Enhancing Digital Literacy through the Role of YouTube in English Phonology Class: Students’ Perception
Abstract
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.
Downloads
References
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
Copyright (c) 2024 Vina Fathira, Gunaldi Masbiran, Wenny Elsara
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
1. License
Use of articles will be governed by the Creative Commons Attribution - ShareAlike license as currently displayed on Creative Commons Attribution - ShareAlike 4.0 International License (CC BY-SA)
The author warrants that the article is original, written by stated author(s), has not been published before, contains no unlawful statements, does not infringe the rights of others, is subject to copyright that is vested exclusively in the author and free of any third party rights, and that any necessary written permissions to quote from other sources have been obtained by the author(s).
ELT-Lectura Studies and Perspective in English Language Teaching's spirit is to disseminate articles published are as free as possible. Under the Creative Commons license, Halaman Olahraga Nusantara permits users to copy, distribute, display, and perform the work. Users will also need to attribute authors and ELT-Lectura Studies and Perspective in English Language Teaching on distributing works in the journal and other media of publications.
4. Rights of Authors
Authors retain all their rights to the published works, such as (but not limited to) the following rights;
1. Copyright and other proprietary rights relating to the article, such as patent rights,
2. The right to use the substance of the article in own future works, including lectures and books,
3. The right to reproduce the article for own purposes,
4. The right to enter into separate, additional contractual arrangements for the non-exclusive distribution of the article's published version (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal ELT-Lectura Studies and Perspective in English Language Teaching.
5. Co-Authorship
If the article was jointly prepared by more than one author, any authors submitting the manuscript warrants that he/she has been authorized by all co-authors to be agreed on this copyright and license notice (agreement) on their behalf, and agrees to inform his/her co-authors of the terms of this policy. ELT-Lectura Studies and Perspective in English Language Teaching will not be held liable for anything that may arise due to the author(s) internal dispute. ELT-Lectura Studies and Perspective in English Language Teaching will only communicate with the corresponding author.
6. Royalties
Being an open accessed journal and disseminating articles for free under the Creative Commons license term mentioned, author(s) aware that ELT-Lectura Studies and Perspective in English Language Teaching entitles the author(s) to no royalties or other fees.