The Use of Youtube for

Learning English: Exploring

Technology-Based Approach
1 2
Miftahulfadlik Dabamona , Andarifa Yunus
Institut Agama Islam Negeri (IAIN) Sorong

Email: [email protected] INTERFERENCE

Journal of Language,
Abstract. This research shed light on how students’ use
YouTube for learning English and also try to explore their
Literature,and
technology-based approach. This research conducted at
State Islamic Institute of Sorong which involved six
Linguistics
participants from English Education Program. The
researcher used purposeful sampling to select the
participants who actively engaged learning with YouTube. E-ISSN: 2721-1835
To collect data and information the researcher used
descriptive qualitative approach. To validate data the
P-ISSN: 2721-1827
triangulation technique was used using observation,
interview, and document instruments. The researcher also Submitted : 5th December 2021
used data code for analyzing data. The results showed Accepted : 15th January 2022
that YouTube can be use as tool for learning English to
support students in learning English independently in
informal situation as well as giving a wider opportunity to
improve their English skills. The study also found that
YouTube can be used as educational technology which
supports students’ technology-based approach by
facilitating learning that are more independent along with
give an experience to learn more fun, interesting,
motivating, and learning more effectively and efficiently.
However, students’ level of improvement and cultural
exchanged are important issues that the researcher
suggest for further research.

Keywords: YouTube, Learning English, Technology-

based Approach
 The Use of Youtube for Learning English – Miftahulfadlik Dabamona (1-10) 69

INTRODUCTION
Technology has become an essential part of all aspects of life since the
demand and dependence on technology are increasing rapidly. The need for
technology also remains the same in the educational context, particularly as a
medium for enhancing learning and teaching. The well-known impact of
technologies is related to learning resources that can facilitate teacher instruction
and learning material for students. Moreover, technology can change the way of
learning and teaching process, especially when the internet is used. If technology is
well integrated into the learning environment, then learning would be available to
take any place and at any time. Hence, education is no longer about building at a
particular time when the learning is ongoing, but technology offers possible learning
both inside and outside the school as if learning beyond the wall.
In recent years, research on the potential role of technology in the
educational context has also been widely discussed. According to Voogt and Gerald
(The new findings of Information Communication and Technology (ICT) showed that
technology is about learning content and process, but the importance of technology
is continuously recognized as tools to acquire various types of competencies and
motivation innovation. It can also support learners' creativity students' performance
and develop new skills (Voogt et al. 2018). Moreover, based on the guidelines
developed by the U.S. Department of Education, It has to lead to new ways of
language instruction and learning, particularly for supporting language learners' to
access valuable learning resources via technology (U.S. Department of Education
2018). On the other side, English became the most popular target language to study
because of its role as the world's language where people speak in daily life at any
time, place, and situation, both formal and informal.
In Indonesia, English plays an essential role as the first foreign language to
support the development of economic, international relations, education, media
technology, communication and International travel (Lauder 2008). Hence, English
became the first foreign language to be taught at school and functioned as a
compulsory subject from junior to secondary level and continued to higher
education or university level. The main goal of teaching English in higher education is
to support students to improve the abilities to comprehend foreign language text
for academic purposes and specific proficiency related to students' discipline
(Rokhyati 2013). Unfortunately, learning English at schools and universities are
assumed could not meet and fulfil the demands of English proficiency. Even though
students have learned English for years, but still find it difficult in mastering English.
The general problems in learning English in academic situations are related to
learning content, resources, and learning time. In formal education, the content is
still restricted to the structural aspects rather than functional aspects of language
itself. Students only learned how language is structurally based on grammar rules
and word orders. Nevertheless, students lack the understanding of how language
should function or in what situation and context the English words and sentences
are appropriately used. This might be caused by the limitation of classrooms and
textbooks to bring a real-life situation into a learning process in class. Besides that, it
is generally accepted that there is a lack of learning resources in formal language
70 INTERFERENCE: Journal of Language, Literature, and Linguistics Vol.3, No.1, February 2022

education that might cause lectures and students to seek often online resources that
are relatively easy and cheap to access.
Furthermore, students at school only have a chance to study English lesson
for approximately three to four hours per week, and at the universities level, English
only gain two to three credits per subject. So, in this regard, students need to
practice learning English outside the classroom to improve their languages
competencies. As students who know more about technology, using technology
seems extremely logical to facilitate the students' learning language.
By definition, technology in language learning refers to the process of
learning a language with thorough and around technologies tools including
electronic devices such as mobile phones, tablets, computers, laptops, and software
that make it run, even web 2.0 has been added as a new device for learning and
teaching language in 21st-century era (Farr and Murray 2016). One of the web 2.0 is
social networking, including the YouTube website. Nowadays, YouTube has become
more popular with people, particularly youth. YouTube is a media sharing platform
that allows users for finding, watching, and sharing videos. It can be an excellent tool
for teaching and learning, enabling users to access educational videos uploaded by
individuals or Media corporations. YouTube also can be used to develop the
understanding of the English language because it is considered a source of online
material that provides various kinds of videos in many contexts and give the
students a chance to study outside the class. Furthermore, YouTube also enabled
students to access native speaker channels easily, so students can learn how to
pronounce, listen, speak English naturally, and use it in appropriate contexts or
situations. Recently, the new research on potential YouTube also found that it can
support independent or self-directed learning in choosing learning content and types
of videos that students choose freely to be watched (Tan 2013)6.
Based on preliminary research observations, students in English Education
Program at Sorong State Islamic Institute (IAIN) are knowledgeable about using
technology, including YouTube, in teaching and learning. Students are also familiar
with using YouTube to find and upload videos associated with their English material
outside the classroom and argue against spending time at home to learn English with
YouTube independently. These situations could lead to fundamental transformation
and adjustments in students' learning strategies in both formal and informal
settings. So, as a response to the potential role of YouTube, the importance of this
research is to explore further and give a practical explanation of how YouTube is
used as a new language learning tool within the autonomy context based on a
technology approach. It also provides valuable suggestions for lectures to pay close
attention to YouTube as part of students' daily lives. The fundamental
transformation and adjustments in students' learning strategies in both formal and
informal settings. So, as a response to the potential role of YouTube, the importance
of this research is to explore further and give a practical explanation of how
YouTube is used as new language learning tool within the autonomy context based
on the technology approach. It also provides valuable suggestions for lectures to pay
close attention to YouTube as part of students' daily lives.
 The Use of Youtube for Learning English – Miftahulfadlik Dabamona (1-10) 71

