DEVELOPING AN AI-ASSISTED ANIMATED ENGLISH ALPHABET SONG PROTOTYPE FOR INDONESIAN PRIMARY SCHOOL EFL LEARNERS
DOI:
https://doi.org/10.31851/v0r06883Keywords:
AI-assisted learning, Animated alphabet song, English language teaching, Primary school EFL learners, ultimedia learning, Instructional designAbstract
This study aims to design and develop an AI-assisted animated English alphabet song prototype for beginner EFL learners in Indonesian primary schools, focusing on Grades 4–6, applying the Analyze, Design, and Develop stages of the ADDIE model to produce curriculum-aligned multimedia that enhances alphabet recognition and accurate pronunciation. The research employed curriculum review, classroom observations, teacher interviews, and media analysis across five public schools in Majene, Sulawesi Barat, using Suno AI for vocal processing, Gemini for character images, VEO3 for lipsynced animation, and Capcut for video editing. Expert evaluation using a structured evaluation form assessed content validity, language quality, media design, and pedagogical suitability, yielding Aiken’s V scores from 0.833 to 1.000, confirming the prototype’s validity. The prototype can be applied in primary school English lessons, teacher education, instructional design, and educational technology courses to support early literacy, phonics instruction, and curriculum-aligned multimedia development. This study presents a novel approach by integrating generative AI voice processing, hybrid animated characters, and multimedia learning principles, providing an empirically validated, replicable framework for developing localized, high-quality instructional media for beginner EFL learners.
References
Ada, K., Tapan Broutin, M. S., Kaleli Yılmaz, G., & Bayram, G. M. (2021). Investigation of documentation processes of students with low and high level of mathematical literacy: A case study. Journal of Pedagogical Research, 5(4), 189–213. https://doi.org/10.33902/JPR.2021474615
Aiken, L. R. (1980). Content validity and reliability of single items or questionnaires. Educational and Psychological Measurement, 40(4), 955–959. https://doi.org/10.1177/001316448004000419
Akram, H., Abdelrady, A. H., Al-Adwan, A. S., & Ramzan, M. (2022). Teachers’ perceptions of technology integration in teaching-learning practices: A systematic review. Frontiers in Psychology, 13(June), 1–9. https://doi.org/10.3389/fpsyg.2022.920317
Alfarwan, A. (2025). Generative AI use in K-12 education: A systematic review. Frontiers in Education, 10, 1647573. https://doi.org/10.3389/feduc.2025.1647573
Al-Hajaya, N., & Al-Khresheh, T. (2012). The effect of cognitive learning style-based reading program on the achievement of Jordanian freshmen english majors. International Education Studies, 5(3), 235–246. https://doi.org/10.5539/ies.v5n3p235
Baleghizadeh, S., & Maryam, B. (2019). The Effect of Summary Writing on Reading Comprehension: the Role of Mediation in Efl Classroom. New England Reading Association Journal, 47(1), 44–48. http://search.ebscohost.com/login.aspx?direct=true&db=aph&AN=88399940&site=ehost-live
Bhwana, P. G. (2023). Ministry claims Merdeka curiculum improves quality of education in Indonesia. https://en.tempo.co/read/1685279/ministry-claims-merdeka-curriculum-improves-quality-of-education-in-indonesia
Boardman, A. G., Polman, J. L., Scornavacco, K., Potvin, A. S., Garcia, A., Dalton, B., Stamatis, K., Guggenheim, A., & Alzen, J. L. (2024). Examining enactments of project-based learning in secondary english language arts. AERA Open, 10(1), 1–17. https://doi.org/10.1177/23328584241269829
Booton, S. A., Hodgkiss, A., & Murphy, V. A. (2021). The impact of mobile application features on children’s language and literacy learning: a systematic review. Computer Assisted Language Learning, 36(3), 400–429. https://doi.org/10.1080/09588221.2021.1930057
Branch, R. M. (2009). Instructional design: The ADDIE approach. Springer. https://doi.org/10.1007/978-0-387-09506-6
Buhaerah, N. (2024). Implikasi peran pendidikan dan pelatihan. Bongaya Journal of Research in Management, 7, 85–94. https://doi.org/https://doi.org/10.37888/bjrm.v7i1.583
Buyukkal, B. (2025). Politeness Strategies. Büyükkal, Burcu. “Politeness Strategies.” Socio-Cultural Concepts of (Im) Politeness: Interpretation, Linguistics, and Discourse Analysis: Interpretation, Linguistics, and Discourse Analysis.
Dessler, G. (2020). Human resource management (Fifth Edit). Pearson Education.
