Enhancing Digital Literacy through the Role of YouTube in English Phonology Class: Students’ Perception

Keywords: digital literacy, the Role of YouTube, English Phonology


English phonology should be taught properly in online learning. It is difficult since the teacher and students are not in direct contact. The YouTube platform is one method for assisting students in learning and practicing English Phonology in English Phonology lesson. The purpose of this study is to investigate students’ perceptions of improving digital literacy through the use of YouTube in English Phonology class. The research approach was descriptively quantitative. Total sampling was used to get the sample for this study, which consisted of 14 students. The research instrument was a 15-question questionnaire distributed to students using Google form. The data was gathered by asking students to select one of four answers on a Likert scale in the questionnaire. The data was evaluated after it was collected based on the responses of the students in the questionnaire. The findings revealed that the students’ perceptions of improving digital literacy through the function of YouTube in English Phonology class in online learning were satisfied and beneficial. However, just a few students expressed dissatisfaction with using YouTube because the student’ lack of using YouTube in daily life to upload and find the best material to the English Phonology. The conclusion of the research was the students’ perception in the role of YouTube in enhancing digital literacy’ students in English Phonology class was feeling satisfied with the additional access to understand the material and practicing some cases in phonological problem when the material taken from the book was not clear enough to understand.


Download data is not yet available.


Andriani, R., Putri, A., & Kasriyati, D. (2021). Using Video Subscribe to Improve Students’ Speaking Ability. ELT-Lectura, 8(1), 24–32. https://doi.org/10.31849/elt-lectura.v8i1.6112

Aniroh, K., Hanum, L., Abdul, A., & Ariyanto, G. (2018). The Effectiveness of YouTube Live Streaming as Digital Learning Media in Tourism and Guiding Subject. Arab World English Journal (AWEJ), Special Is(4), 193–201. https://doi.org/https://dx.doi.org/10.24093/awej/call4.15

Creswell, J. W. (2014). Research design: Qualitative, quantitative, and mixed method approaches. Washington D.C.: Sage Publication.

Kasriyati, D. (2019). Using Video To Teach Listening at English Department in Fkip Unilak Pekanbaru. J-SHMIC: Journal of English for Academic, 6(1), 1–7.

Marmoah, S., & Poerwanti, Suharno, J. I. S. (2022). Literacy culture management of elementary school in Indonesia. Heliyon, 8, 1–10. https://doi.org/10.1016/j.heliyon.2022.e09315

Muhammadiah, M., Pattiasina, P. J., Khasanah, K., & Pirdaus, A. (2021). The Relevance of Speaking Skills with Improving Digital Literacy Skills. International Research Journal of Management, IT & Social Sciences, 8(6), 669–678.

Mulyati, M., & Maesyaroh, S. (2022). Application of Digital Literacy Practices in the Introduction of Literacy in Early Childhood. Journal of Chemical Information and Modeling Early Childhood Education, 4(1), 1–15. https://doi.org/http://dx.doi.org/10.15408/jece.v4i1.26942

Murtafi, B., Hidayanto, N., & Setyo, P. (2019). Digital Literacy in the English Curriculum: Models of LEarning. Acta Informatica Malaysia (AIM), 3(2), 11–14. https://doi.org/http://doi.org/10.26480/aim.02.2019.10.13

Murtafi, B., & Putro, N. H. P. S. (2019). Digital Literacy in the English Curriculum : Models of Learning. Acta Informatica Malaysia, 3(2), 10–13.

Purnama, S., Ulfah, M., Machali, I., Wibowo, A., & Narmaditya, B. S. (2021). Does digital literacy influence students’ online risk? Evidence from Covid-19. Heliyon, 7, 1–6. https://doi.org/10.1016/j.heliyon.2021.e07406

Roy, S. K. (2023). YouTube’s influential factors for academic achievement: A two-stage approach. Telematics and Informatics Reports, 10(April). https://doi.org/10.1016/j.teler.2023.100060

Saed, H. A., Haider, A. S., Al-salman, S., & Hussein, R. F. (2021). The use of YouTube in developing the speaking skills of Jordanian EFL university students. Heliyon, 7, 1–6. https://doi.org/10.1016/j.heliyon.2021.e07543

Trabelsi, O., Souissi, M. A., Scharenberg, S., Mrayeh, M., & Gharbi, A. (2022). YouTube as a complementary learning tool in times of COVID-19: Self-reports from sports science students. Trends in Neuroscience and Education, 29(June). https://doi.org/10.1016/j.tine.2022.100186

How to Cite
Fathira, V., Masbiran, G., & Elsara, W. (2024). Enhancing Digital Literacy through the Role of YouTube in English Phonology Class: Students’ Perception. ELT-Lectura, 11(1), 25-40. https://doi.org/10.31849/elt-lectura.v11i1.18469
Abstract viewed = 0 times
PDF downloaded = 0 times