LITERATURE REVIEW
Studies have given prominence to the value and importance of YouTube
usage and its capacity as educational learning resources in formal and informal
settings (Azurawati and Rafidah 2018; Nofrika 2019; Sahayu and Friyanto 2019;
Saputra and Fatimah 2018; Warni, Aziz, and Febriawan 2018). Regardless, there are
unclear explanations of the studies above that need further exploration. This
research aimed to analyze possible factors that might affect the acceptance of
students at the English Education Program at IAIN Sorong in using YouTube for
learning purposes with the unified theory of technology-based approach within the
umbrella of learning autonomy. This research also emphasized broadening the
theory of the technology-based approach that might be applicable for teachers and
students in English language learning.
1. YouTube
YouTube first emerged in February 2005, founded by Steven Chen, Cha
Hurley, and Jawed Karim; after that, in 2006, Google decided to buy the site and
started to operate YouTube as part of Google's subsidiary with the domain name
http://www.youtube.com up to the present time. YouTube is defined as large-scale
video sharing that enables users for streaming videos directly on its website. It also
allows users to access various kinds of video such as educational videos, news,
entertainment content like movie clips, music videos, and television series (Warf
2018) 15. According to the new statistics, YouTube has gained 2 billion users and has
uploaded 1 billion hours of video that has been watched each day. Videos on
YouTube have also localized to 100 countries and are accessible in 80 languages.
Statistics showed the number of people using social media platforms from 2004 to
2018 that YouTube occupied the second most popular social media platform.
YouTube is considered a free-charge media sharing platform that enables
teachers and students to easily watch and upload videos related to English content.
Teachers, individuals and media corporate started to create English channels that are
highly beneficial. It is supported by International Conference finding that more than
200 million YouTube videos have been used for educational purposes by language
learners and teachers (Brünner 2013). As cited in Almoswai and Rashid, Duffy said
that YouTube provides authentic English material and promotes students' learning
style, which is more autonomous and facilitates freedom of expression, inspires
students' interest and motivation, and learning more fun. It also contributed to
learning content and process, providing applicable linguistic, cultural content, and
target language (Almoswai and Rashid 2017) 19.
The ideas of YouTube potential also came from Ghasemi and Derewianka, as
cited in the article of Alwehaibi and Noura, who emphasized YouTube as an
unlimited resource for language learning or acquisition. Nevertheless, YouTube
offers authentic and written material, but it also can support unique dimensions of
culture to the spoken word by providing academic English and real-life context of
English such as accents, slang, and others (Alwehaibi and Abdulrahma 2015). Using
YouTube for Learning also comes from Eliana Tan in her research, highlighting the
72 INTERFERENCE: Journal of Language, Literature, and Linguistics Vol.3, No.1, February 2022

new finding that YouTube video's role for informal learning supports students'
independent learning (Tan 2013).
Since technology plays a significant function in people's daily lives, the use of
YouTube as an educational has also been examined and widely discussed in recent
years. There were qualities criteria for using YouTube as educational tool and the
following criteria as follows: (1) Accessibility, in which the learners have an access at
anywhere, anytime, through multiple devices and free-charge; (2) User friendly,
referred to the capacity for providing an easy connection for uploading and
subscribing different English channels on YouTube as well as sharing, comment,
rate on the videos to other social media; (3) providing authentic and rich content
that can be used for learning target language; In addition, (4) searching for valuable
resources, referred to capacity of the learners to find any resources on YouTube
that can help learners for learning their target language; (5) Defining topic and
learning goals, the plenty of online resources on YouTube uploaded by media
corporation and individual is overwhelming, so it is crucial for learner to know
precisely what topic and goal that they want to achieve by learning via YouTube; (7)
Reviewing specific aspect of language skill and learn how to use it, it referred to the
act of took time for reviewing the language skill that has been learn on YouTube
and tried use those of language information in their daily basis (Brünner 2013) 22.
2. Theory of Autonomy
The first and most widely used definition of autonomy came from Holec,
who defined autonomy as the ability of one's to control their learning. It referred
to the capacity for the learner to take responsibility for their learning process.
Benson added that the control might vary for different individuals or different forms
depending on the context or time. It indicated that each learner might adopt a
specific way that suits them according to the context and time of their learning
process. The further definition came from Dickinson, which refers to autonomy as
learners' freedom and responsibility in taking the learning process that enabled
them to decide. Also, autonomy refers to learners' ability to decide their learning
process. In addition, Cotterall stated that autonomy is stood for the capacity to utilize
a set of strategies for the sake of taking control of their learning (Talkowska -
Wojciechowska 2015). Most definitions are emphasized to the learner's taking
significant responsibility for their own learning. Moreover, autonomy is related to
decision-making that learners take for their learning process; it is encouraged
learners' responsibility through the need for learning activities strategies.
In language learning, the concept of autonomy has had a massive impact on
the effectiveness of the learning process due to learners' ability to take control over
their learning. According to Benson, when learners develop autonomy successfully,
learners become better as language learners and better develop learners into a
more responsible and critical members of the community in which learners live in
(Benson 2007). Hence, autonomous learners are capable of acquiring learning
strategies, in which learner knows learning and attitudes that enable learners to
use those skills and knowledge appropriately, flexibly, interdependently and
confidently. Benson also added that autonomy could facilitate the development and
 The Use of Youtube for Learning English – Miftahulfadlik Dabamona (1-10) 73

acquisition of specific strategies for improving the learning process that could
directly influence the learning outcomes (Phil 2013).
The importance of autonomy in learning has led to new approaches to foster
autonomy in language learning. Benson has listed six major approaches for
autonomy in practices: resource-based approach, curriculum-based approach;
classroom-based approach; teacher-based approach; learner-based approach, and
technology-based approach. The following figure shows the way of fostering
autonomy.

