An Analysis of Implementation YouTube Video in

English Language Teaching Learning Process by Online

Learning for 8th Grade Students at Musa-Asiah
Integrated School in Cambodia
Yusuf Nurrahman, Nastiti Nur Khasanah, Arin Arianti, Muhlis Fajar, Fatimah,
Aminas Ly
English Department, Veteran Bangun Nusantara University of Sukoharjo
Indonesia Language and Literature Education, Veteran Bangun Nusantara University
of Sukoharjo
Musa-Asiah Integrated School Cambodia
Email: [email protected], [email protected],
[email protected], [email protected], [email protected],
[email protected]

ABSTRACT

This study aims to investigate the use of YouTube videos in learning English as a foreign
language in terms of implementation and the problems faced by teachers regarding the use of
YouTube videos in learning English. Respondents were three 8th grade English practice
teachers and eight 8th grade students at Musa-Asiah Integrated School in Cambodia. This study
uses a qualitative method with a descriptive approach. The data in this study were collected
through observation, interviews, and documentation studies. The results of this study found
that the application of YouTube videos in teaching and learning English showed a positive
impact on students' mastery of the language and assisted teachers in conveying topics to
students, and the results were in line with the findings of previous studies. However, there are
some different findings in this study, such as the problem of how the teacher implements this
technique and increases the level of student activity.
Keywords: Teaching English; YouTube Video; Implementation YouTube, Junior High
School

