order for students to cooperate, practise,
help and improve together.
3. Interesting and Relevant Class Content
To attract students’
participation
well,

improve
language
acquisition and logical
thinking,
lessons
should be designed
suitably with their
English
level
so
Bloom’s Taxonomy is
applied carefully in
designing
the
activities. There are 6
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Applying Powtoon-based Videos on Warm-up Activity and Its Effects on EFL
Grade 10 Students’ Learning Process

levels in Blooms Taxonomy, each level, many different categories of tasks are
created in order to be relevant for all of the students ranging from the poor students
to talented ones, including memorization, understanding, applying, analyzing,
evaluating and creating.
Based on Blooms Taxonomy’s criteria, memory exercises are prepared for poor

students, for instance memorizing definitions of vocabulary words, fix phrases or
collocations and then making the quiz that requires students to match the words,
phrases with definitions or images. In some lessons in this experience, students were
asked to watch the video and fill the gaps.
The next stage, students have to understand the content, concept or information,
some kinds of tasks for learners to do such as categorizing the words, animals, fruits,
trees, verbs or adjectives into right category; comparing two things or two people,
two places; writing the end of the story. In this study, students were asked to put the
animals into right columns (cute & friendly animals and endangered speciescateogizing was used- unit 10: Conservation Reading).
For applying level, some kinds of tasks are designed, including interviewing the
partners about the family, daily routines; chatting with the friends about your
hobbies or presenting your ideas about causes of pollution or solutions of protecting
environment. Students can use words from the videos to make new sentences.
The fourth level is analyzing with some types of tasks for example drawing mindmap for words appearing in the videos, making the outline of the invitation of the
letter; writing a message after watching a video about conservation.
Evaluating is the next level in Blooms Taxonomy with numerous tasks are designed
such as scoring your friends ‘performance or presentation (students score
performance based on some given criteria; debating the advantages of conservation.
The highest level is creating which is used to designed various exercises or activities
for brilliant or accomplished students. Some common tasks are role playing- students
are encourage their creativity- students are characters to role-play the videos they
are interested in. Or they can make a brief film about any topic you find interesting.
Lesson plans which consisted of seven activities were utilized the students in two
experimental groups to explore the effects of Powtoon-based videos on EFL high
school students’ involvement, acquisition and logical thinking. Powtoon-based
videos were designed and utilized suitably in all seven activities so that students’
different potentials were stimulated and improved. These activities which were
designed based on watching the Powtoon-based videos made the task more
interesting and help students involve in the lessons enthusiastically and excitedly, as
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well as develop language acquisition and logical thinking. Detailed information for
each learning period was listed in the following table.
Table 4.1 The list of lesson plans

Activity

Unit

Powtoon-based videos

1st

Unit 9 Undersea world

Finding the home of fishes

Lesson 1: Reading
2nd

3rd

4th

5th

6th

7th

Unit 9 Undersea World

Guessing the name of fish

Lesson 4: Listening
Unit 10: Conservation

Filling in the table

Lesson 1: Reading
Unit 10: Conservation
Lesson 4: Writing

Guessing the kind of the
letter

Unit 11: National Park

Guessing the place

Lesson 1: Reading
Unit 11: National Park

Who will be the fastest?

Lesson 5: Language Focus

Listing words and filling in
the blank

Unit 12: Music

What is this?

