1

YOUTUBE VIDEOS AS ICT-BASED MATERIALS FOR BEGINNER

ENGLISH AS A FOREIGN LANGUAGE LEARNER

Submitted in partial fulfillment of the requirement for the degree of

Sarjana Pendidikan (S.Pd) in Teaching English

By
Muchamad Hasan Basri
NIM D05214014

S1 :RizkaSafriyani, M.P.d.
S2 : Dr. SitiAsmiyah, S.Pd, M.TESOL

ENGLISH LANGUAGE EDUCATION DEPARTMENT

FACULTY OF TARBIYAH AND TEACHERS TRAINING
UNIVERSITAS ISLAM NEGERI SUNAN AMPEL SURABAYA
2020

CHAPTER I
INTRODUCTION
This section introduces the general problems of this research. This chapter presents the

background of the study, research questions, problem, objectives of the study, the significance of

the study, the scope and limitation of the research, and the definition key of terms.

A. Research Background
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Learning strategies should be an important discourse to optimize the learning

process. WinaSenjaya suggested that the learning strategy is a learning activity that must be

done by teachers and students to aim learning can be achieved effectively and efficiently. 1To

get the effectiveness and efficiency of English learning strategy, we have to look for

innovation that is relevant to all parts of the learning process itself, especially we have to

adjust it with Information and Communication Technology (ICT) as one of a tool for learning

media development, as a progress of civilization nowadays. The word "innovation" provides

the view that there is something new, unique, and interesting. Novelty, uniqueness, and

attractiveness must lead to expediency.

The utilization of ICT for education, especially learning English, has become a

necessity that cannot be delayed any longer. We have to be aware, nowadays we have an

access to almost everything on our hand that’s called gadget, it means we can do almost

anything on it, even about how do we learn English effectively and efficiently. And various

ICT applications are available and ready to be used optimally for educational purposes.

The empowerment of information and communication technology for education can

be carried out in various forms under its function in education. According to Indrajut, the

function of information and communication technology in education can be divided into

seven functions, namely: (1) as a storehouse of knowledge, (2) as a learning aid, (3) as an

educational facility, (4) as a competency standard, (5) as administrative support, (6) as a tool

for school management, and (7) as an educational infrastructure Referring to the seven

functions,2 it can be understood that ICT can make a significant contribution to improving the

quality of the Indonesian people, especially in the world of education.

For those preparations, we have to focus on the next generations which are

dominantly are beginner learners because English for us as an Indonesian is a foreign

language. Being a beginner generally connotes being in an initial stage of learning or doing

something. Some of the renowned English explanatory dictionaries give the subsequent

definitions:

1. “A beginner is someone who has just started learning to do something and cannot do

it very well yet.” - Collins-Cobuild Dictionary

1
Wina, Senjaya. StrategiPembelajaran; BerorientasiStandar Proses Pendidikan.(Jakarta: KencanaPrenada Media
Group, 2008).
2
Indrajut, RichardusEko. Arsitektur Sekolah Modern Indonesia. (PresentasiSajian, 2004).
 3

2. “A beginner is a person who is beginning something or doing something for the first

time.” - Merriam–Webster Dictionary

3. “A beginner is someone who has just started to do or learn something.” -Longman

Dictionary of Contemporary English

4. “A beginner is a person just starting to learn a skill or take part in an activity.” -

Oxford English Dictionary.3

From those definitions above, the researcher use the second definition by Collins-

Cobuild Dictionary, which means that beginner is “someone who has just started learning to

do something and cannot do it very well yet”. The future generations as beginner EFL

learners, which incidentally are young people and those who are on productive age cannot be

separated with technological advances that are so rapid and they as the generation who are

also enjoying this technological progress, then it is also impossible for us as educational

actors to ignore it all and still use the old way of teaching English which is not satisfying

enough when we talk about the results obtained by students. Seeing the progress of

technology and also the importance of being able to master English, I think integrate both in

an ICT-based English learning method is worth trying.

YouTube is a representation of ICT-based material which is presented in the form of

audio-visual, I think it can be an alternative acceleration English Learning process and we

know The use of YouTube is not taboo for the public society. The utilization of technological

developments as a medium of delivering learning material is also able to facilitate the role of

teaching staff in delivering material. Media of learning content in the form of audiovisual

through YouTube platform can be easily accessed and not fixed on the specified schedule.

That's why some people should do this research because, with it, we can access all learning

material only through YouTube from anywhere and anytime with a gadget on student’s hand.

Based on Some provisions in the Minister of Education Regulation and Culture

Number 58 of 2014 concerning the 2013 Curriculum Junior High School / Madrasah

Tsanawiyah4. written that English material is started given to the student at the first grade of

junior high school. That is why the researcher chooses the subject of the research as the first

grade of junior high school as a beginner EFL learner.

3
M.D. Rettigové 4, Praha 1Continuing Beginner Learners in Adult EFL Classes.
4
https://jdih.kemdikbud.go.id/
 4

From those backgrounds, the researcher wants to do the research about how the use of

YouTube as an ICT-based material for beginner EFL learner specifically in Indonesian

learner and how do the teacher use YouTube itself as media development for English learning

context and the researcher is interested in exploring student perceptions after experiencing the

process of learning English while using ICT-based media, because when the teacher consider

some of the media that they want to use while learning process, they should consider the

student’s readiness for accepting the media.

According to Walgito, perception is a process that is preceded by the sensing process,

which is the process of receiving stimulus by individuals through the sensory devices or also

called sensory processes. But the process does not just stop, but the stimulus is continued and

the next process is the process of perception.5 Knowing student’s perceptions is important to

know the relevancy and the accuracy by using the media itself.