INTRODUCTION
The internet has become a global alternative for accessing everything in
the world; with the internet, everyone can communicate with one another.
According to Mahdi [1], the global internet user population is expected to reach
4.95 billion people in January 2022, a 3.99% increase over the previous year's
figure of 4.67 billion people. There were 13.44 million internet users in
Cambodia in January 2022 and Cambodia’s internet penetration rate stood at
78.8 percent of the total population at the start of 2022 [2]. The internet is a
medium that does not impose information restrictions on each user; many
people rely on the internet because it has many benefits that can simplify a lot
of work; the internet greatly improves effectiveness and efficiency. Puspita and
Rohedi [3] explained the shape of the effectiveness and efficiency of internet
such as: has many services for its users, so much to give users ease and
pampering. Because of the internet's presence, which is the advancement of
information and communication technologies (ICT).
In the 21nd century, information and communication technology (ICT) is
widely and intensively used in various sectors of human life to simplify life.
Lestari and Prasetyo [4] revealed as a result, learning in the 21nd century
emphasizes integrated learning with Information and Communication
Technology (ICT) as critical knowledge for navigating the digital learning era.
Politics, the economy, industry, culture, and education all benefit from
information and communication technology (ICT). Olaore [5] describe ICT has
had a significant impact on the education sector, on organizational structures,
and on teaching and learning methods. According to Wasif Nisar, et al. [6],
practice teachers who created powerful learning environments for their
students, as well as having more computers available to students, had a higher
chance of using open-ended ICT applications, which are expected to contribute
to the power of learning environments.
The global advancement of communication and information technology
(ICT) has resulted in a new breakthrough for the world of education in
Indonesia, even as well as internationally. Because it can use online teaching
methods without having to meet face to face and still convey material well, the
advancement of ICT makes education more varied and efficient. Online
learning is very popular this year; after the Covid-19 pandemic, online learning
is an option for learning to continue even if it is not face to face directly. Online
learning is an educational innovation to answer the challenge of the availability
of varied learning resources [7]. According to Atmojo [8], Online learning
means a set of learning activities in a subject delivered via a network that allows
access and knowledge exchange. Gonzalez [9] describe, online learning is
defined as distance learning aided by electronic devices such as tablets,
smartphones, laptops, and computers that require an internet connection.
Online learning has several benefits and challenges, "This offers several
benefits for students in terms of flexibility and accessibility, independent
learning, access to information and material resources, and individual
differences in students" [10], p. 247]. The challenges faced are signal problems
that are sometimes not connected properly, the devices used are inadequate;
and technical distractions from the learning systems used to teach. While the
other benefits from online learning are flexibility, learning new online learning
skills, and a high level of interaction. According to Dashtestani [11], the
perceived challenges included a lack of feedback and limited peer
communication. In this research , online learning was carried out using a Zoom
meeting platform. According to Rosyid in [12], the Zoom application is an
online teaching medium in the form of an application that has a remote
conference feature by bringing together video conferencing, online chat, online
meetings and can also be collaborated with cellular. Online learning can be
applied to any subject, including engineering, health, cultural, social, political,
language learning, etc.
Online learning can be applied to Language Teaching, as English
Language Teaching (ELT). Indonesia is one of the Southeast Asian countries
that always strives to develop English Language Teaching (ELT) to equip its
citizens in a global world characterized by advances in international
information and communication technology. ELT in Asia, the Industrial
Revolution 4.0 has had many impacts on education around the world, one of
which is in Asia, causing significant changes in learning English. According to
Utami et al. [13], education in Industrial Revolution 4.0 can motivate and
develop students' potential to produce innovations during the learning process,
but teacher encouragement is required to make this happen. From the practice
of society 4.0 to society 5.0. The era of Society 5.0 began with the Japanese
government's desire for its people to not only understand science and
technology, but also to be able to carry out their functions as human beings in
general [14]. According to Saragih [15] Society 5.0 is a society that can solve
various challenges and social problems by utilizing various industrial
revolution-era innovations. 4.0 technologies such as the Internet of Things
(internet for everything), Artificial Intelligence (artificial intelligence), Big Data
(large amounts of data), and robots to improve human life quality. But with the
existence of a new system in this era, the role of the teacher will never be
replaced by technology, because there is a need for direct interaction in the
classroom, an emotional connection between students and practice teachers, as
well as the instilling of a teacher's character and example.
Teaching english by online learning in 8th grade students on (SEPAMA)
Musa-Asiah Integrated School in Cambodia. 8th grade at Musa-Asiah
Integrated School is equivalent to junior high school in Indonesia. English in
(SEPAMA) Musa-Asiah Integrated School Cambodia is a foreign language.
SEPAMA is one of the Islamic-based private schools equivalent to basic
education located in. State of Cambodia. In 8th grade students on Musa-Asiah
Integrated School there are 8 (eight) students, they learn about English alphabet
and spelling something. They not only how to spell or speak A,B,C,until Z, but
also how to spell their name, fruits, animals, and so on. Because English is a
foreign language, they are eager to learn and apply it in their daily lives.
Learning the English alphabet does not have to be done on paper or on a board;
it can also be done through the use of media and technology. For example, the
YouTube platform.
 YouTube platform is new ways of teaching English courses as a
supporting medium for learning in the classroom. YouTube is the most popular
online video platform. According to Cahyana [16], YouTube is a type of online
media that contains various types of videos created by people who become
content creators on the site. Almurashi [17] describe YouTube is a fascinating
medium for teaching and learning English. According to Watkins & Wilkins
[18] practice teachers can use YouTube videos to assess students' listening and
speaking skills because they can only be viewed and heard. Almurashi [17]
describe YouTube has a significant impact on students' English comprehension,
YouTube can be a good resource for including English lessons and can aid in
lesson comprehension, and the YouTube website can be an effective method of
overcoming students' difficulties and barriers to understanding English.
Cahyana [16] revealed that implementing YouTube videos in the classroom
made the time more effective because it provided more time for practice;
practice teachers and students responded positively to the implementation of
YouTube videos in the classroom; however, some problems occurred during the
implementation of YouTube videos.
Based on the review previous studies, the implementation and problems
of using Youtube video technique in Teaching English were explained.
Therefore, in this present study, the researcher highlights how practice teachers
implemented the YouTube video technique, and the problems encountered by
practice teachers in learning process English to the students in 8th grade
student Musa-Asiah Integrated School in Cambodia.

