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 INTRODUCTION ….3 I Rationale II The Improvement of the Experience III The Scope of the Experience IV The Methodologies of the Experience PART 2: CONTENT I Literature Review The Definitions 1.1 The Definitions of Involvement 1.2 The Definitions of Acquisition 1.3 The Definitions of Powtoon Application 1.4 The Definitions of Warm-up Literature Review and Related Studies 2.1 Teachnology in Education 2.2 Roles of Powtoon-based Videos on Learning Process……………………7 2.3 Roles of Warm-up Activities…………………………………………… II Data The Treatment test The Pre-questionnaire for Students The Post-questionnaire for Students The Questionnaire for Teachers 10 III Analyses and Evaluations 11 Factual Problems 12 Drawbacks 13 IV Solutions and Suggestions 13 Teachers 13 Classmates 14 Interesting Relevant Class Content 14 Page | Teaching Experience 2020-2021 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 Pedagogic Characteristics 16 1.1 Joint Productive Activities 16 1.2 Language Development 16 Scientific Characteristic 17 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 Practical Characteristics 20 VI Results 20 The Treatment Test 21 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 Samples 26 The Treatment Test 37 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 Images of Students' activites in Classes 41 II Significance 45 III Suggestions 46 IV References 46 Page | Teaching Experience 2020-2021 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 | Teaching Experience 2020-2021 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 Page | Teaching Experience 2020-2021 Applying Powtoon-based Videos on Warm-up Activity and Its Effects on EFL Grade 10 Students’ Learning Process PART 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 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 Page | Teaching Experience 2020-2021 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 to minutes 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 Page | Teaching Experience 2020-2021 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 Page | Teaching Experience 2020-2021 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 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 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 giáo viên thiết kế để mở đầu (23.81%) 66.67% học nào? C D 9.52% 0% A.Rất thú vị B Bình thường C Tẻ nhạt D Khác Page | Teaching Experience 2020-2021 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 nào? 21.43% A Luôn B Thường xuyên C Thỉnh thoảng 40 23.81% 47.62% 7.14% 57 0 67.86% 0% 0% 63 0 75% 0% 0% 36 25 42.86% 29.86% 3.57% D Hiếm Câu 3: Em thấy hoạt động Warm- 27 up mà giáo viên thực có hữu 32.14% ích cho em việc tiếp nhận ngôn ngữ không? A Rất hữu ích 20 B Khơng hữu ích Câu 4: Em thấy hoạt động Warm- 21 up mà giáo viên thực có hữu 25% ích cho em việc phát triển tư logic không? A Rất hữu ích B Không hữu ích 20 Câu 5: Giáo viên đưa phần Warm- 23.81% up trước dạy không? A Luôn B Thường xuyên C Thỉnh thoảng D Hiếm 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 video thiết kế 75 dựa ứng dụng Powtoon sử 89.29% dụng vào phần Warm-up 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 nào? B C D 5.95% 0% 4.76% 9.52% 2.38% 0% Page | Teaching Experience 2020-2021 Applying Powtoon-based Videos on Warm-up Activity and Its Effects on EFL Grade 10 Students’ Learning Process A Luôn B Thường xuyên C Thỉnh thoảng D Hiếm Câu 3: Em thấy hoạt động Warm-up có 82 video sử dụng ứng dụng Powtoon mà 97.62% giáo viên thực có hữu ích cho em việc tiếp nhận ngơn ngữ khơng? A Rất hữu ích 0 2.38% 0% 0% 0 7.14% 0% 0% 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 có hữu ích cho em việc phát triển tư logic không? A Rất hữu ích B Khơng hữu ích Câu 5: Em có muốn tiếp tục tham 80 gia phần Warm-up có video sử dụng 95.24% ứng dụng Powtoon khơng? 