This research tries to analyze and describe how the implementation of using ICT-

based materials for them who are foreign English learner and how the teacher delivers the

materials as well. This case is has been doing by teachers and students in their English

learning process in SMP Swadaya Jombang, they use YouTube as the main ICT-based

material and some other teaching ICT-based media. this research wants to analyze and

describe how they implement ICT-based materials for their learning activity process.

The reasons for choosing SMP Swadaya Jombang as the place setting for this research

are because this school has been used YouTube as an English learning material for a year, the

uniqueness of the school based on the researcher’s viewpoint is the location of the school is

quite far from urban areas in Jombang but they have realized the important role of

technological development, it makes some opposite statements about technological

development are felt by the people of the developed areas, and the location of the school is

near from the researcher’s home, it makes the mobility of the researcher easier. This research

will focus on only 7-1 class, it’s because the teacher who implement youtube as an ICT based

material in english teaching is only teach on this class. The class contains 20 students and one

teacher, that number is to make sure that the researcher analyzes and describe some stuff such

as the lacks, easiness, the benefits. in-depth through some observations, interviewing the

teacher, and give the students a questionnaire to become the main data of this research to
5
Bimo, Walgito. 2010. Pengantar Psikologi Umum. Yogyakarta: C.V Andi.
 5

conduct how the teacher uses it and what are the student’s perceptions while learning through

this method.

B. Research Question

1. How does the teacher use YouTube as an Information and Communication Technology-

based material for Beginner EFL learning in the first grade of SMP Swadaya Jombang?

2. How are the student’s perceptions at the first grade of SMP Swadaya Jombang toward

using YouTube as an Information and Communication Technology-based material?

C. Objectives of the Study

1. To describe how does the teacher uses YouTube as an Information and

Communication Technology-based material for Beginner EFL learning at the first

grade of SMP Swadaya Jombang.

2. To find out the student’s perceptions of using YouTube as an Information and

Communication Technology-based material in their English learning process.

D. Significance of the Study

From the objective above, the significance of conducting this research is expected to be

viewed in both theoretical and practical aspects, as what I describe below.

1. Theoretically, the result of this study is hoped to be a reference of educational actors for

the development of English learning strategy through ICT- based materials specifically the

use of YouTube as a learning media and giving more attention to the informal learning

process.

2. Practically

a. For the teacher

The finding of this research can be a reference for the teacher who wants to explore

how English learning strategy development through ICT- based materials and
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triggering learners to explore their learning process even though they are not in school

time.

b. For the beginner EFL learner

The result of this study is hoped to give them a learning spirit and optional choice to

learn English effectively and efficiently.

c. For Future Researcher

This research gives a reference in academic information for the future researcher in

ICT- based materials and gives them a reference to their academic needed.

E. Scope and Limitation

This study focuses on the use of Information and Communication Technology-based

materials, in this case, YouTube as the main media. this research is trying to describe and

analyze how the teacher of SMP Swadaya Jombang use YouTube as an Information and

Communication Technology-based materials for Beginner EFL learning, and what are the

students at 7-1 class perceptions by using YouTube as an Information and Communication

Technology-based materials in their English learning process.

The subjects of the research are the teacher who has been used YouTube as an ICT-

based material as a medium for his teaching process in 7-1 class and 20 students of the class.

the researcher looks into the way that teachers implement this learning process and what are

the student’s perceptions of learning English through this media.

F. Definition of Key Terms

In this research, the writer presents the following key terms to prevent

confusion and achieve the same understanding:

a. YouTube

YouTube is the largest video-sharing site around the world. Since its establishment in

2005, YouTube has experienced rapid growth and now is one of the most popular video-

sharing sites around the world. YouTube has more than two billion registered users, and

billions of videos are watched each day, which in turn generates billions of dollars of

revenue for YouTube and its partners. 6 Many studies recently believed that the use of
6
https://www.youtube.com/about/press/
 7

video as a media is very effective to teaching and learning in the classrooms. According

to Čepon, the video format is useful for teaching/studying FL. In terms of FL capabilities,

quantitative results indicate that writing shows acquisition effects that are greater than

general reading-based understanding. FL grammar is the least affected, while vocabulary

acquisition shows the most beneficial outcome. Reflections interviewed from in depth

interviews showed that by exposing native Slovenian speakers to video subtitles who saw

their optimal conditions to reduce their foreign cognitive burden created. 7 as a context in

this research the YouTube videos that used are predominantly basic English

conversations.

b. Information and Communications Technology

Information and Communications Technology or (ICT), is often used as an extended

synonym for information technology (IT) but is a more specific term that stresses the role

of unified communications and the integration of telecommunications (telephone lines

and wireless signals), computers as well as necessary enterprise software, middleware,

storage, and audio-visual systems, which enable users to access, store, transmit, and

manipulate information.8 While Information technology (IT) is the application of

computers and telecommunications equipment to store, retrieve, transmit and manipulate

data, often in the context of a business or other enterprise.9

c. Beginner English as a Foreign Language Learner

A beginner is someone who has just started learning to do something and cannot do it

very well yet. EFL is teaching English to people whose first language is not English. EFL

is the abbreviation for English as a Foreign Language. Based on Yoko Iwai defines that

EFL refers to those who study English in countries that do not speak English for example

Japanese who study English in their country are EFL learners.

d. Perception

Perception is a process that is preceded by the sensing process, which is the process of

receiving stimulus by individuals through the sensory devices or also called sensory

processes. But the process does not just stop, but the stimulus is continued and the next