Lesson 1: Reading

Filling in the blank and
guessing

V. PEDAGOGIC, SCIENTIFIC, PRACTICAL
NOVELTY OF THE EXPERIENCE

CHARACTERISTICS

In this part, several characteristics of the experiences are described include
pedagogy, science, practice and improvement.
1 Pedagogic Characteristics
There have been manifold standards of effective pedagogy, including jointing
productive activities, language development, contextualization, challenging
activities.
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1.1 Joint Productive Activities
Learning occurs most effectively when teachers and students work together for a
common product or goal, and are therefore motivated to assist one another. Some
tasks are done by asking students to communicate together and work jointly. After
watching the video. Regularly, students are eager to participate in when warm-up
activities are adapted by using videos in warm-up part.
1.2 Language Development
Language development at all levels such as informal, problem-solving, and
academic should be fostered through use and through purposeful, deliberate
conversation between teacher and students.
Some activities are designed in order to promote the students’ language
development. Firstly, students watch the videos, try to get some main information
from the videos, and then students can acquire new knowledge and vocabulary as
well as the grammar structure easily via the videos they watch.
1.3 Challenging Activities
Challenging activities are tremendous opportunities for learners to improve their
skills as well as English proficiency. Exercises and tasks should be a little bit more
demanding than their standard, which boosts students to make attempt to achieve the
goals. Teachers could assist students to accomplish more complex understanding by
building from their previous success.
Students are asked guess the topic of the lesson depending on evidences on videos.
Teachers do not give the exact words for the topics, students gathers words and then

guess about the topic they are going to learn. It is guessing that helps students to
develop the ability of logical thinking.
2 Scientific Characteristics
2.1 Empirical Observation
This experience relies on the direct observation of the treatment groups. Personal
perspectives, feelings, thoughts, emotional opinions and subjective factors are not
used in this paper. The careful observation has been made through taking
photographs and recording the videos (See images of students’ performance from
page 41 to 44 and link video sources from page 27 to 37)
2.2 Replicable Experiment
This writing is the replicable experiment, in other words, if another experiment is
exactly duplicated, the same results will be got. Possibly, the number of participants
is different, more or less than 84 students who have attended two classes in this
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experience, however, the proportion of level scores is unchanging with the results of
this paper.
2.3 Objective Approach
The methodology in this experience is completely objective, it relies on the facts,
which are collected from data rather than beliefs, desires or wishes. The approach of
this experience has based on the students’ result of involvement, language
acquisition as well as learners’ logical thinking.

2.4 Systematic Observation
This paper relies on carefully planned studies rather than on random or haphazard
observation. The author has made the sharp outline about procedure for particular
time for example, in the first week students are asked to do the pre-questionnaire
and the pre-treatment test to investigate the starting point of the students. Moreover
the survey questionnaire for English teachers was completed in this week in order
to examine the fact of school teachers before the treatment. During the period of
writing this experience videos which were used to teach in experimental lessons
were designed and made by the author’s paper. The last step is that learners are
demanded to finish the post-questionnaire and the post-treatment test. Obviously,
procedure of the experience and observation are planned attentively.
3 Novelty
3.1 Students’ Potential Enhancing
Visual aids in class which are designed effectively regularly foster learning by
helping students’ associate meaning to specific cues. Sousa (2011) claims that
visuals reinforce understanding as this helps students attach both auditory and visual
cues to the information increasing the likelihood that sense and meaning will emerge
and that they will be able to accurately retrieve the information later.
3.2 Involvement Increase
Until to present, at numerous conventional schools, particularly in rural areas and
mountainous areas, there have been myriad classes which focus on centered-teacher
activities. In these periods, students are passive listeners who seem to ignore the
learning process or they are forced to listen. Actually, the proportion of students
attends the classes actively and are eager to learn is extremely low. This unpleasant
fact has existed for a long time at plentiful schools, colleges and universities since
not only teachers but also learners hesitate changing or updating the innovative
teaching and learning methods.
It is the Powtoon-based videos that makes a minor contribution to solve the above
challenges. Using video presentation tool, Powtoon-based videos in particular, helps
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Applying Powtoon-based Videos on Warm-up Activity and Its Effects on EFL
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learners to be more motivated, more comfortable in the classroom and readier to
understand concepts and new knowledge than traditional-based lessons. As a result,
learners will participate in the lessons more actively and enthusiastically.
Powtoon-based lessons require almost of the participants in class to have to
cooperate or work individually to complete each required activity. In addition, these
videos provides information in a short time, this forces students to pay much
attention to get information from the videos. This makes all of the students in class
have to participate attentively and promotes the ratio of the students’ participation.
Moreover, the students are highly aware of their role of completing the duty. More
particular, the great number of students in the treatment groups have almost had full
awareness of the importance of participation.
3.3 Language acquisition Increase
In FL learning, situated learning means learning through the use of the target
language in authentic situations. Experts claim that learners want to become
members of are the speakers of the target language. Therefore, communication with
these speakers is very crucial, both in terms of comprehension as well as of
expression. Comprehension and expression need to serve practical needs and they
need to be application oriented. Linguistic knowledge can only be used in authentic
communicative situations if it has been acquired in such situations.
Videos which create from authentic situations provide a context and areas on for
communication. While pictures and photos may serve the same purpose, video has