Figure 1. Autonomy in Language Learning in Practice (Adapted from Benson: 2013)

The existing new technology has brought extend to the new interest in
exploring learner autonomy. According to Benson, the technology-based approach is
defined as independent interactions with educational technologies. Benson also
added that technology these days had become an integral part of self-instruction,
self-access, tandem-learning, distance learning, and out-of-class learning (Soukou
2016).
Meanwhile, educational technology refers to managing, using, and creating
appropriate technological processes and resources to the facilitated learning
process. Koller and Harvey also stated that educational technology refers to online
learning and web-based learning via the internet and computers (Phil 2013). The
technology-based approach widely used is Computer-assisted language learning
(CALL) which has a long association with learner autonomy. CALL refers to the use of
computers for supporting language teaching and learning. However, the wider
availability and accessibility of Web 2.0, particularly the internet in the teaching and
learning process, has remained significant to the concept of CALL, and the term of
CALL is changed into Computer-mediated communication for language learning
(CMCL) which refers to the use of computers and the internet itself as learning
environment (Talkowska - Wojciechowska 2015). The widespread internet also leads
to new ways for students to be more independent in taking charge of their own
learning outside the conventional classroom and potential transformation of
learning environment in-class and out-of-class.
Internet as Web 2.0 is remarkable as information and communication devices
that can foster learners' autonomy, enabling the learners to enhance their learning
strategies. In language teaching-learning, the internet has remained a prodigious
74 INTERFERENCE: Journal of Language, Literature, and Linguistics Vol.3, No.1, February 2022

role. Benson and Voller stated that the internet could provide authentic text that
enables students to analyze language in everyday use and explained authentic text
as a record of any communicative act or speech or writing that was initially
performed to fulfil a personal and social function and not in providing illustrative
material for language teaching" (Phil 2013) 30. In addition, the internet always
becomes an effective tool for enhancing way of learning and teaching process, it
also used as a source for providing material in order to improve teaching methods
and the achievement of the students, moreover in outside the classroom, learning
with internet can provide unlimited audio and visual material, so it assumed to
provide a better and richer learning environment.
According to Benson (Chick, Nowell, and Lenart 2019), there are three main
ways of technology-based approach in supporting language learning: (1) learners are
placed as controllers of their technology devices and have direct control of the
learning process; (2) allowing the learner to have complete access to authentic
target language sources; and (3) the access to authentic, interactive use of target
language is broader. Moreover, the effectiveness of the approach covers several
capabilities such as (1) learners are capable of managing their time and learning more
efficiently; (2) the learning resources always available when it is needed; (3)
supporting writing and reading; and (4) blended learning and entertainments.
The new exploration of learner autonomy and technology became more
important to know how learners used and experienced learning with technology.
Alice, Naoko, and Richard have examined the impact of technologies through social
network sites in learning foreign languages in the context of informal learning or
out-of-class. The study pointed out that learner autonomy in digital practice should
be defined broadly into two main directions, as follows (Chick et al. 2019). First,
learners should be capable of taking responsibility for their learning through digital
worlds, which refers to the learner's ability to have competence in terms of digital
literacy that can enable them to know how to source and locate appropriate online
language learning material that suits their needs learning purposes. So, students
need to have criteria in selecting relevant material that suits them and differentiate
the quality of the material. Second, learners should be responsible for their language
learning needs. It is referred to learners' understanding and acting according to the
individual language learning needs. In order words, learners need to understand
their English level, e.g. beginner, intermediate, or advanced level, and understand
the target language, e.g. grammar, vocabulary, pronunciation, idiomatic, expression,
and more. Understanding language needs might include knowing what learners are
interested in, for instance, sports, games, fashion, food.
Technology has become an essential part of all aspects of life since the
demand and dependence on technology have increased rapidly. The need for
technology also remains the same in the educational context, particularly as a
medium for enhancing learning and teaching. The well-known impact of
technologies is related to learning resources that can facilitate teacher instruction
and learning material for students. Moreover, technology can change the learning
and teaching process, especially when the internet is used. If technology is well
integrated into the learning environment, then learning would be available to take
 The Use of Youtube for Learning English – Miftahulfadlik Dabamona (1-10) 75

any place and at any time. Hence, education is no longer about building at a
particular time when the learning is ongoing, but technology offers possible learning
both inside and outside the school as if learning beyond the wall.
In recent years, research on the potential role of technology in the
educational context has also been widely discussed. The new findings of Information
Communication and Technology (ICT) showed that technology is not only about
learning content and process, but the importance of technology is continuously
recognized as a tool to acquire various types of competencies, motivation,
innovation, and it can also support learners' creativity, students' performance and
develop new skills1. Types of competency and skills that can be accessible to be
acquired are languages. It has to lead to new language instruction and learning
methods, particularly for supporting language learners to access valuable learning
resources via technology. On the other side, English became the most popular target
language to study because of its role as the world's language where people spoke in
daily life at any times, places, and situations, both formal and informal.
The general problems in learning English in academic situations are related to
learning content, resources, and learning time. At formal education, the content is
still restricted to the structural aspects rather than functional aspects of language
itself. Students only learned intensively how language is structurally based on
grammar rules, word orders, etc. But, students lack the understanding of how
language should function or in what situation and context the English words and
sentences are appropriately used. This might be caused by the limitation of
classroom and textbooks to bring a real-life situation into a learning process in class.
Besides that, it is generally accepted that there is a lack of learning resources in
formal language education that might cause lectures and students to seek often
online resources that are relatively easy and cheap to access.
Furthermore, students at school only have a chance to study English lesson
for approximately three to four hours per week and at the universities level, English
only gain two to three credits per subject. So, in this regard, students need to
practice learning English outside the classroom to improve their languages
competencies. As students who know more about technology, using technology
seems extremely logical to facilitate the students' learning language.
Technology in language learning refers to the process of learning language
with, thorough, and around technologies tools including electronic devices such as
mobile phones, tablets, computers, laptops, and software that make it run. Web 2.0
has added as a new device for learning and teaching language in the 21st century
era5. One of the web 2.0 is social networking, including the YouTube website.
Nowadays, YouTube has become more popular with people, particularly among the
youth. YouTube is a media sharing platform that allows users for finding, watching,
and sharing videos. It can be used as an excellent tool for teaching and learning,
enabling users to access educational videos uploaded by individuals or Media
Corporation. YouTube can also be used to develop the understanding of the English
language because it is considered a source of online material that provides various
kinds of videos in many contexts and gives the students a chance to study outside
the class. Furthermore, YouTube also enabled students to access native speaker
76 INTERFERENCE: Journal of Language, Literature, and Linguistics Vol.3, No.1, February 2022