7
S. Čepon, Effective Use of the Media: Video in the Foreign Language Classroom, (2013: 83-105)
8
Yekini Nureni Asafe, Information communication technology: concepts and application, (Nigeria, Yeknua ICT and
Educational Research Publication Centre 2014:10)
9
Yekini Nureni Asafe, Information communication technology: concepts and application, (Nigeria, Yeknua ICT and
Educational Research Publication Centre 2014:11)
 8

process is the process of perception.10 Thus attitude is a form of response, according to

John H. Harvey and William P. Smith quoted by Abu Ahmadi interpreted as readiness to

respond consistently in the positive or negative form of an object or situation.11

CHAPTER II
REVIEW OF RELATED LITERATURE
This chapter discusses some issues and theories related to the vocabulary notebook and

writing skills. This chapter is divided into two parts; those are some theories to approach the

research questions discussed in this study and the review of some related previous studies.

A. Review of Related Literature

1. Beginner English as a Foreign Language Learner

10
Bimo, Walgito. Pengantar Psikologi Umum, (Yogyakarta: C.V Andi, 2010)
11
Abu Ahmadi, Psikologi Sosial, (Jakarta: PT. Rineka Cipta, 1999)."
 9

a. Definition of Beginner English as a Foreign Language Learner (EFL)

EFL is teaching English to people whose first language is not English.

EFL is the abbreviation for English as a Foreign Language. Based on Yoko Iwai

defines that EFL refers to those who study English in countries that do not speak

English for example Japanese who study English in their country are EFL

learners.12 Shu Dingfang said that EFL means learning English in non-English-

speaking countries.13 Stern also stated in his book “Fundamental Concepts of

Language Teaching” that foreign language means the language used abroad.

Studying a foreign language is for tourism, communicating with native speakers,

reading foreign journals, and so on. 14 From the above, EFL is mainly used by non-

native English learners, such as Indonesian English learners.

Being a beginner generally connotes being at an early stage of learning or

doing something. Some well-known English explanatory dictionaries provide the

following definitions: In Collins-Cobuild Dictionary explain that s beginner is

someone who has just started learning to do something and cannot do it very well

yet.15 On the other hand in the Longman Dictionary of Contemporary English, a

beginner is someone who has just started to do or learn something. 16 All

definitions mention the beginning of the person's actions, which is transferred to

the EFL context means the start of learning English. This is, however, rather

misleading as beginners in EFL learning do not necessarily need to be new to

learning English.

b. The Characteristic of EFL Beginner

Jones stated that EFL beginner students have no or very little knowledge

of English and they have to be taught the basic rules and vocabulary to be able to

perform in simple communicative situations. 17 It would be a mistake, though, to

consider such groups to be homogenous. Students may be completely different in

their knowledge and skills and their socio-cultural backgrounds and may have

very diverse aspirations in their English learning. Jones, therefore, further

12
Yuko Iwai. The Effects of Metacognitive Reading Strategies: Pedagogical Implications for EFL/ESL Teachers [J].
The Reading Matrix. 2011:150-159.
13
Shu Dingfang. Foreign Language, Second Language, Mother tongue and another language [J]. Foreign Language
Education,1994:15-19.
14
Hans Heinrich Stern. Fundamental concepts of language Teaching-Oxford University Press [M]. 1983.
15
Collins. Collins English Dictionary. 2013.
16
Pearson Education, Ltd. Longman Dictionary of Contemporary English. 2014.
17
Jones, Byron. “Teaching Beginner Students.” International TEFL & TESOL Training.
 10

distinguishes between beginners with and without Roman alphabet knowledge,

and between monolingual and multilingual beginners. 18 Apparently, more

differences between absolute beginners can be made, categorizing them from

various perspectives.

Rogers stated that beginner EFL learners are associated with changing

interests, increasing talent, lack of maturity in valuing others and themselves, and

running away from their responsibilities.19 Jones also called them less motivated

and considerate and consequently caused discipline problems. On the other hand,

he also characterized them as having “greater language awareness” and being able

to understand new languages more easily.20 Both Jones and Rogers agree that

young learners have less defined expectations as to their teacher, their learning

styles, and the anticipated results of their learning and that they are in the process

of forming their perspectives.

The term ‘beginner’ has been defined from a general and linguistic point

of view and has been characterized through the competencies it is associated with.

To achieve these communicative competencies seems to be the goal of many

students who take up English as a foreign language. Yet for some students, it is a

very long-term and almost unreachable goal. In the subsequent chapter, such

students will be explored in greater detail. It means that beginner EFL learners

can understand and use familiar everyday expressions and very basic phrases

aimed at the satisfaction of needs of a concrete type. They can introduce

himself/herself and others and can ask and answer questions about personal

details such as where he/she lives, people he/she knows and things he/she has.

They also can interact in a simple way provided the other person talks slowly and

clearly and is prepared to help.

2. Information and Communication Technology-based Materials.

Salehi said that In Indonesia, learning using ICT media has been developing,

especially for schools which able to provide such media.21 He said the leading cause of

the use of ICT media in many schools because practical value, economic value, and ease

18
ibid
19
Rogers, Alan. Teaching Adults. Buckingham: Open University Press, 2002.
20
Jones, Byron. Teaching Beginner Students. International TEFL & TESOL Training.
21
Salehi, H., &Salehi, Z. (2012). Integration of ICT in language teaching: Challenges and barriers. Proceedings of
the 3rd
 11

of use. All the reasons make learning more interesting, easy, and can be implemented

wherever and whenever.