the added advantage of providing models and examples on how to deal with the
subject linguistically with interesting ways.
Through videos, particularly Powtoon-based videos encourage teachers’ creativity
rather than already-made videos in the Internet. These videos help students to
acquire language by sounds, words and expressions easily with more interesting
content than books or traditional class. Lessons used Powtoon-based videos attract
most of students’ attention to the lessons and they acquires knowledge and language
very well.
Powtoon-based videos provide moving images and sounds in the media. Media that
have image and sound elements (sight and hearing) will increase the retention rate
(memory and memory) of students on the subject matter delivered via videos.
Powtoon videos have interesting animated features including handwritten
animations, animated cartoons, and more lively transition effects, as well as easy
timeline settings. These features attract students’ attention as well as their language
acquisition.
3.4 Logical thinking Increase
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Using movies assisted message delivery. Watching a video seems to be similar to
reading a text but to read a passage, takes more commitment, focus and reflection.
Their enthusiasm towards the two activities is different and students learned
important concepts and information through movies more rapidly.

The use of movies to develop students’ creative thinking should be implemented in
classrooms. Movies can fill the gap between generations, entertain, interest, inspire,
and especially help students in the area of language acquisition in a natural way. The
expected outcome is sophisticated to enhance students’ logical thinking skills. This
serves the purpose of education, which is to nourish the whole person- particularly
both head and heart. Videos in general and Powtoon-based videos in particular will
student to develop their logical thinking skills much more than books or others
printed documents. Therefore, learning via Powtoon-based video is really effective
for students to improve their logical thinking.
4 Practical Characteristics
The experience directed toward problem of students’ active involvement, language
acquisition and logical thinking which have occurred frequently in every school. In
this experience, designing these warm-up activities used the Powtoon-based videos
are effectively utilized to encourage each students’ participation, language
acquisition and logical thinking.
The Powtoon-based videos designed with a wide range of colourful pictures,
animated images as well as interesting effects, which attracts students’ involvement
effectively. Many questions such as listing, filling the table, guessing what the
lessons students will learn help students to improve their language acquisition as
well as logical thinking.
Powtoon-based videos could be applied in a wide range of school levels from
primary education to university level and seem to be appropriate for every learner.
Particularly, the lessons using Powtoon-based videos are extremely suitable for
primary learners. Students are eager to learn and participate more actively than
VI. RESULTS
This section presents and discusses all results from the pre-questionnaire for students
and the post-questionnaire for students as well as the pre-treatment and the posttreatment in the experimental process of two classes. There are some comparisons
of pre and post-questionnaire for students as well as the the treatment test for
students before and after the experiment.
It begins with the rationale of the post-treatment test in the treatment process then

processes with the results of the pre-questionnaire and their results.
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1 The Pre-treatment and Post-treatment test
Treatment test before and after
applying Powtoon-based videos
60