channels easily, so students can learn how to pronounce, listen, speak English
naturally, and use it in appropriate contexts or situations. Recently, the new research
on potential YouTube also found that it can support independent or self-directed
learning in choosing learning content and types of videos that students choose
freely to be watched6.
Based on preliminary research observations, students in English Education
Program at Sorong State Islamic Institute (IAIN) are knowledgeable about using
technology, including YouTube, in teaching and learning. Students are also familiar
with using YouTube to find and upload videos associated with their English material
outside the classroom and argue against spending time at home to learn English with
YouTube independently. This situation could lead to fundamental transformation
and adjustments in students' learning strategies in both formal and informal
settings. So, as a response to the potential role of YouTube, the importance of this
research is to explore further and give a practical explanation of how YouTube is
used as a new language learning tool within the autonomy context based on a
technology approach. It also provides valuable suggestions for lectures to pay close
attention to YouTube as part of students' daily lives. The fundamental
transformation and adjustments in students' learning strategies in both formal and
informal settings. So, as a response to the potential role of YouTube, the importance
of this research is to explore further and give a practical explanation of how
YouTube is used as new language learning tools within the autonomy context based
on the technology approach. It also provides valuable suggestions for lectures to pay
close attention to YouTube as part of students' daily lives.
RESEARCH METHOD
This research used the qualitative method. The qualitative method is a kind of
scientific approach in which the researcher collects, analyses, and interprets non
numerical data to obtain insight into phenomena being studied (Gay, Mills, and
Airasian 2012). Qualitative is often called naturalistic research because the study is
conducted in a natural setting, and it is involved various data sources to gain a
deeper understanding of subjects' including perspectives, opinions, and attitudes of
the subject. The researcher used this method to enable the researcher to capture
rich and detailed information about subjects' experiences in learning English through
YouTube. Furthermore, this study used descriptive qualitative types because it
involved naturalistic data that can be used to study language learning and teaching
in a natural setting without any intervention and manipulation to the variable
(Nassaji 2015) 34. In this case, the researcher analyses how students at English
Education Program use YouTube to learn English.
The location of this research is Sorong State Islamic Institute (IAIN), located
at Jalan Klablim, Km.16, Sorong Timur, Kota Sorong, Papua Barat. The researcher
selected this college because it is adequate for its purpose. In detail, the college is
adequate for several reasons: (1) lectures and students are acknowledged in using
technology along with the online resources for enhancing teaching and learning
purposes; (2) several lectures are often utilizing kind of technology in the process of
learning as well as using online material such as: video, powerpoint, e-book,
YouTube, etc to support their teaching material; (3) students are familiar using
 The Use of Youtube for Learning English – Miftahulfadlik Dabamona (1-10) 77

YouTube in their daily lives either for entertainment or for supporting their academic
learning material. So, the researcher decided to conduct a study concerning the use
of YouTube for learning language and exploring the possibility of a technology-based
approach as means for given empirical data that might be applicable for the college,
lectures, and students in the process of learning and teaching activities.
The observations showed that the process of teaching and learning at IAIN
Sorong, as follow43: the first, teaching and learning activities, in general, began at
8:30 a.m. until 14.45 p.m. while, the times of students' learning is dependent on
courses' credit that they have, but usually it takes two to three hours per course with
the duration is forty- five minutes/hour. The learning and teaching process is
scheduled into several meeting periods based on the credit total. The meeting
usually began with courses’ introduction and contracts as the first meeting and
followed the courses, including midterm and final exams. However, the Academic
Institute has determined the schedule for the exams. The teaching processes mainly
occur in the classroom, with each lecture responsible for particular subjects.
The second, in English Education Program, the subjects are mostly related to
four skills in English as speaking, listening, writing, and reading. Besides that, several
courses support students to become professional teachers after graduating from
the program. Then, the standard rating used by lectures is grade A, B, C, D, or E,
which the college determines. The college also facilitated students' access to the
library to support students' learning courses and reading books or borrowing books.
To conclude, the teaching and learning process at IAIN Sorong is similar to other
universities levels. However, students have an opportunity to study Islam besides
the program studied.
The subject of this research is students from English Education Program at six
semesters. The researcher used a purposeful sampling technique in selecting the
participant. Purposeful sampling is defined as the act of selecting participants who
are believed to have information or knowledge related to studies' purpose. In
addition, the researcher used typical case sampling types that referred to the
selection of individuals who have characteristics or experience about the case and
represent others (Lodico, Spaulding, and Voegtle 2010). Using this technique is to
get the most decadent and most detailed information about the research question.
Hence, the researcher only selected the participants with the main characteristic of
actively learning the language with YouTube. The following figure is to provide
detailed information about the participants along with their time consuming of
YouTube per week 36:
78 INTERFERENCE: Journal of Language, Literature, and Linguistics Vol.3, No.1, February 2022

Table 1. Students’ Spent Time Using YouTube

TIME CONSUMING
PARTICIPANTS
(HOURS)
P1. Ad 2<x<3
P2. An 2<x<3
P3. Ma 3<x<4
P4. Sr 3<x<4
P5. Hi 5<x<6
P6. Ms ≥8