Yelland said that ICT could be effectively used to enhance the quality of learning,

but some teachers did not sufficiently use computers.22 Kremer and Holla also said that

the use of ICT in teaching can mitigate weaknesses in teaching and substantially improve

test scores.23 On the other hand, Maxwell stated that using technology could be interesting

ways to learn the language in a classroom. 24 Therefore, language learners can establish

interaction with peers, teachers, and native speakers. He also claimed that using

technology can enhance students’ motivation and enthusiasm in language learning.

Newby et al stated that ICT provides powerful tools which support the shift to

student-centered learning as well as the new roles of students and teachers. 25 The research

about ICT’s capacity to improve learning and teaching shows that it can play a key role in

the complex task of better engaging young people in the learning process said Clarkson et

al.26 From many statements above, the combination of ICT and language learning could

enhance generic skills such as teamwork and problem solving, which are important both

for life in the information age and for lifelong learning.

3. YouTube

YouTube as a video clip server is being used more and more by E-learning today.

YouTube provides authentic up-to-date materials of everyday English used by everyday

people. Of course, this is the challenge as well. Students may enjoy watching these clips,

but the poor sound quality, pronunciation, and slang can make these short videos even

more difficult to understand. On the other hand, students are attracted to the "real life"

nature of these videos. By creating the context for these short videos you can help your

students explore a world of online English learning possibilities Brown, J. D. 27 In

22
Yelland, N. (1999). Information technology in childhood education annual. Reconceptualising schooling with
technology for the 21st century: Images and reflections. Virginia: AACE
23
Maxwell, D. (1998). Technology and foreign language learning: A report to the Charles E. Culpeper foundation.
Washington, DC: National Foreign Language Center
24
. Zeigler, K. (2008). Getting organized at work: 24 lessons to set goals, establish priorities, and manage your time.
New York: McGraw-Hill.
25
Newby, T. J., Stepich, D. A., Lehman, J. D., & Russell, J. D. (2000). Instructional technology for teaching and
learning. New Jersey: Prentice-Hall, Inc.
26
Clarkson, P., Dunbar, A., & Toomey, R. (1999). Whole school reform and the use of ICT: An evaluation of the
navigator schools project. Melbourne: Department of Education, Employment and Training.
27
Brown, J. D. (1997). Computers in language testing: Present research and some future directions. Language
Learning and Technology, 1(1), 44- 59. Retrieved February 13, 2001 from the World Wide Web:
http://llt.msu.edu/vol1num1/brown/default.html.
 12

February of 2005, Steve Chen, Chad Hurley, and Jawed Karim founded YouTube with

the domain name www.youtube.com The site was created as a forum for people to create

and share short video clips online.28 One year later Google purchased YouTube for $1.65

billion. Also, 51 percent of YouTube viewers go to YouTube weekly, and 52 percent of

18 to 34 year-olds often share videos with other people (YouTube Fact Sheet). Solomon

and Schrum describe “The World’s First Web Band” as a microcosm for the impact

YouTube has had on society as a whole.29 Consider that the members of this Web band

never met each other in person, created a music video, and recruited a drummer

completely online. Initially, they did not even know each other’s names.

YouTube is used for varying purposes, the majority of which are not

educationally relevant. For example, many people use YouTube simply as a form of

entertainment. Someone records a person in a funny prank, posts it to YouTube, and

others go to check it out. In some cases, there are hundreds of thousands, if not millions,

of viewers. For other users, YouTube is a venue for sharing family videos, posting a work

demonstration, advertising a company or product, or providing students access to media

from across the globe. It is this educational value of YouTube that will be explored here

with particular emphasis on foreign language education.

YouTube, a video-sharing platform, is a media behemoth. The platform recently

celebrated its tenth anniversary and promises to keep growing rapidly over the next

decade. The website has over 1 billion users, with 300 hours of video being uploaded

every minute.30YouTube is a video portal site that is often accessed by internet users, also

has a video sharing feature (video sharing) so that it can be seen by anyone who clicks on

the video. There are various kinds of videos inside such as tutorials, music videos, news,

and others.31

This Platform particularly popular with a younger generation of users. According

to ComScore data, YouTube reached 81.2% of Internet users in the United States. For 18-

24 years old, that statistic is significantly higher with YouTube reaching 98.3% of U.S.

internet users. The time spent on YouTube for that age demographic also averaged 10

28
Berk, R. A. (2009). Multimedia teaching with video clips: TV, movies, YouTube, and mtvU in the college
classroom. International Journal of Technology in Teaching and Learning, 5(1), 1–21.
29
Solomon, G., &Schrum, L. (2007). Web 2.0: New tools, new schools. Washington, D.C.: International Society for
Technology in Education.
30
Blattberg, Eric. "The Demographics of YouTube, in 5 Charts - Digiday."Digiday. N.p., 23 Apr. 2015.
31
AsdaniKindarto, BelajarSendiri YouTube (MenjadiMahirTanpa Guru), (Jakarta: PT
ElexmediaKomputindo, 2008), hal 1.
 13

hours, 15 minutes per month. With such a large repository of content and wide reach, it’s

fair to say that YouTube is quickly transforming media consumption in the internet age.

