The Effect of YouTube on Students’ Listening Comprehension in Millenial Era

Authors

  • Azzahra amy Hafizhah IAIN SULTAN AMAI GORONTALO
  • Jhems Richard Hasan

DOI:

https://doi.org/10.58194/jetli.v2i2.746

Keywords:

YouTube, Listening Comprehension

Abstract

This study investigates the effect of learning with YouTube, particularly on students' listening comprehension. This is quantitative research. In addition to using an ex post facto design, the form of observation also employed an ex post facto design. This study employed pre-test and post-test methodologies to pre-test the final outcomes of acquiring listening comprehension using YouTube. For the post-test, namely by using a questionnaire. The study samples were collected through the distribution of questionnaires. The samples consisted of 20 eighth-semester IAIN Sultan Amai Gorontalo students. This study's samples used only one class. This study's findings revealed that a significance value of 0.05% = 0.05 was less than 0.05 (sig. 0.000 0.05). Therefore, 0.5 H0 was rejected, whereas H1 was accepted. The results indicated that YouTube impacted the auditory comprehension of eighth-semester English students at IAIN Sultan Amai Gorontalo during the 2020–2021 academic year.

References

Hartoyo. 2008. The Utilization of Information and Communication Technology (ICT) in Language Learning.

Kukulska_Hulme. (2010). Learning Cultures and Move: Where arae we heading? Journal ofeducation Technology and Society, 4-14.

I Made Astra, U. d. (2012). Aplikasi Mobile Laerning Fisika dengan menggunakan Adobe Flash sebagai media Pembelajaran Pendukung. Jurnal Pendidikan dan Kebudayaan.

Samsudin, H. F. (2012). Mobile Learning Enviroment system (MLES): Thhe case of Android-based learning application on Undergratuates' learning. Internnationaljournal of advance computer science and applications.

SHAPRAN, L. et al. 2011. The Role of Technology in Teaching Listening. In Trendy vevzdelávaní 8 – Informační technologie a technické vzdelávaní. Olomouc : Gevak, 2011. p. 78 - 83.

Burke, S.C., Snyder, S., Rager, R.C. 2009. An Assessment of Faculty Usage of YouTube as a Teaching Resource. The Internet Journal of Allied Health Sciences and Practice. Vol. 7 No. 1

Snelson, C. 2011. YouTube across the Disciplines: A Review of Literature. MERLOT Journal of Online Learning and Teaching Vol. 7, No. 1, March 2011

Muh.Tamimuddin H., M.T. (2010). Mengenal Mobile Learning (M-Learning).dipublikasikan oleh Prosiding seminar Pendidikan Nasional Pemanfaatan Smarthphone untuk Lterasi Produktif menjadi guru hebat dengan Smartphone.

Hamouda, A. (2013). An Investigation of Listening Comprehension Problems Encountered by Saudi Students in the EL Listening Classroom. International Journal of Academic Research in Progressive Education andDevelopment. 2(2), 113-155.

Burke, S. C., Snyder, S., & Rager, R. C. (2009). An assessment of faculty usage of YouTube as a teaching resource. The Internet Journal of Allied Health Sciences and Practice, 7(1), 1-8.

Berk, R. A. (2009a). Multimedia teaching with video clips: TV, movies, YouTube, and mtvU in the college classroom. International Journal of Technology in Teaching and Learning, 5(1), 1-21

Roodt, S., & De Villiers, C. (2011). Using YouTube as an innovative tool for collaborative learning at undergraduate level in tertiary education. Proceedings of the AIS SIG-ED IAIM 2011 Conference.

Ally, M., & Tsinakos, A. (Eds.)(2014). Increasing access through mobile learning. Vancouver, BC:Commonwealth of Learning Press.

Abu-al-aish, A., & Love, S. (2013). Factors Influencing Students ’ Acceptance of MLearning : An Investigation in Higher Education. The International Review of Research in Open and Distance Learning, 14(5),pg.1-11.

So, S. (2016). Mobile instant messaging support for teaching and learning in higher education. The Internet and Higher Education, 31,pg.32-42.

Abdul Wahab Rosyidi, Media Pembelajaran Bahasa Arab, (Malang: UIN Malang Press, 2009), hlm.63.

Pourhosein Gilakjani, A., & Sabouri, N. B. (2016). Learners’ Listening Comprehension Difficulties in English Language Learning: A Literature Review. English Language Teaching, 9(6), 123-133.

Chandrawati, Sri Rahayu. 2010. Pemanfaatan E-learning dalam Pembelajaran. No 2 Vol. 8.

Oblinger, D., & Oblinger, J. (2005). Educating the net generation. Boulder: EDUCASE. Kasiram, Moh. 2008. Metodologi Penelitian. Malang: UIN-Malang Pers.pg.149

Martono Nanang, Metode penelitian kuantitative. 2017, Raja Grafindo Persada. Sugiyono, Statistika Untuk Penelitian.

Brown, H, Douglas and Priyanvada Abeywickrama. 2010. Language Assessment Principles and Classroom Practices (Second Edition). New York: Pearson Education, Inc

Educause. (2006).Educaus learning initiative:7 things you should know about YouTube. Cambridge: Cambridge University Press. Retrieved from Chhabra,P.(2012).Use of E-Learning tools in teaching English. International Journal of Computing & Business Research, 1-7.

Khalid, A.,&Muhammad,K.(2012).The Use of YouTube inTeaching English Literature The Case of Al-Majma'ah Community College, Al-Majma'ahUniversity (CaseStudy). International Journal of Linguistics,4(4),525-551.

Alimemaj,Z.(2010). YouTube,LanguageLearning, and Teaching Techniques. Anglohigher: The Magazine of Global English Speaking Higher Education,2(3),

Liu,Y. (2010). Social Media Tools as a Learning Resource. Journal of Educational Technology Development and Exchange,3(1),101-114.

Thompson ,K.,Leintz,P.,Nevers,B.,&Witkowski,S.,2004.”The interactive Listening Model: An approach of teaching and learning Listening.” The Journal of General Education,53(4),pp.226-240

Downloads

Published

2023-07-31

How to Cite

Hafizhah, A. amy, & Hasan, J. R. (2023). The Effect of YouTube on Students’ Listening Comprehension in Millenial Era. Journal of English Teaching and Linguistic Issues (JETLI), 2(2), 97–105. https://doi.org/10.58194/jetli.v2i2.746

Issue

Vol. 2 No. 2 (2023): Journal of English Teaching and Linguistic Issues (JETLI)

Section

Articles

License

Copyright (c) 2024 Azzahra amy Hafizhah, Jhems Richard Hasan

Creative Commons License

This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

Copyright Notice

Authors who publish in Journal of English Teaching and Linguistic Issues (JETLI) agree to the following terms:

  1. Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Attribution-ShareAlike 4.0 International (CC BY-SA 4.0) License that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.
  2. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
  3. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.