Table 1. The Steps of Implementing YouTube Video

No. Steps
1. Preparation
2. Opening
3. Main Activity
4. Assessment, Evaluation

DISCUSSION
This research uses a qualitative approach with a descriptive approach.
The subject of this research was the English practice teachers which numbered 3
practical practice teachers and 8 of 8th grade student Musa-Asiah Integrated
School in Cambodia. The reason for choosing this school was because Musa-
Asiah Integrated School in Cambodia is school is still in development stage in
Cambodia. It can be assumed that the students in this school need to learn
English as more as they can because they were prepared to good competency in
English to development the school to advance stage. The data in this research
were collected through observation, interview, and study documentation.
Because of the researcher’s limited distance and time, an observation was
conducted on the implementation of teaching English by online learning
through Zoom meeting platform.
This research conducted in order to find out the implementation of
YouTube video in teaching English as a foreign language to 8th grade students
and to find out the problem faced by the practice teachers. The subject of the
research was 3 8th grade English practical practice teachers of Musa-Asiah
Integrated School in Cambodia and 1 class consist of 8 students. To gain the
data, the researcher observed when the practical teacher is teaching in
classroom by Online learning through Zoom meeting platform.
The findings revealed that some students had a positive impact on the
use of YouTube videos as learning media in class. As a result, this positive
impact can demonstrate that practice teachers understand how to use YouTube
videos in the classroom as a medium for teaching English as a foreign language.
According to the observational data, practice teachers appear to be ready to
implement YouTube videos in class, beginning with creating lesson plans,
implementing techniques in class, and assessing students. Furthermore, the
school is prepared to support the use of YouTube videos in class as learning
media. This is evident from the availability of supporting facilities required in
classroom teaching activities.

Table 2. The Steps of Implementing YouTube Video

No. Steps Item Category
1. Preparation Preparing everything needed for learning Often
activities
Using learning media in class to Always
implement YouTube
Choosing a video with a duration that Often
suits my learning
Looking for learning media on YouTube Always
Using YouTube as a source of learning Always
videos.
2. Opening Greeting the students by calling name one Always
at a time.
Giving questions related to the topic of Always
learning to students.
3. Main Activity Students can discuss well according to Sometimes
the topic of learning.
Providing additional activities in the Always
learning process
Students focus on learning when using Always
YouTube.
4. Assessment, Prepare an assessment for each learning Sometimes
Evaluation activity.
 Evaluating the learning method after Always
class.
Giving an objective assessment Always
according to the conditions while
learning.

This step is based on observations made by researchers on practice

teachers in order to collect data for the purpose of implementing YouTube
videos. The table shows that there are four steps in implementing YouTube
videos: preparation, opening, core activities, and assessment. The preparation
stage is the first step that the teacher must take before beginning to teach. This
step contains 5 items that explain the specifics of these steps. The teacher
prepares everything needed for the teaching process, including media to
support the teaching process, such as YouTube videos. Furthermore, practice
teachers use YouTube.com as their primary video source, which offers a variety
of videos related to English teaching topics. Practice teachers must choose
videos with care when selecting them. Choose videos with the appropriate
length to maximize the teaching process.
Based on the data, it was discovered that the practice teachers had
planned everything for maximum English learning activities. As the opening
lesson, the teacher always greeting the students by calling name one at a time
and the teacher always asks students questions about the learning topics. These
questions are used to assess students' readiness to receive lessons as well as
their familiarity with the topic. Furthermore, assessment is frequently
performed after the teacher has completed the main learning activities. When
using YouTube videos in class, the teacher always evaluates each learning
activity objectively based on the circumstances. Furthermore, practice teachers
always evaluate learning methods after class in order to improve the quality of
learning in subsequent meetings.
The data also explains how practice teachers use YouTube videos to
teach English as a foreign language by focusing on specific English skills such
as speaking, listening, and vocabulary. Practice teachers can use YouTube
videos to explore students' speaking and listening skills, as mentioned in
Watkins and Wilkins [18], because YouTube can only be enjoyed by seeing and
hearing.