This study used the triangulation technique for collecting the data.
Triangulation refers to the use of more than one method for data collection, with the
primary goal being to gain the richest and most detailed understanding of
phenomena of interest (Lodico et al. 2010). Some argued that using triangulation can
increase the validity of qualitative research. Methods used in this research are
observation, interview, and documentation. Firstly, as the patterns of people's
behaviours are observed in a particular situation, information about the
phenomenon is studied, and it is usually used for exploratory purposes and
performed in a natural setting (Johnson and Christensen 2019). As an instrument, the
purpose of observation is to observe students' language learning experience using
YouTube. Then, to get accurate data as natural as possible, the researcher took the
role as observer-as-participant, which means interactions with participants are more
likely to be formal and structured, such through less informal interaction and give a
brief question related to the purpose of the study.
Secondly, this research used the interview method as the primary data
collection tool. In qualitative research, this method is called depth-interviews
because it involves open-ended questions to obtain qualitative data and provide
much more depth information about the participants' knowledge, feelings, belief,
and motivations (Johnson and Christensen 2019). In addition, the types of interviews
used by the researcher are semi-structured interviews, which refer to the interview
that enable the researcher to add questions, change the questions' order, and use
varied words depending on what happens during the interviews (Lodico et al. 2010).
Moreover, steps of conducting the interview were: (1) Arranging list of questions
then addressing to all the participants when carried out the interview, the researcher
also might additional questions in order to explore an unexpected issue that occurs
during the interview; (2) Asking for participants' permissions to interview along with
making an appointment; (3) The interview will be conducted using an online
interview with the pattern one-to-one, and the conversation is recorded and written
down on notes; and (4) The researcher and participants are allowing to use both
English and Bahasa to obtain complete understanding and avoid misunderstanding.
Thirdly, documentation is considered as a type of instrument for collecting
data. Using this instrument is to obtain detailed information through viewing,
capturing, and recording any data related to this research's object. Some believe
 The Use of Youtube for Learning English – Miftahulfadlik Dabamona (1-10) 79

that documents are significant to prove that the researcher has conducted the
study. So, in this study, the researcher collects all relevant data from observation and
interview process either pictures or videos to support data collection and help the
researcher make data interpretation.
Data is analyzed to make sense to multiple data sources derived from
observation, interview, and documents, while interpretation refers to the
researcher's attempt to understand the meaning of the data. In this study, the
researcher used the method of data analysis and interpretation provided by Creswell
in his book Educational Research with the consisting steps, as Data Analysis, Code
the data, and make descriptions (Creswell 2014). Further, data Interpretation refers
to finding summaries where related. This interpretation aims to provide more
detailed results of what has been studied, reflected, and compared to another
related reference. Additionally, it also allows the researcher to add personal
perspectives and combine with educational terms or ideas.
RESULT AND DISSCUSSION
Findings of Research
The researcher has been involved in in-depth interviews with the six
participants from the English Education Program, particularly semester six at IAIN
Sorong. They were selected as participants because they are actively engaged in
learning English with YouTube. The semi-structured online interview was used as the
main instrument for this research because it allows the researcher to elaborate more
on particular answers given by the participants. The online interviews took more
than 30 to 60 minutes and have been noted and recorded by the researcher.
The interview consisted of three parts with the list of questions were
enclosed as the appendices besides the observation and document. The first part of
the questions focuses on students' experience learning English using YouTube. The
second is involved questions for measuring learner autonomy. Then, the third part is
explored in the technology-based approach. Furthermore, the analysis began with
exploring data collected by listening and rereading the conversations carefully to get
a general sense of data. Then the researcher started codes and made descriptions of
data, and then tried to themes data based on theoretical frameworks. The result of
themes then will assist the researcher in interpreting data. The analysis findings as
follows:
1. Students Experienced in Using YouTube for Learning English
YouTube Can be Used at Anytime and Anywhere (reported by 6 of 6 participants)
Based on the interviews, participant 1 mentioned, "I think, it is easy to access
because there are no special requirements for accessing it, so everyone can access
YouTube". It was also added by participant 3, who said, "in this era, I think it is very
easy to access YouTube, I also have Wi-Fi at my home, so I can use YouTube
anytime". Furthermore, Participant 4 also said, "I think YouTube is the easiest
website because whenever and wherever we are, we can access YouTube as long as
we have a good connection to the internet". The others three participants agreed
that they also did not find any difficult to access YouTube.
80 INTERFERENCE: Journal of Language, Literature, and Linguistics Vol.3, No.1, February 2022

The researcher also found that most of the participants are prefer and
comfortable using YouTube from their mobile phones, with most of the reason is
mobile phones can be straightforward to be brought rather than a laptop. Only 2 of
6 participants used both laptops and mobile phones. Besides that, most participants
argued that YouTube is used when they have free time, feeling bored, before sleep,
or even participant 6 mentioned in his interview that "I do not know about the time
when it comes to use YouTube". Furthermore, 5 of the 6 participants mentioned that
they would like to spend time with YouTube at their homes.
YouTube Provided Additional Features for Language Learners (Reported by 6 of 6
Participants)
Based on information collected by the researcher in the interview session,
participants 1 mentioned, "I subscribe a lot of channels but not that much for
learning English and I am also using subtitle both English and Bahasa, even I like to
watch Korean Shows, but I still used English subtitle". Participant 2 mentioned, "I
often like videos on YouTube, because we can find related videos that we have
rated, besides that I also used Bahasa subtitle". While participant 3 said, "Yes, I used
subtitle features for English videos for learning and I also subscribe and rate the
videos that I have watched". To further, participant 4 mentioned, "YouTube have
offline videos so we can re-watched, so I download some videos firsts then watched
the videos later and for sharing I often share videos on my Instagram story,
Whatsapp, but mostly I shared to my Facebook, besides that for the subtitle I will be
fine both using or not using subtitle". Moreover, participant 5 also mentioned "If I
like the video, then I will share to my Instagram, Whatsapp, and Facebook and I only
download the videos on YouTube when I think those are important". Then,
participant 6 added and mentioned that to the researcher that "I always rate the
videos that I watched and shared the videos on my Instagram and Whatsapp group,
then I also types of person who easy to give subscribe to the channel".
YouTube Can Provide Information to Learners Language Need (Reported by 6 of 6
participants)
Participant 1 began this question and answered, "I thought YouTube does,
but we should also practice in our daily lives and not only the theory". Participant 2
said, "I think, in YouTube we are free to share anything, so it is easy to find anything
besides that we can learn from what they are spoken". While, participant 3 said, "I
think YouTube is providing us all English material, so we just need to write on the
search columns everything that we want to learn".
Besides that, participant 4 also mentioned during the interview, "In the era
4.0 we should have technology, so I think YouTube is the most useful application
that we can apply for learning English, you just need to go to the search column and
write, and then you will find whatever you want". The participant 5 added "I think,
for me I got a lot of improvement because of YouTube, I can find a teacher like at
class, so it can help me with my language need". Then, participant 6 also supported
the argument by mentioned "I believe, YouTube is best application for watching
videos and everything that I searched is always provided by YouTube, but for
 The Use of Youtube for Learning English – Miftahulfadlik Dabamona (1-10) 81