Given its dominance, YouTube has a wide range of functions for its users. To some,

YouTube’s role is limited to a publishing platform where videos can be stored and

watched. Others see the website as a direct competitor to broadcast television.32

4. The Teacher’s Role

The impact of the Internet in education in recent years fosters the vision of open,

global, and flexible learning, as authors such as Colás state that leading to radical shifts in

the teacher’s role and competencies.33 In the framework of this educational landscape, the

role of the teacher is that of acting as a guide and instrument to assure a comprehensive

learning process via the Internet, managing the student’s learning process by creating - at

the same time- new instructional models set in newly-created virtual environments.

understands knowledge manager as the person who can manage the student´s skills,

abilities, and knowledge, motivating and taking benefit of the student´s both individual

and collective learning possibilities.34

The teacher will have to develop skill related to the learning contexts that

changes in teaching and learning paradigms require Thus, the teacher’s role is multiplied

and shifts from being a single transmitter of knowledge to become facilitator and guide of

the learning process, integrator of new ICT media, researcher and designer of suitable

learning scenarios, collaborator (with other teachers and students), orchestrator, learner,

and evaluator. The ICC report is especially devoted to the role of teachers of foreign

languages determines the skills and competencies a teacher has to master to integrate ICT

successfully.35 Thus, the report mentions the acquisition of technical, organizational,

conceptual skills together with the new literacies: technical, scientific, digital, critical,

linguistic, cultural, and mediation literacies.

Similarly, referring to the role and function of teachers who develop their

activities in ICT-based settings, Lufti, Gisbert, and Fandos point out five main functions a

teacher should compile: information consultant, group collaborator, facilitator, critical

32
Kim, Jin. “The Institutionalization of YouTube: From user-generated content to professionally generated content”.
Media Culture Society, January 2012, vol. 34 no 1, pg 53-67
33
COLLIS, B. (1994): A reflection on the relationship between technology and teacher education: synergy or
separate entities. Journal of Information Technology for Teacher, 3, 1, 7-25.
34
COLLIS, B. (1994): A reflection on the relationship between technology and teacher education: synergy or
separate entities. Journal of Information Technology for Teacher, 3, 1, 17.
35
ICC (2002) The Impact of Information and Communications Technologies on the Teaching of Foreign Languages
and on the Role of Teachers of Foreign Languages, Directorate General of Education and Culture, European Union.
 14

generator of knowledge, and finally, academic supervisor. The authors add that the

teacher´s profile is shaped in three dimensions: cognitive-reflexive, active-creative and

affective-communicative.36 Cebrián develops the new profile of teachers according to the

following functions: assessor and guide of the autonomous learning process, resource

facilitator, designer of new technology-rich learning environments, adapter of different

materials, producer of new didactic materials in ICT-based settings, evaluator of the

different processes in which these environments and resources are involved and finally

he/she will have to be able to acquire a professional viewpoint on ICT life-long learning.

The necessity of thinking through the challenge that ICT integration supposes to

teachers constitutes a basic aspect upon which many authors such as Gisbert, Colás,

Blázquez, and other reports agree and determines-at the same time- the appearance of

clearly defined instructional needs. As Gisbert points out, the teacher’s role in ICT-based

learning settings is not easy, they must acquire instruction regarding the design and

implementation of online courses, the orchestration of ICT/Web-based instructional

processes, and the development of management skills. 37 Ongoing teacher training

together with the creation of suitable instructional spaces becomes fundamental to enable

teachers to implement successfully ICT in their teaching and becomes -at the same time-

essential to reach a high degree of quality shortly teaching processes.

Adell and Sales point out several functions, suitable for online training, which

teachers should have to assume in technology-rich environments and Curriculum design:

the teacher has to design and develop a proper curriculum that the use of ICT requires. 38

If we understand ICT as a basic competency that both teachers and students need to

acquire it is necessary, that it becomes a curricular subject; Content creation: the

telematics networks offer a lot of materials

and contents which have already been created and the teacher may decide to

adopt them or not into the teaching/learning situations; Tutor and facilitator: the teacher

becomes the facilitator of knowledge with the help of multiple telematics tools and

resources and guides the process for an efficient and correct selection. Evaluation: a non-

36
LUFTI, T. GISBERT, M. I FANDOS, M. (2001): “El ciberprofesor, formador en la aldea global”, en Las ciencias
sociales en Internet, Mérida, Consejería de Educación, Ciencia y Tecnología, 59-76.
37
LUFTI, T. GISBERT, M. I FANDOS, M. (2001): “El ciberprofesor, formador en la aldea global”, en Las ciencias
sociales en Internet, Mérida, Consejería de Educación, Ciencia y Tecnología, 62.
38
ADELL, J. (1997): Tendencias en educación en la sociedad de las tecnologías de la información. In Edutec. Revista
Electrónica de Tecnología Educativa, 7.
 15

traditional evaluation is required at the time that new tools and resources open up new

perspectives for the teacher. Students interact with multi-faceted materials which

sometimes the teacher cannot control. Thus, a deep evaluation of all the elements that

intervene in the new teaching and learning processes is needed.

The existing literature on the role and functions of teachers is varied and diverse.

Authors such as Cebrián de la Serna, Majó and Marqués, Gisbert, Cabero, González Soto,

Alonso and Gallego have tackled this issue in their works.39 Santandreu makes a

compilation of the different contributions to which we agree and reproduce the four main

roles teachers working in ICT-based settings would have to play:

1. The teacher as planner and facilitator of situations and suitable learning

contexts

2. Developer, adapter, and creator of materials and resources

3. Assessor, guide, and knowledge facilitator

4. Evaluator

As far as this first classification is concerned, Santandreu establishes a deeper

distribution of functions to each role, and accounts for distinctive aspects inherent to each

function:

ROLE FUNCTION ASPECTS

Information - Provide basic information about the subject to students.
Consultant - Search for information materials and resources
- Give support to students to access information
- Expert use of IT to search and recover information.
- Adopt a critical position to analyze and adapt to the learning context
of communication media.