4.76% A Có, thường xun B Có, C Khơng 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 Warm-up? 2 1 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 warm –up section in textbook “: Tieng Anh 10” ? Page | 10 Teaching Experience 2020-2021 Applying Powtoon-based Videos on Warm-up Activity and Its Effects on EFL Grade 10 Students’ Learning Process Expected answer Fill the missing words popular sound relaxed pop Piano artists The photo was cut from the video Bands What is the above information above? The photo was cut from the video It is about music The photo was cut from the video at class Page | 36 Teaching Experience 2020-2021 Applying Powtoon-based Videos on Warm-up Activity and Its Effects on EFL Grade 10 Students’ Learning Process Video sources: - https://tinyurl.com/Unit12L1reading (The Powtoon-based video) - https://tinyurl.com/Unit12readingatclass (The video was recorded at class) The Treatment Test BỘ CÂU HỎI KHẢO SÁT DÀNH CHO HỌC SINH THPT Thông tin chung Bộ câu hỏi khảo sát phần nghiên cứu giá trị, có, việc áp dụng video sử dụng ứng dụng Powtoon dạy học tiếng Anh cho học sinh trường THPT Các thông tin cá nhân nội dung câu trả lời bạn hoàn toàn bảo mật người nghiên cứu Bạn nên trả lời sau đọc câu hỏi lựa chọn câu trả lời với thực tế thân Thông tin cá nhân người khảo sát a Họ tên: ………………………………… b Lớp: ……………………………… c Giới tính:…………………………………… d Số năm học tiếng Anh: ……… Câu hỏi khảo sát Hãy đọc câu vịng trịn vào số cột có câu trả lời tương ứng gần với thực tế thân bạn Không Hiếm bao Thỉnh Thường Luôn thoảng xuyên Tôi học đầy đủ Tơi ln tích cực tham gia từ đầu tiết học Tôi phát biểu biết câu trả lời Tôi ghi chép đầy đủ 5 Tôi lắng nghe giáo viên giảng cách nghiêm túc Tơi tích cực tham gia hoạt động làm việc theo nhóm hay làm việc theo cặp Page | 37 Teaching Experience 2020-2021 Applying Powtoon-based Videos on Warm-up Activity and Its Effects on EFL Grade 10 Students’ Learning Process Sự tham gia học sinh vào video sử dụng phần warm up Nội dung phần Warm-up thú vị Tơi ghi nhớ từ vựng nhanh 10 Tơi tiếp thu ngơn ngữ cách dễ dàng 11 Tơi sử dụng từ vựng phần Warm-up để đặt câu 12 Tơi sử dụng từ vựng phần Warm-up để tạo đoạn hội thoại ngắn 13 Tơi đốn cấu trúc câu, cấu trúc ngữ pháp qua phần nội dung Warm-up 14 Tơi đốn nội dung học tới qua phần warm-up 5 16 Tôi rút chủ đề học thơng qua hình, lời giải thích cách dễ dàng 15 Khả suy luận phán đốn tơi tốt The Questionnaire for Students 3.1 The Pre-questionnaire for Students PRE – QUESTIONNAIRE FOR STUDENTS Câu 1: Em thấy hoạt động Warm-up giáo viên thiết kế để mở đầu học nào? A.Rất thú vị B Bình thường C Tẻ nhạt D Khác Câu 2: : Em tham gia vào phần Warm-up với mức độ nào? A Luôn B Thường xuyên C Thỉnh thoảng D Hiếm Câu 3: Em thấy hoạt động Warm-up mà giáo viên thực có hữu ích cho em việc tiếp nhận ngơn ngữ khơng? A Rất hữu ích B Khơng hữu ích Câu 4: Em thấy hoạt động Warm-up mà giáo viên thực có hữu ích cho em việc tiếp phát triển tư logic không? Page | 38 Teaching Experience 2020-2021 Applying Powtoon-based Videos on Warm-up Activity and Its Effects on EFL Grade 10 Students’ Learning Process A Rất hữu ích B Khơng hữu ích Câu 5: Giáo viên đưa phần Warm-up trước dạy không? B Thường xuyên C Thỉnh thoảng A Luôn D Hiếm 3.2 The Pre-questionnaire for Students POST – QUESTIONNAIRE FOR STUDENTS Câu 1: Em thấy video thiết kế dựa ứng dụng Powtoon sử dụng vào phần Warm-up A Thú vị B Bình thường C Tẻ nhạt Câu 2: Em tham gia vào phần Warm-up có video sử dụng ứng dụng Powtoon với mức độ nào? B Thường xuyên C Thỉnh thoảng A Luôn D Hiếm Câu 3: Em thấy hoạt động Warm-up có video sử dụng ứng dụng Powtoon mà giáo viên thực có hữu ích cho em việc tiếp nhận ngôn ngữ không? A Rất hữu ích B Khơng hữu ích Câu 4: Em thấy hoạt động Warm-up có video sử dụng ứng dụng Powtoon mà giáo viên thực có hữu ích cho em việc phát triển tư logic không? A Rất hữu ích B Khơng hữu ích Câu 5: Em có muốn tiếp tục tham gia phần Warm-up có video sử dụng ứng dụng Powtoon không? A Có, thường xun B Có, C Khơng 3.3 Questionnaire for Teachers SURVEY QUESTIONNAIRE FOR TEACHERS GENERATIONAL INFORMATION This survey is aimed to investigate the effects of Warm-up in teaching English for the 10th grade This questionnaire will be used for academic research and the result may be used for the purposes stated above, not for any others Thanks for your cooperation Your gender: Male Female Your age: …………………………………………………………………………… Page | 39 Teaching Experience 2020-2021 Applying Powtoon-based Videos on Warm-up Activity and Its Effects on EFL Grade 10 Students’ Learning Process Your name: ……………………………………….