language need I usually combine YouTube and Google for providing me English
content".
Students Defining Their own Topic and Learning Goals when Using YouTube
(Reported 4 of 6 by):
Each of the participants has a different opinion regarding this question.
Participant 1 said "Sometimes, I will look for the topic that I want to learn it, but for
the rest of it I just randomly watch the videos". Participant 4 mentioned, "Actually I
have defined my own topic, when I watched YouTube then I'm going to comment on
the videos and request the channels to discuss the content that I want to learn for
the next". Participant 3 also added, "when I don't understand the course in campus,
I will look for them in YouTube about the explanations, but I also randomly watched
the videos". Further, participant 6 said, "when I want to learn how to cook, how to
play game, or something to learn, then I searched for it, but sometimes I just
randomly watched YouTube so it depended on the situations, then my goals is to
find something new".
While two out of six participants argued not to define their topic, both
delivered different opinions when the researcher asked them this question.
Participant 5 said, "I don't define my own topic, because whatever the videos comes
when I open YouTube, then I will watch it, so it just randomly and naturally". Then,
participant 2 mentioned, "I don't, I just watch it randomly if I want or when I felt
bored".
Students Reviewed the YouTube Videos Content in Daily Life (Reported by 4 of 6
participants):
Based on the interviews, participant 3 mentioned, "I often practice the
information on YouTube by my own self in front of the mirror because I don't have
friends to talk to and I have insecure". Participant 5 said, "Based on my experienced,
I have learned about simple present tense on YouTube particularly from the Puri
Viera channel and it helps me a lot, so I always used those of information until right
now". To add, participant 6 said, "Absolutely, I always practice information from
YouTube in my daily life" 68.
Furthermore, participant 4 also added by mentioned "After watched the
videos, I just practice and talk to myself the words, phrases, clause, slangs, and
idioms, I even make different sentences to help me large my insight batter". While
the researcher also looked for the participants' reasons who argued not to
practice information from YouTube in their daily life. Then, based on the opinions,
both participants had the same statements when the researcher asked them about
this question.
Participants 1 and 2 mentioned to the researcher that "I’m rarely practice
information from the YouTube into my daily life” 70 without giving any particular
reason for it.
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2. Students’ learner Autonomy

Students Taking Control of Their Own YouTube Application and towards What
They Want to Learn (Reported by 6 of 6 participants):
From the information gained in interviews, participant 1 said, “I’m control my
own YouTube as well as what I want to learn”. Participant 2 mentioned, “I’m take
control of my own, because for me my comfortable is important”. While, participant
3 also said, “I’m taking control to what I want to learn, because this is my choice, I
also the one who felt and know what I need, but sometimes I’m taking some advices
from my friends”. To further, participant 4 mentioned, “Yes, of course I decided by
my own self”. Participant 5 said, “It based on my choice to use YouTube and what I
want to learn”. Then, participant 6 mentioned, “I watched YouTube based on my
own choice, but sometimes I also follow some of my friends’ suggestion”.
YouTube Provide Authentic Material (Reported by 6 of 6 participants):
Based on the interview, participant 1 mentioned that “Yes, YouTube can
provide us with authentic material because YouTube give information that we can
use in our daily life”. Participant 2 said, “I guess yes, because everything can be
access but it depend in what we are search”. While participant 3 added by
mentioned “I think so, because it provides daily conversation which very
understandable”. Participant 4 also mentioned, “Sure, totally it is shared a lot of
authentic material, if I felt bored I will find something like how to cook so I can learn
the kitchen vocabulary like garlic, salt and etc, I also like to watch conspiracy theory
but the videos is in English, so it can teach us implicitly”. To Further, participant 5
mentioned to the researcher that “I can find any material along with the tutor and it
is easy to understand because we can imitate the youtubers”. Then, participant 6
mentioned in his interview that “Yes of course, I also watched entertainment videos
but I’m still able to learn English from the videos, such as games”.
Students Experience in Using YouTube (Reported by 5 of 6 Participants):
As information gained in interviews, Participant 1 said, “I think several people
felt very helpful learning English with YouTube and I thought I can also learn as they
are”. Participant 3 mentioned, “I think, it is more effective and efficient to learn on
YouTube because in traditional way of learning such in school, it already have
defined the material in curriculum, while on YouTube what we learn is based on our
interest, more easy, fun, not monotonous, understandable and it also focused on
one material”. While, participant 4 said, “Yes I do, because if we are going to course,
it means we have to pay and it will quite expensive, in addition at the class we just
aware of learning grammar without practicing it, but on YouTube we are going to be
forced by the youtubers to practice it, so I thought we need to find our own way and
by our own self”.
To further, participant 5 said that “Of course, YouTube is more efficient in
time because whenever we want then we can download the videos and watch them
later moreover I also type of person who learn by listen so I think YouTube is
effective because it more understandable consisted audio and visual media”. Then,
participant 6 said in that “I believe, YouTube is the most effective and efficient
 The Use of Youtube for Learning English – Miftahulfadlik Dabamona (1-10) 83