Course planners - Be aware of individual and group traits of students

- Diagnose the training needs of students.
- Design the curriculum
- Select, evaluate and organize the technological media and resources
Planners and facilitators of learning

Designers of - Prepare didactic strategies

T/L strategies - Design learning environments that embody IT.
situations and contexts

- Use resources and their didactic implications

- Integrate IT as elements of the curricular design

Managers - Manage the class development

- Participate in the educational management of the center

Life-long - Participate in courses to update the subject, resources, and didactic

training strategies
- Keep in contact with other professionals to share experiences

39
DIAS, PAULO (2004): Online learning and training communities, 14-17.
 16

Contact with the - Keep contact with the school environment

educational
community

Resource - Search for and prepare resources and didactic materials

Developer, adapter, and
creator of materials and

facilitator - Structure materials

- Organize contents
resources

Developer, - Designing and developing materials in the curricular

adapter, and framework and technological environments.
creator of - Planning activities for training in virtual environments
materials and - Designing and developing electronic materials for training
resources

Student’s - Awakening the curiosity and interest of students towards the

motivator subject.
- Motivating the students in the realization of activities encouraging
participation and fostering discoveries.
- Providing support and motivation during the learning process.

Facilitator of the
contents - Carrying out well-structured expositions according to the
characteristics of pupils.
- Presenting an interdisciplinary prospect of the contents
- Interacting with the class group, setting forth and arguing different
points of view.
- Considering the three phases of the didactic act: global, analytic
(research), and synthetic (recapitulation).
Consultant, guide, and knowledge facilitator

Assessors in the - Advising on the use of technological tools effectively and efficiently
use of resources for the search and retrieval of information
- Advising the process of the information of the matter in the good
use of the computer instruments that they facilitate.
- Advising on the use of ICT as media.
- Helping in the resolution of small technical problems related to ICT

Guides in the - Keep track of student’s developments and guide their learning
development of process
activities Take diversity into account
Enhance co-operative group learning.

Group - Favor problem solving through collaboration

collaborator - Research on the development of new activities using IT

Tutors and - Diagnose student’s academic needs in training and career

academic development
supervisors - Help students to select and decide on their future
- Supervise students and provide constant feedback to encourage
better practices

- Evaluate student’s learning

Evaluators - Use IT possibilities to carry out evaluation activities and self-
Evaluators

evaluation
- Evaluate the teacher’s methodology to introduce changes

Roles and functions of teachers40

After the changes and roles in function by teachers, the techniques of teaching

and learning processes is a fact and the educational system of the 21st century now
40
AHMAD, K., G. CORBETT, M. ROGERS & R. SUSSEX (1985): Computers, language learning and language teaching.
Cambridge, Great Britain: Cambridge University Press.
 17

defined as an information and communication technological model is confronted by an

enormous challenge: the different educational institutions have to face the fact that

teachers accept to radically change their traditional role in.

The teaching or learning processes and become instructed to be acquainted with

the educational and pedagogical possibilities that ICT-rich learning environments require.

Nevertheless, the attitude of teachers towards technology constitutes an object of

controversy and provides a variety of confronted opinions.

5. Perception

a. The Definition of Perception

According to Qiong, perception is a process experienced to achieve

awareness or understanding of sensory information.41 Furthermore, Walgito stated

that perception is a process that is preceded by the sensing process, which is the

process of receiving stimulus by individuals through the sensory devices or also

called sensory processes. But the process does not just stop, but the stimulus is

continued and the next process is the process of perception.42

So, from the explanation above it can be concluded that students' perception

is the way students interpret the picture and understanding what is felt. This

process goes through stages starting from collecting, recognizing, and interpreting

the sensory information that is obtained.

b. Perception Process

According to Qiong, there are three stages of the perception process, as

follows:

1. Selection

Selection is the first stage in the process of perception, in this stage,

the environmental stimulus turns into a meaningful experience.

2. Organization

The second stage in the process of perception is organization. After

getting information from the outside world, information needs to be

41
Qiong, O. A Brief Introduction to Perception. Studies in Literature and Language, 2017: 19.
42
Bimo, Walgito. 2010. Pengantar Psikologi Umum. Yogyakarta: C.V Andi.
 18

arranged in a certain way by finding meaningful patterns. There are

two characteristics in this stage. First, the organizing process provides

the structure of human perception. In this stage, raw stimuli from the

outside world are placed into meaningful experiences of structured

humans. Second, the process shows that human perception has

stability. In other words, after selecting a stimulus and putting it into a

category, the selected stimulus becomes more durable.

3. Interpretation

The third stage in perception is interpretation, that is referred to the

process of attaching meaning to what is chosen by the stimulus.

However, each person will give a different interpretation despite

getting the same stimulus.43

B. Previous Study

To avoid unnecessary duplication, the researchers included several previous

studies as considerations and references for conducting this research. The first is from

Ebtesam Thabet Alqahtani with the title “Effectiveness of Using YouTube on Enhancing

EFL Students’ Listening Comprehension Skills” in this thesis Ebtesam aims to examine

the effect of YouTube videos as a teaching tool to enhance Saudi EFL students on their

listening comprehension skills. The study proved that there were statistically significant

differences between the achievement of the experimental group and the control group on

the listening comprehension test due to the use of YouTube videos.44 The correlation with

the study is using same focused media, which is (YouTube videos as ICT-based

materials) for EFL learner, but the object of my research is to know how the teacher

deliver the materials and what is their perspective within this learning media, while

Ebtesam’s study is focused on listening comprehension skills.