Table 3. The Category of Problem Faced by Practice Teacher in

Implementing Youtube Video
No. Problem Item Category
1. Pre-class Internet connection problem Sometimes
Video preparation Sometimes
Video appropriateness Never
Unsuitable topics Never
 Video availability Never
Copyright problem Never
2. In-class Facilities problem Never
Video difficulties Sometimes
Language used problem Sometimes
Advertisement problem Sometimes
Students’ understanding Sometimes
Students’ interest Never
3. Assessment The learning outcomes Never
The effectiveness Never
The activeness Never
The difficulties in developing the Never
technique

This data shows that practice teachers have no major difficulties

compiling content and topics for YouTube videos. According to the data, when
setting up and selecting the right videos from YouTube related to learning
topics to be used in teaching English, an internet connection is sometimes
insufficient. Practice teachers have never had difficulty selecting appropriate
content to teach English using YouTube videos. Students never have trouble
finding videos on YouTube that are appropriate for learning topics. In line with
the preceding statement, the data revealed that practice teachers never had
difficulty selecting the appropriate video due to the variety of videos available
on YouTube. Furthermore, the teacher has never discovered a copyrighted
video, which occasionally cannot be opened. However, this data also shows
that practice teachers sometimes require more time to prepare materials for
teaching English via YouTube because by a lack of internet connection.
Students may have difficulty understanding the language used in the
video, which is English. Furthermore, when practice teachers implement
YouTube videos, they may encounter issues such as a large number of
advertisements appearing at the beginning and middle of the video. Another
issue is that the students' English ability does not always match the difficulty
level of the video. According to the data, students sometimes struggle to
understand how to apply YouTube video techniques. Furthermore, the data
show that using YouTube videos to learn English is appealing to students
because they can answer questions after watching the video.
The final problem classification describes the assessment issues that
practice teachers face after using YouTube videos to teach English in the
classroom. Based on the researcher's observations, the items in this table show
that students gave positive responses to the three items in the never category.
The first item in this table explains how using YouTube videos improves
students' English learning outcomes. Another item responded that the use of
YouTube videos was effective and improve the activeness of the students in the
English learning process. Furthermore, it was revealed in the previous item that
developing learning techniques using YouTube videos was not difficult.
The majority of the issues encountered by practice teachers when
implementing YouTube videos in class and preparing videos at the same level
as students. The main issue that practice teachers face is an inaccessible internet
connection, which is critical in implementing the YouTube video technique
because practice teachers must play videos directly from YouTube links or
websites for learning. Another issue that the teacher discovered was the
students' readiness to accept the lesson and the level of difficulty of the topics in
the video in comparison to the students' level. Furthermore, the observations'
data explain common problems encountered when implementing YouTube
videos: internet connection and students' readiness to accept English lessons.

CONCLUSION
This research found that while practice teachers get positive side using
YouTube videos in the classroom for English learning, there are some issues
that arise when using YouTube videos. English practical teacher at Musa-Asia
Integrated School in Cambodia understands how to use YouTube videos to
teach English to students and is equipped with the necessary tools when
delivering learning material. This assertion is supported by the variety of
English skills that practice teachers target when implementing YouTube videos.
Furthermore, depending on the target skill, the teacher conducts YouTube
videos in a variety of ways.
Furthermore, the data shows that using YouTube videos in the classroom
to learn English makes time more effective because it allows for more practice
time. Even students become more active in learning when using the YouTube
platform. YouTube videos, according to the students, piqued their interest in
learning English because they provide a fun way to learn and reduce flatness.
Furthermore, the data shows that the use of YouTube videos in schools can be
an alternative method of learning.
When using YouTube videos in teacher-acquired classes, a number of
issues arise. Practice teachers face difficulties due to a lack of internet access and
other resources to support learning activities, which are sometimes unavailable.
Furthermore, this feature is critical for incorporating YouTube videos into the
classroom. However, this data shows that practice teachers and students do not
have serious problems preparing and understanding content and topics in
YouTube videos because practice teachers never provide inappropriate and
inappropriate content or topics to students due to the varying availability of
videos on the YouTube platform.
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