application because when we are watching YouTube all our senses such as listen and
watch are automatically activated, so it could help us more understand”.
YouTube Can Motivated and Interested the Learners (Reported by 5 of 6
Participants)
Participant 1 said on the interview “I think YouTube is more interesting
because the people are always changed and it absolutely motivated me because if I
don’t understand the content, I’m going to look for content”. Participant 3 also
mentioned, “Yes it does, because youtubers not only explain about English content
but they also give motivation and teach us how to define our goals, beside that I also
found a lot of amazing people on YouTube that motivated myself to become like
them”. While, participant 4 said, “During this pandemic, I live for YouTube and I
believe YouTube is more than that, so after waking up in the morning I will open
YouTube and then started watching whatever content that I want but English is
most certainly, so YouTube is motivating me because it provide new insight,
furthermore I can holiday without going outside by using YouTube”.
To further, participant 5 mentioned, “Yes, in the last of the videos that I often
watched the Youtubers often motivated us to keep learning English and explain the
important of English, so it is not only application but it can be teacher for us”. Then,
participant 6 added by mentioned, “I think so because learning with YouTube is
more various in terms of the content and the tutor”. Whereas, participant 2 have
argued to the researcher that YouTube is not interested and motivated her. She also
said “for me, nothing special”.
3. Students and Technology-Based Approach
Students Defined Their Own Learning Purpose (Reported by 3 of 6
Participants)
Based on the interview gained by the researcher, participant 3 said, “Of
course, my goal is for improving my English, because sometimes I found some
difficulties in understanding the course at campus, so I will find the explanations on
YouTube, and after that I can understand more about the material”. Participant 4
added by mentioned “Yes, I have my own learning purpose, when I did not know
one topic I’m going open YouTube to find it, beside that I also want to practice the
information in my daily life and teach others friends who did not understand the
topic”. While participant 6 mentioned in his interview “I have learning purpose and I
always defined my own purpose”.
In addition, three of the six participants argued not to define their own
learning purpose. Participant 1 stated that “I don’t have my own learning purpose
but I only have an intention to learn and entertain myself”. Participant 2 revealed,
“No, I don’t have learning purpose”. Whereas participant 5 stated that “I’m not
defined my own learning purpose, but I guess every videos has their own learning
purpose, we just didn’t know that but it always have”.
84 INTERFERENCE: Journal of Language, Literature, and Linguistics Vol.3, No.1, February 2022

Students Criteria in Selecting Videos on YouTube (Reported by 6 of 6

participants):
Based on the information that the researcher has collected, participant 1 said,
“Yes I do, like no accent British because I will not understand and not a fast talker,
for example I like to watch Vlog; EnglishClass101.com; and several Korean TV but it is
still used English subtitle”. Participants 2 mentioned in her interview that “First, I will
look at the title of the videos, the second is the youtubers, and the last is should be
understandable for me, for example the videos about daily conversation, I also like
to watch Nessie Jugde channel”. Participant 3 added by mentioned “for me, the
videos should be understandable, for example, guruku Mr D; Kampung Inggris; Gita
Safitri, and Nessie Judge;”.
Furthermore, participant 4 mentioned “According to me, the selection of
videos is should be based on what we need, I’m as a student from English Education
Program, the contents are mostly related to English resources, besides that I’m also
selected the videos from the title, it is no more than 4 to 5 minutes, and it should be
American style because I loved it and the last is relatable, for example, Puri Viera;
Naila Farhana; Guruku Mr D; Kampung Inggris; and Sacha Stevenson”1. Then,
participant 5 mentioned, “It should be easy to understand and I will also choose the
interesting character of the youtubers, see their background and they must good
looking, for example, Guruku Mr D, Nessie Judge; and Puri Viera.”. Participant 6 also
added and said during his interview with the researcher that “It should be interesting
and motivated, because if it not then I will be bored and I don’t watch it, for
example, Learn English with EnglishClass101.com; Nessie Judge, Vlog; Video Games,
and Music”.
Students Have Recognized their English Level and Target Language (Reported 6
of 6 Participants):
Based on information gained during the interview all the participants knew
their target language, but it is only 3 participants who recognized their English level.
To begin with, participant 1 mentioned, “I don’t know my level in English, but my
target language is speaking, listening, and daily conversation because I want to be
able to speak fluently, so I usually search something related to those”.
Participant 2 also added and mentioned that “I don’t know but my target language
is daily conversation because I’m not good enough in my conversation, so I watched
it”. While, participant 3 said that “my target language are grammar and speaking
because I still insecure to speak with someone, but I also watch the English videos
randomly as long as is about English language”.
To add, participant 4 mentioned, “I thought, I’m on intermediated that is
mean not to skew on advanced but it also not closed to beginner and my target
language are speaking and writing, so I tend to search for those information”.
Participant 5 said in her interview “My goal is being good at structure so I like to
watch Puri Viera channel and I also want to improve my listening, that is why I always
used subtitle in English for all the videos”. Then, participant 6 told, “Maybe
speaking and it is influenced me in selecting the videos, for example speaking and
 The Use of Youtube for Learning English – Miftahulfadlik Dabamona (1-10) 85

grammar could not be separated, so I always look for something that related to
speaking, such as grammar”.
Discussions of Research
The literatures that the researcher in the previous chapter has reviewed have
given significant support to the role of YouTube for learning English. Research
findings showed that students are using YouTube to support them in learning
English independently in informal learning situations; it is indicated by the high level
of motivation and interest; learning that takes place anytime and anywhere, and
students’ independent learning. Eliane Tan has proven which highlights the role of
YouTube videos in an informal learning environment for supporting independent
learning (Tan 2013). The findings of this study also support YouTube, which allows
students to improve their English skills such as listening, speaking, structure,
pronunciation, and grammar. It can be seen from the ability of YouTube to give
students’ access to several types of videos such as educational and informational
videos, movies, music, video games and vlog, which facilitated and enabled them to
get new English words, phrases and sentences. This finding is supported by Inda
Nofrika that found YouTube has successfully developed students’ English
competencies such as grammar, pronunciation, vocabulary, listening, and speaking
skills. The study also found types of videos that students’ often watch, such as
sciences category, art humanities, and vlog (Nofrika 2019). It is also supported by the
findings of a previous study done by Sahayu and Friyanto who found YouTube has a
significant effect in gaining new English sentences, phrases, and words according to
what videos they are interested in(Sahayu and Friyanto 2019).
Learning from YouTube also allows students to wide English sources like
academic or authentic material. Students can access different channels and videos of
native speakers and non-native speakers channels and the varied information to
support them learn English. As it has been proven by Alwehaibi and Noura who
emphasized that YouTube as an unlimited resource is not only offered authentic and
written material, but it also can support unique dimensions of culture by providing
both academic English and real-life context of English such as accents, slang
(Alwehaibi and Abdulrahma 2015). So, this study's finding clearly states that YouTube
can be used for learning English, and it also highlights the researcher in answering
the problem statement.
The main goal of this study is to explore how students used YouTube for
learning English which engaged in a technology-based approach. With the basis of
result findings, the researcher has found themes emerging in this research, such as:
1. YouTube can be used as an educational technology for learning English;
2. YouTube facilitated students with a technology-based approach to foster their
learner autonomy.
The first themes have supported the earlier findings of using YouTube as
educational technology for language learning by Iness Brunner, which indicated: (1)
the accessibility of YouTube in enabling students to access English contents at
anywhere and anytime through their electronic devices such mobile phone and
86 INTERFERENCE: Journal of Language, Literature, and Linguistics Vol.3, No.1, February 2022

