The Effectiveness of 2D Animated Videos in Improving Receptive Communication Viewing Task of Standardized Listening Test

English functions as a global lingua franca, rendering the cultivation of receptive communication skills as crucial for establishing a foundation for productive skills like speaking and writing. The utilization of standardized materials to improve these receptive competencies is imperative for successful language acquisition. Standardized English Assessment measured both writing and speaking skills as well as receptive skills. Traditionally, receptive skills include reading and listening, employing static images in listening task; however, research has shown that animated media can enhance viewing skill and learning. This study explored the use of animated media in a viewing task, with a focus on the ADDIE model for development and implementation, as well as utilizing Mayer's Multimedia Learning Theory as its main principle. The study aimed to design and develop 2D animation as a viewing task and analyze its effectiveness. A quasi-experimental research design was employed, featuring two groups: one experimental group engaged with 2D animated viewing task and a control group utilizing static images with the same TOEIC-based listening track. The audio content, duration, and pacing were kept consistent across conditions. To minimize bias and maintain experimental control, the system-paced environment restricted learner interaction by disabling playback controls such as pause and replay. Both the static image and animated video tasks were deployed through the Black Board (BBL) Learning Management System (LMS) under identical conditions. Data analysis, incorporating a Mann-Whitney U-test, indicated a statistically significant difference between the two groups, with the experimental group attaining a higher mean score (M = 8.47, SD = 1.12) in comparison to the control group (M = 7.32, SD = 0.74). The study has shown positive results, with the experimental group performing better than the control group and suggesting the potential of animation as an effective tool for testing viewing skills in standardized English assessment.