………………………………… Your years of teaching English: …………………………………………………… Question 1: In your opinion, What are the purposes of the Warm-up? 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 warm –up section in textbook “Tieng Anh 10” ? 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 you adapt the activities in the textbook to make them more interesting and suitable? A Always B often C sometimes D rarely E never Question 4: Which of following factors you often take into consideration when planning warm-up A Students’ levels B Students’ interest C Students’ strengths and learning preferences D Students’ general knowledge of the topic E All above options Question 5: What you think are the main causes of students’ low level of engagement and language acquisition A Students’ low motivation B Students’ lack foundation of knowledge C Uninteresting and inappropriate lessons D Teaching methodology E Others (Please specify)…………………………………………………………… Page | 40 Teaching Experience 2020-2021 Applying Powtoon-based Videos on Warm-up Activity and Its Effects on EFL Grade 10 Students’ Learning Process Imagines of Students’ Performance in Class The lesson is not used with the Powtoon-based Video The lesson is used with the Powtoon-based Video (The photo was taken at class) Page | 41 Teaching Experience 2020-2021 Applying Powtoon-based Videos on Warm-up Activity and Its Effects on EFL Grade 10 Students’ Learning Process The lesson is used with the Powtoon-based Video (The photo was taken at class) The lesson is used with the Powtoon-based Video ((The photo was taken at class) Page | 42 Teaching Experience 2020-2021 Applying Powtoon-based Videos on Warm-up Activity and Its Effects on EFL Grade 10 Students’ Learning Process The lesson is used with the Powtoon-based Video ((The photo was taken at class) The lesson is used with the Powtoon-based Video (Cut from the video) Page | 43 Teaching Experience 2020-2021 Applying Powtoon-based Videos on Warm-up Activity and Its Effects on EFL Grade 10 Students’ Learning Process The lesson is used with the Powtoon-based Video (The photo was taken at class) The lesson is used with the Powtoon-based Video (Cut from the video) Page | 44 Teaching Experience 2020-2021 Applying Powtoon-based Videos on Warm-up Activity and Its Effects on EFL Grade 10 Students’ Learning Process The lesson is used with the Powtoon-based video (The photo was taken at class) II SIGNIFICANCE The results of the present experience show the positive effects of Powtoon-based videos on high school students’ involvement, language acquisition and logical thinking These following recommendations can be made for instructional practice These pedagogical implications need to be taken with a great awareness by instructors As mentioned above, the using Powtoon-based videos in warm-up activity made significant contributions to students’ English involvement, language acquisition and logical thinking with score increase Therefore, one possible implication is that teachers should design more Powtoon-based videos which seem to be suitable to trigger students’ involvement, help students to acquise knowledge more naturally as well as to develop their logical thinking Additionally, after implimenting this paper, the writer have had full awareness of Powtoon-based videos’ crucial role in teaching and learning process Therefore the writer always tries to observe and evaluate exactly about each student’s strengths, Page | 45 Teaching Experience 2020-2021 Applying Powtoon-based Videos