43
Qiong, O. A Brief Introduction to Perception. Studies in Literature and Language, 2017: 18.
44
Ebtesam, T.A. (2014). Effectiveness of Using YouTube on Enhancing EFL Students’ Listening Comprehension
Skills.
 19

The second previous study by I Wayan Sastra Gunada with the title “Using

YouTube Video; An IT-based Media to Improve Students’ Speaking Skill” in this thesis

Wayan present the theoretical perspective underlying YouTube video as an IT-based

media to improve students’ speaking skill.45 This study is quite similar with the first one,

but in this case, is focus on speaking skill. but the object of my research is to know how

the responses of students who a subject and what are their perspective within this learning

media.

The third previous study from Muhammad SirrulMuna with the title “Utilizing

YouTube Videos to Enhance Students’ Speaking Skill” in this thesis Sirrul identify

whether or not and what extent YouTube videos improve the students’ speaking skill and

describe the class situation when YouTube videos are used in speaking class.46 This study

is quite similar with the first and the second previous studies, in this study focus on

speaking skill, the differences with the study is the focus, which is The use of YouTube

videos as ICT-Based Material for beginner EFL learner.

The last previous study by SiminGhavifekr, Wan Athirah Wan Rosdy with the

title “Teaching and Learning with Technology: Effectiveness of ICT Integration in

Schools” This study aims to analyze teachers’ perceptions of the effectiveness of ICT

integration to support the teaching and learning process in the classroom.47 The

correlation with the study is utilizing ICT-based material, but their focus is the teacher’s

perceptions for formal learning. It is different from the study in which are the study’s

subject is beginner EFL learner and the aim is to know The use of YouTube videos as

ICT-Based Material for beginner EFL learner.

CHAPTER III
RESEARCH METHOD
The method used by the researcher is very important in every research guideline to attain

the objective of the study. This chapter elaborates information dealing with the procedure of the

research that the researcher applies while conducting this study. It covers approach and research

45
I Wayan Sastra, G (2017) Using YouTube Video; An IT-based Media to Improve Students’ Speaking Skill.
46
Muhammad Sirrul, W (2011) Utilizing YouTube Videos to Enhance Students’ Speaking Skill.
47
Simin, G Athirah,W&Rosdy,W (2015) Teaching and Learning with Technology: Effectiveness of ICT Integration
in Schools.
 20

design, the subject of study, research location, the data and the source of data, method of data

collection, research instrument, and data analysis.

A. Approach and Research Design

From the research questions in the previous chapter, this research is intended to

analyze and describe “How a teacher and beginner EFL learners at 7-1 class of SMP

Swadaya Jombang use YouTube Video as ICT-based materials of English learning”. This

research used a descriptive qualitative research method. as words, sentences, and interactive

dialogue are used to get in-depth when the researcher analyzes and describes the data.

The research design used in this research is included in the descriptive methodology.

This descriptive research is designed to obtain information about a particular problem and the

benefits then describe it. Descriptive research is used to represent various activities that have

the same goal to describe the situation or phenomenon.48 According to Sudarwan said that

descriptive is very important to use a qualitative approach.49

Here, the researcher acts as the observer who observed the teacher and students who

used YouTube as an ICT-based material. In this research, researchers collected, identified,

processed, and interpreted data. As a non-participant observer, observers only observe the

use of YouTube as an ICT-based material. The researcher did not interact directly with the

research subject. The data presentation is followed by the results of the interpretation. In

other words, inductive analysis was used in this research. In the end, the researcher focused

on assessing whether the research is successful or not.

B. The Subject of Study

In this study, two teachers teach English at SMP Swadaya Jombang, but just one of

them teaches English using ICT-based material. So, the subject is a teacher at SMP Swadaya

Jombang who has been used YouTube as an ICT-based material as media for his teaching

process. The teacher teaches in a 7-1 class that contains 20 students. It means the main

subject of this study is the teacher itself and 20 students.

C. Research Setting

a. The Place

48
Emmanuel J.MasonandWilliam J.Bramble, UnderstandingandConductingResearch,(NewYork: Mcgraw-
HillBookCompany,1998),31.
49
SudarwanDanim,MenjadiPenelitiKualitatif.(Bandung:Pustaka Setia,2002),61.
 21

This research is conducted at SMP Swadaya kesamben Jombang. This school is

located at Jl. Raya Kesamben No.17, Kesamben, Jombang.

b. The Time

The researcher researched during the odd semester from August 2020 to January 2021

D. The Data and the Source of Data

In this research, the data are collected through interviews and questionnaires as the data

collection technique. The research use interview to find how the teacher uses YouTube videos

as an ICT-based material. Besides that, this research use questioner to find the student’s

perceptions of using YouTube videos as ICT-based material. The source of the data was from

the teacher and students at the 7-1 class of SMP Swadaya Jombang.

E. The Data Collection Technique

In this research, the data collection technique is conducted using interviews and

questionnaires. The interview will ask how the teacher uses YouTube videos as ICT-based

material. It used the interview guidelines. And doing some observations to the students to

find out how the student’s perceptions of using YouTube videos as an ICT-based material.