De Wilde, V., Brysbaert, M., & Eyckmans, J. (2020). Learning English through out-of-school exposure. Which levels of language proficiency are attained and which types of input are important? Bilingualism, 23(1), 171–185. https://doi.org/10.1017/S1366728918001062
Ditania, S. (2022). An anlysys on students’ problem in speaking skill faced by the eleventh grade of social science of sma negeri 3 pekanbaru in academic Year 2019/2020 [Universitas Islam Riau]. https://repository.uir.ac.id/11477/
Firdaus, R., & Firdaus, R. (2024). Implementation of the ADDIE model for developing multimedia learning media and gamification on space objects material on elementary school. JUTIF : Jurnal Teknik Informatika, 5(4), 365–373. https://doi.org/10.52436/1.jutif.2024.5.4.2307
Khadafi, B. I. (2021). Feminist and pessimist existentialism in kate chopin’s “the story of an hour”: a systemic functional grammar analysis. Journal of English Language Studies, 6(2), 138.
Laksana, S. D., Setyosari, P., Praherdhiono, H., Kuswandi, D., Priatna, Y., Abidin, N., … Hile, A. (2025). Enhancing reading literacy through augmented reality among Indonesian migrant children in Malaysia. Journal of Integrated Elementary Education, 5(2), 469–487. https://doi.org/10.21580/jieed.v5i2.26498
Littleton, K., & Mercer, N. (2013). Educational dialogues. International Handbook of Research on Children’s Literacy, Learning, and Culture, 291–303.
Malini, N. L. N. S., Sukarini, N. W., Yadnya, I. B. P., & Maharani, S. A. I. (2022). Exploring needs analysis of English language training: An evidence from small hotel and restaurant employees in Nusa Lembongan, Bali, Indonesia. Indonesian Journal of Applied Linguistics, 12(1), 212–223. https://doi.org/10.17509/ijal.v12i1.46437
Mayer, R. E. (2021). Multimedia learning (3rd ed.). Cambridge University Press. https://doi.org/10.1017/9781316941355
Nafi’a, M. Z. I., Kuswandi, D., & Wedi, A. (2022). Pengembangan desain pembelajaran multiliterasi berbasis tringo dalam pembelajaran menulis teks eksposisi siswa SMA. JKTP: Jurnal Kajian Teknologi Pendidikan, 5(4), 349. https://doi.org/10.17977/um038v5i42022p349
National Reading Panel. (2022). Report of the National Reading Panel: Teaching Children to Read.
Olowookere, E. I., Omonijo, D. O., Odukoya, J. A., & Anyaegbunam, M. C. (2020). Exploring the effect of gender and personality characteristics on educational performance. Journal of Educational and Social Research, 10(5), 99–107. https://doi.org/10.36941/JESR-2020-0091
Piasta, S. B., & Wagner, R. K. (2010). Developing early literacy skills: A meta-analysis of alphabet learning and instruction. Reading Research Quarterly, 45(1), 8–38. https://doi.org/10.1598/RRQ.45.1.2
Rahmi, M. M., & Erlinda, R. (2014). Teachers’ role in building students’ character through English language teaching classroom. Proceeding of the Third International Seminar on Languages and Arts, 20, 320–327.
Ridwan, M. (2019). GALLERY WALK; An alternative learning strategy in increasing students’ active learning. Nady Al-Adab : Jurnal Bahasa Arab, 16(1), 49. https://doi.org/10.20956/jna.v16i1.6662
Royani, I. (2023). Pronunciation learning strategies used by EFL learners in university context. Proceeding of Conference on English Language Teaching, 3, 421–432.