laptop; (2) YouTube offered user friendly in terms of providing an easy connection
for students to upload, download and subscribes contents related to English as well
as using subtitle for helping them understand the contents and freedom of
expression such as giving rate, comment, and share the videos toward students
other social media such Instagram, Whatsapp, and Facebook; (3) YouTube offered
authentic and rich contents that given opportunities for students to quickly access
both native speaker and non-native speaker channels along with a real-life example
of everyday language used like common English language that students can apply
into their daily life.
To further, (4) YouTube provides helpful resources; thus, the students can
find any information for supporting their target language only by using search
column on YouTube and subscribing channel; (5) students’ who define their topic
and goals before learning via YouTube can easily select the information that they
want to achieve; (6) students’ who reviewing material after watching videos on
YouTube is more likely to be autonomous learners in terms of acquire their learning
strategies and knowledge about how to use those information appropriately. So,
these findings align with the finding of an earlier study of Inness Brunner and
towards the theory of autonomy (Brünner 2013).
The second, an absence of autonomy in the first finding has guided the
researcher to examine students’ possibility of using the technology-based approach
in fostering their learner autonomy. The findings showed that YouTube has
successfully supported the Benson Phil theory of autonomy. These could be seen in
terms of students taking control of their own YouTube application and towards their
learning process, which indicated: (1) students have wider opportunities to access
contents that they are interested in learning and accessing authentic materials
available anytime and anywhere. So, it enables students to fulfill their target
language need and experience a more effective and efficient learning process in
terms of time, charge, and understanding. Secondly, it also found that YouTube
facilitated students to experience learning which more fun, interesting and
motivated, it also facilitated freedom of expressions by providing an additional
feature such as subscribe, rate, download and share different videos both native
speaker and non-native speaker, so there is a process of cultural exchange such as
the used of accent, slang, and idioms. These findings are in line with Duffy as cited in
Almoswai and Rashid, who found that YouTube promoted students’ more
autonomous learning style facilitated freedom of expression and inspires students’
interest and motivation, fun learning and providing useful linguistic, cultural content
and target language (Almoswai and Rashid 2017).
In addition, these findings also highlight the existence of a technology-based
approach in their learning process. The indicator can be seen firstly from students’
competence in selecting English material to support their language need and
secondly from students’ understanding of their target language. Even though only 3
out of 6 students argued to have their learning purpose and know their English level,
most of the students have determined their own criteria that will assist them in
selecting plenty of online language material that shows up on their YouTube
homepage. In addition, understanding their target language can assist students in
 The Use of Youtube for Learning English – Miftahulfadlik Dabamona (1-10) 87

choosing relevant material according to their needs. Furthermore, students' action is

also indicated to subscribe to different English channels and take that information to
support them in learning English that will automatically help them find and locate
their online source from YouTube. To conclude, the findings of this research are in
line with the theory of autonomy in practices by Alice Chik who found the role of
technology to support students’ learner autonomy (Chik, Aoki, and Smith 2017).
Then, it also supports the finding of Banson Phil theory which states that integration
of technology and the internet could support students' learning style that is more
independent and supports the potential transformation of learning outside the
classroom (Phil 2013). The findings and discussion section consists of a description of
the data analysis results to answer the research question(s) and their meanings are
seen from current theories and references of the area addressed.
CONCLUSION
This research sheds light on how students’ using YouTube for learning English
and explores the possibility of students’ using the technology-based approach. The
findings of this research showed that YouTube can be used as a tool for learning
English to support students in learning English independently in an informal
situation. Also, it gives a broader opportunity to improve their English skills such as
speaking, listening, structure, grammar, vocabulary, daily conversation, and cultural
contents such as slang, accent, and idioms, which are rarely provided by their
textbook.
The findings of this research also highlighted the technology-based approach
in students’ learning process via YouTube. It is found that YouTube can be used as
educational technology to access unlimited resources, authentic material, and
freedom of expression to support their target language. The independent
interaction, responsibility, and take control over their YouTube application and
researcher as the main factor has highlighted the learning process to support
students’ learner autonomy which facilitated them to learn more independent along
with giving the experience to learn more fun, exciting and motivating that will be
highly beneficial for improving students’ to learn effectively and efficiently.
Since the existing research of theory autonomy is limited, the findings of this
study are expected to encourage other researchers to broaden and conduct
research related to this field. The researcher also encouraged other researchers to
pay more highly attention to technology in language learning. It is also suggested to
consider and find how significant technology, particularly YouTube, is in improving
English skill and students’ cultural exchange when interacting with YouTube because
the research could not explore more about those issues. Interestingly, students’
level of improvement, cultural exchange, and how far the artificial intelligence
suggest more videos that may distract the learner from being focused are critical
issues for further research. However, this study is also expected to support the
integration of YouTube either in class or out of class learning research.
88 INTERFERENCE: Journal of Language, Literature, and Linguistics Vol.3, No.1, February 2022

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