on Warm-up Activity and Its Effects on EFL Grade 10 Students’ Learning Process which helps the teacher to design the suitable Powtoon-based lesson plans for many students in the class More particularly, lessons seem to more fascinating for students to attend class more actively, in other word, learners are more eager to participate the activities and learning procedure III SUGGESTIONS Because of the limited number of participants and activities, some suggestions are proposed for further research The first suggestion is that the next experience should be carried out with larger numbers of participants with different stages of the lesson, including the post step or review stage As a result, the experience would be more effective, reliable, interesting and convincing Next, in this experience, only two grade 10 were taught with Powtoon-based videos therefore, another suggestion is that these Powtoon-based videos should be used in a wide range of levels from primary education to upper-secondary education One more suggestion is that in the future experience should focus on exploring and studying about teaching students how to make the Powtoon videos that are useful for the learning process Making the Powtoon videos by students will encourage their creativity as well as active participant in learning process In short, despite the above shortcomings, it is hoped that it will contribute to the modest success of students’ involvement, language acquisition and logical thinking Therefore, it can help students and give them encouragement as well as knowledge they need for their involvement, knowledge acquisition and logical thinking IV REFRENCES Astin, A W (1984) Student involvement: A developmental theory for higher education Journal of College Student s, 25, 297-308 Charbel Seman and Nour Ismail (2018) The effects of using Powtoon on learning English as a foreign language, vol 10, Issue, 05, pp.69262-69265, May, 20 Ellis, R (2005) Instructed second language acquisition: A literature review NZ: Ministry of Education Fimbriani, S 2016 The use of teaching media PowToon to improve eleventh grade of language class students’ writing ability at SMA negeri malang Thesis Retrieved from https://eprints.umm.ac.id/id/eprint/34485 Fredrick & Dean Effects of Student Participation in Classroom Decision Making on Attitudes, Peer Interaction, Motivation, and Learning Journal of Applied Psychology 1980, Vol 65, No 1, 74-80 Lai, K (2012) ‘Assessing participation skills: online discussions with peers’, Page | 46 Teaching Experience 2020-2021 Applying Powtoon-based Videos on Warm-up Activity and Its Effects on EFL Grade 10 Students’ Learning Process Assessment & Evaluation in Higher Education, Vol.37, No.8, pp 933-947 Also available online: DOI: 10.1080/02602938.2011.590878 Marcelo Humberto Rioseco Pais, F P 2017 Incorporating PowToon as a Learning Activity into a Course on Technological Innovations as Didactic iJET ‒ Vol 12, No 6, 120-131 Rosalba Velandia (2008) The Role of Warming Up Activities in Adolescent Students’ Involvement Sousa, D A 2011 How the Brain Learns United States of America: Corwin Press Tricomi, E.L (1986) Krashen’s second-language acquisition theory and the teaching of edited American English Journal of Basic Writing, Vol 5, No 2, 198 University of New South Wales (n.d.) 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Applying Powtoon- based Videos on Warm- up Activity and Its Effects on EFL Grade 10 Students’ Learning Process Page | 48 Teaching Experience 2020-2021 Applying Powtoon- based Videos on Warm- up Activity. .. Activity and Its Effects on EFL Grade 10 Students’ Learning Process Page | 49 Teaching Experience 2019-2020 Applying Powtoon- based Videos on Warm- up Activity and Its Effects on EFL Grade 10 Students’. .. Akhyar, Djono, 2019) 1.4 Definitions of Warm- up Page | Teaching Experience 2020-2021 Applying Powtoon- based Videos on Warm- up Activity and Its Effects on EFL Grade 10 Students’ Learning Process Up to