51

50

40

40

32

29

30
20

15

10

1

0
43-55

56-70
Before

71-80
After

Chart 4.1 The mark distribution before and after application
The graph presents the scores of participants before and after the experiment. There
were dramatic changes about the number of participants getting highest score group
and smallest score group.
As can be seen from the chart 4.1, there were significant differences in two levels of
scores from 43 to 50 and from 71 to 80. There were a considerable decrease at the
43-55 score group. 51 students getting these scores when taking traditional classes,
compared with 15 students taking Powtoon-based video lessons. The number of
students who got the highest level of score increased tremendously from 1 student
to 29 ones. In contrary, two higher level of scores, there was both the modest growth
and dramatic growth. With group of from 56 to 70 score, there was a minor increase
from 32 to 40 nevertheless, in the highest score group, the enormous growth was
recorded between before and after with 1 and 29, respectively. The data shows that
the application of Powtoon-based videos have positive effects on students’ learning

process, including involvement, language acquisition and logical thinking.
2 The Pre- Questionnaire and the Post- Questionnaire for Students
2.1 Students’ attitudes towards Warm-up activities before and after the application
The table presents the proportion of students’ attitude towards warm–up activities
before and after application. There are a dramatic change about groups of students
choosing “interesting” and “normal”.
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It can be seen from the table, the most substantial difference belonged to participants
who considered the warm-up activity being “ interesting” with 65.36%. 75 out of 84
students accounting for 89.29% thought that the lessons with Powtoon videos were
interesting, compared with 23.81%. However, there was the significant decrease in
the ratio of people claimed warm-up activity being “normal” with 60.72%. No
students chose “boring” option after applying Powtoon-based videos in warm-up
activities. There were only 4 out of 84 learners, accounting 4.76% selecting “others”
because they found the activities were quite difficult and challenging for them.
From the data presented by the graph, it is clear that there were the considerable
benefits of Powtoon-based video in warm-up stage.
Students' attitude towards warm-up activities before
and after application
89.29%
90.00%

80.00%

66.67%

70.00%
60.00%
50.00%
40.00%
30.00%

23.81%

20.00%

5.95%

9.52%

10.00%

0%

0%

4.76%

0.00%
Interesting

Normal

Before

Boring

Others

After

Chart 4.2 Students’ attitude about warm-up activities before and after application
2.2 Students’ language acquisition towards Warm-up activities before and after the
application
The graph shows the students’ language acquisition towards warm-up activities
before and after the experiment. There is a enormous change about students’ attitude
for the importance of warm-up stage with their language acquisition.
As can be seen from the table, the number of students thought warm-up activity was
useful for their language acquisition changed considerably before and after
experiment. The percentage of those who claimed the warm-up activities were useful
increased dramatically from 32.14% to 97.64%. Meanwhile, the proportion of
learners thought warm-up activities were not useful for them to acquire languages
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Applying Powtoon-based Videos on Warm-up Activity and Its Effects on EFL
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Students' attitude towards warm-up

activities' benefits for language acquisition
97.62%
100.00%
90.00%
80.00%
70.00%
60.00%
50.00%
40.00%
30.00%
20.00%
10.00%
0.00%

67.86%

32.14%

2.38%

Useful

Useless
Before

After

naturally
decreased
markedly by 65.28%.

The people believed that
the uselessness of warmup stages for language
acquisition made account
for only 2.38 percent.
The data shown in the
chart proves that using
Powtoon-based videos in
warm-up activities has
positive influences on
learners’
language
acquisition.

Chart 4.3 Students’ ability of language acquisition before and after application
2.3 Students’ logical thinking towards Warm-up activities before and after the
application

Students' attitude towards warm-up
activities' benefits for logical thinking
92.86%
100%

Chart 4.4 Students’
ability of logical thinking
before
and
after
application

75%

80%
60%
25%
40%
7.14%
20%
0%
Useful

Useless
Before

After

The Chart 4.4 shows
students’
ability
of
logical thinking before
and after implementing
the application. There
were
considerable
changes both attitudes of
students between before
and after the experiment.