Saha, G. C., Akber, S. M., & Roy, A. (2023). Impact of outcome-based education (obe) on learners’ performance in business courses. International Journal of Professional Business Review, 8(8), e02394. https://doi.org/10.26668/businessreview/2023.v8i8.2394
Saldıraner, G., & Cinkara, E. (2021). Using songs in teaching pronunciation to young EFL learners. PASAA, 62(1), 119–141. https://doi.org/10.58837/chula.pasaa.62.1.5
Sari, L. J. (2024). Application-based assembled edu media to stimulate alphabet recognition ability for early childhood children. Jurnal Pendidikan Anak Usia Dini Undiksha, 12(1), 44–53. https://doi.org/10.23887/paud.v12i1.75456
Sidik, A. S., & Fahmi, F. (2021). Pengembangan media video pembelajaran speaking berbasis Bahasa Ibu (Bahasa Sasak) di SMK Qamamrul Huda. Jurnal Ilmiah Mandala Education, 7(4), 2019–2022. https://doi.org/10.36312/jime.v7i4.2401
Sulistiyo, U., Mukminin, A., Cahyono, B. Y., & Haryanto, E. (2020). The portrait of primary school English in Indonesia: Policy recommendations. Education 3–13, 47(6), 751–761. https://doi.org/10.1080/03004279.2019.1680721
Sunde, K., Furnes, B., & Lundetrae, K. (2020). Does Introducing the Letters Faster Boost the Development of Children’s Letter Knowledge, Word Reading and Spelling in the First Year of School? Scientific Studies of Reading, 24(2), 141–158. https://doi.org/https://doi.org/10.1080/10888438.2019.1615491
Trisyani, R. A. (2022). The use of alphabet box media in letter recognition in children aged 4–5 years. ECEDS (Early Childhood Education Development Studies), 3(2). https://doi.org/10.35508/eceds.v3i2.12382
Ummah, M. S. (2019). Panduan Asistensi Mengajar. Institut Al Fithrah Surabaya, 11(1), 1–14. http://scioteca.caf.com/bitstream/handle/123456789/1091/RED2017-Eng-8ene.pdf?sequence=12&isAllowed=y%0Ahttp://dx.doi.org/10.1016/j.regsciurbeco.2008.06.005%0Ahttps://www.researchgate.net/publication/305320484_sistem_pembetungan_terpusat_strategi_melestari
Widagsa, R., & Khusnia, A. N. (2023). Should English be a primary school compulsory subject in Indonesia’s latest “Merdeka Belajar” curriculum? Journal of English Language and Language Teaching, 7(1), 1–19. https://doi.org/10.36597/jellt.v7i1.14408
Williyan, A., Fitriati, S. W., Pratama, H., & Sakhiyya, Z. (2024). AI as co-creator: exploring indonesian efl teachers’ collaboration with ai in content development. Teaching English with Technology, 24(2), 5–21. https://doi.org/10.56297/vaca6841/LRDX3699/RZOH5366
Yeni, M., & Amelia, R. (2020). Teaching alphabet for young learners through song. Journal of English Language Education, 5(2), 12–22. Retrieved from https://www.jele.or.id/index.php/jele/article/view/69
Yousefpoori-Naeim, M. (2023). a Review of Duolingo Stories. International Journal on Innovations in Online Education, 7(2), 1–7. https://doi.org/10.1615/intjinnovonlinee
Yusuf, A., Pervin, N., Román-González, M., & Md Noor, N. (2024). Generative AI in education and research: A systematic mapping review. Review of Education, 12(2), e3489. https://doi.org/10.1002/rev3.3489
Zhang, X., Zhang, P., Shen, Y., Liu, M., Wang, Q., Gašević, D., & Fan, Y. (2024). A systematic literature review of empirical research on applying generative artificial intelligence in education. Frontiers of Digital Education, 1(3), 223–245. https://doi.org/10.1007/s44366-024-0028-5
Downloads
Published
Issue
Section
License
Copyright (c) 2025 Ahyadi
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
Copyright Notice
Authors who publish with this journal agree to the following terms:
In order to assure the highest standards for published articles, a peer review policy is applied. In pursue of the compliance with academic standards, all parties involved in the publishing process (the authors, the editors and the editorial board and the reviewers) agree to meet the responsibilities stated below in accordance to the Journal publication ethics and malpractice statement.
Duties of Authors:
- The author(s) warrant that the submitted article is an original work, which has not been previously published, and that they have obtained an agreement from any co-author(s) prior to the manuscript’s submission;
- The author(s) should not submit articles describing essentially the same research to more than one journal;
- The authors(s) make certain that the manuscript meets the terms of the Manuscript Submission Guideline regarding appropriate academic citation and that no copyright infringement occurs;
- The authors(s) should inform the editors about any conflict of interests and report any errors they subsequently, discover in their manuscript.
Duties of Editors and the Editorial Board:
- The editors, together with the editorial board, are responsible for deciding upon the publication or rejection of the submitted manuscripts based only on their originality, significance, and relevance to the domains of the journal;
- The editors evaluate the manuscripts compliance with academic criteria, the domains of the journal and the guidelines;
- The editors must at all times respect the confidentiality of any information pertaining to the submitted manuscripts;
- The editors assign the review of each manuscript to two reviewers chosen according to their domains of expertise. The editors must take into account any conflict of interest reported by the authors and the reviewers.
- The editors must ensure that the comments and recommendations of the reviewers are sent to the author(s) in due time and that the manuscripts are returned to the editors, who take the final decision to publish them or not.
Authors are permitted and encouraged to post online a pre-publication manuscript (but not the Publisher final formatted PDF version of the Work) in institutional repositories or on their Websites prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (see The Effect of Open Access). Any such posting made before acceptance and publication of the Work shall be updated upon publication to include a reference to the Publisher-assigned DOI (Digital Object Identifier) and a link to the online abstract for the final published Work in the Journal.