Overall, big changes are recorded in two attitudes of students, including useful and
useless. The ratio of students whose positive attitude about warm-up activities with

developing their logical thinking increased from 25 percent to 92.86 percent before
and after applying Powtoon-based videos respectively. Meanwhile, the number of
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students supported the “useless” option decreased remarkably from 75% to 7.14%
after using media in lessons.
Data presented in the chart shows that applying Powtoon-based videos in warm up
activities achieve extremely positive impact on improving students logical thinking.
2.4 Students’ frequency involvement towards Warm-up activities before and after
the application
The chart 4.5 below shows the significant differences of students’ involvement in
warm-up activities before and after experiment. There were dramatic changes two
levels of students’ frequency involvement, including “always” and “sometimes”
between before and after the experiment.
It is clearly seen that there was a dramatic growth in percentage of students actively
participating in these activities but a decreasing trend in the number of them who did
not. After applying Powtoon-based videos in warm-up activities, the number of
students who always participated in increased considerably from 21.42% to 88.1%.
On the other hand, the data showed a decline in the number of students with the other
degrees of involvement. 23.81% of the students involved the lesson frequently but
this number decreased by 7.14% when learning with lessons using mass media.
Nearly half of students with 47.62% attending traditional classroom fell substantially

to 2.38%. There was a slight fall in the proportion of students engaging traditional
lessons with 7.14%, compared with 2.38% in media-based lessons.
The data presented in the following chart convinces that Powtoon-based videos
attract students’ engagement considerably.
Chart 4.5 Students’ frequency involvement before and after application
Students' involvement in warm-up activities
before and after application
88.10%
90.00%
80.00%
70.00%
60.00%

47.62%

50.00%
40.00%
30.00%

21.43%

23.81%

20.00%

9.52%
2.38%

10.00%

7.14%

0.00%

0.00%
Always

Often
Before

Sometimes

Seldom

After

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PART 3: CONCLUSION
I. PROCEDURE
Firstly, eighty-four participants (of two classes) had to do the pre-treatment test.
The test, including 16 questions of involvement, language acquisition and logical

thinking. The researchers requested the participants to fulfill all these questions
in 10 minutes and it was obligatory for students to answer the questions was the
same to their situation. The teacher was collecting their readers’ sheet. The
fundamental purpose of this test is to measure the learners’ understanding about
involvement, language acquisition and logical thinking. Moreover, this test was
in favor of measuring the students’ participation level, language acquisition and
logical thinking.
Secondly, students of these groups were asked to complete the pre-questionnaires
for students. There were 5 questions to examine level of students’ language
acquisition and logical thinking. Students had 3 minutes to complete these
questions The teacher was collecting their readers’ sheet. The main purpose of
this survey is to measure the learners’ understanding about warm-up activities,
language acquisition and logical thinking.
Next, these two groups followed the English program at school. This project was
conducted for 7 lessons with two treatment groups from 2nd, January to 3rd March
2021. During the treatment, the Powtoon-based vides were applied in warm-up
activities belonging to seven lessons, including reading, listening, writing and
language focus.
In addition, each activity started with a Powtoon-based video, which were designed
by teachers not only in order to eliminate students' stress and pressure but also attract
students’ participation. Then the tasks were performed with different activities such
as guessing, filling the table and listing which helped students to acquire knowledge
naturally and develop their logical thinking by guessing the name of the new lesson
as well as some characteristics of the lesson.
Finally, the teacher asked the participants of the two groups to do the post-treatment
and post-questionnaires. The test procedure was the same for both the pre-treatment
test and pre-questionnaires. In the post-treatment test, the participants were
evaluated by their results. The major aim of the test is to find out remarkable
advancement of the participants. In addition, the post-questionnaire test was carried
out so as to seek differences about learners’ awareness of involvement, language

acquisition and logical thinking as well as Powtoon-based videos between before
and after the experiment.
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