F. Research Instrument

The researcher used two kinds of a research instruments to collect the data from this

research. The first instrument is the interview guideline which was formulated based on the

Santandreu study (see appendix 1), it is used to cover how the teacher implements the

material in the learning process. The second instrument is a questionnaire to find out the

student’s perceptions of using YouTube videos as ICT-based material on their English

learning process. This questionnaire is made by the researcher by adapting the International

Journal of Environmental Research and Public Health with the title “The Impact of the

COVID-19 Pandemic on the Quality of Educational Process: A Student Survey” which is

based on the United Nations. Policy Brief: Education during COVID-19 and beyond. The

researcher designs the questionnaire sheet in open-ended form (see appendix 2).

G. Data Analysis Technique

Data obtained by researchers in this study is presented in a descriptive qualitative

manner. The core of data analysis itself is to parse and process raw data into the data that can

be interpreted and understood more specifically and recognized in the same scientific
 22

perspective, then the results of good data analysis are if the data is appropriate and has the

same or relatively the same interpreted and can make some different perspectives. 50

Whereas what is meant by qualitative descriptive according to Bogon and Taylor quoted

by Lexy J. Moelong is a method used to analyze data by describing data through the form of

written or oral words from people and observed behaviors, so in this qualitative descriptive

study, the researcher describes the actual reality under the phenomena that exist in complete

and detailed.51

In light of the qualitative method, the research was analyzed the data descriptively. The

researcher categorized the students’ answers to the questionnaire in the process of using

YouTube as some ICT-based materials. Then, the researcher also transcribes the record of

the interview. Finally, the researcher described the learning process of students using

YouTube as an ICT-based material. In essence, the data obtained from questionnaire and

interviews were analyzed through theses following detailed technique:

1. Transcribing

The interview section will use voice recording; it makes it easy for the researcher to

analyze the data related to the use of YouTube videos as ICT-based material by the

teacher.

2. Identifying

Based on the transcription, the researcher identifies how the students use YouTube as an

ICT-based material and how the learning process of the students' YouTube as an ICT-

based material.

3. Data reduction

Reduction data refers to choosing the primary data that only needed by the researcher.

Reduction data means choosing and focus on the main topic of the research.

4. Displaying data

After the data reduction by doing several categorizations, because the original data is

using BAHASA, it needs to be translated to English. Then the data are displayed to make

them more compact and accessible for readers. Data display is defined as an organization

that allows conclusions to be drawn by presenting the data as narrative text and chart

which requires the researcher’s ability in processing the information.

50
HarisHerdiansyah, MetodePenelitianKualitatif (Jakarta: PenerbitSalembaHumanika, 2010).
51
LexyMoleong, MetodePenelitianKualitatif (Bandung: RemajaRosdaKarya, 2008).
 23

5. Drawing conclusion and interpretation

The conclusion of the data finding was drawn based on the regularities and similarity

pattern of data displayed to answer the research question of this research.

CHAPTER IV

RESEARCH FINDING AND DISCUSSION

This chapter will present the results of the research finding to answer the objectives and

research questions of this study. To find out how does the teacher uses YouTube as an ICT-
 24

based material for Beginner EFL learning and how are the student’s perceptions toward using

this material.

A. Research Finding

This researcher has researched from September 7 – October 24th, 2020. At

the time of research is during the Covid19 pandemic, so generally, the finding of the

research is a lot of things that affected the pandemic. The researcher uses the

techniques for collect the data which have been explained in the previous chapter, in

order the researcher aimed the research to answer some focused points of this study

which are to know how does the teacher use YouTube as an Information and

Communication Technology-based materials for Beginner EFL learning at the first

grade of SMP Swadaya Jombang and to know-how are the students at the first grade of

SMP Swadaya Jombang perceptions toward using YouTube as an Information and

Communication Technology-based materials.

1. The teacher uses YouTube as an ICT-based material for Beginner EFL

learner

To gain the data of this point, the researcher used the interview to

know how the teacher who teaches English material at 7-1 class of SMP

Swadaya Jombang implement YouTube as an ICT-based material for

Beginner EFL learner in her learning process. The researcher has created

some points of interview guidelines that are based on some literature on the

second chapter, that has been consulted by the researcher’s lecturer.

Incidentally when the interview was conducted during the Covid19

pandemic. The interview section was conducted use WhatsApp as a

communication medium with the participant which means the teacher, from

this interview section the researcher asked some questions. The researcher

will divide and elaborate the interview into some points below:

a. Reasons for choosing YouTube as a learning media platform

The researcher asked some questions to the teacher about

the reasons for choosing YouTube as a learning platform, the

teacher responds it “That is because all of the students have the

smartphone on the hand and in this era, they get used to it in their
 25

daily life, from that I think they are capable to use it, another

support is when I asked them about YouTube experience, they were

used it daily. that’s why I believe they have no difficulties of using

it”.

b. Kind of YouTube content the teacher use

The response of the teacher, when the researcher asked

some questions of it, is “to fulfill my needed in teaching English,

YouTube is not the only media that I use, I use YouTube is mostly for

some materials that related to English conversation knowledge, but

not only conversation knowledge they can accept while using

YouTube videos but also listening and reading skills, because I choose

materials that contain simple daily English conversation with the

subtitle and gesture in it, so they can receive the meaning of the

conversation while hearing the pronunciations and reading the words

or sentences in the videos”.

c. How to make sure students receive the material well

The response of the teacher when the researcher asked

some questions about this sub-topic is “first step is look for the KD

that I should teach, for the example is self-introduction then I search

for some videos on YouTube that most related with the KD, then I

make the summarize, when I thought the video material is relevant

enough, I make some questions to indicate the student’s

understandings about the topic in it before I give them the link of

YouTube video, so after they watch the video, I give them some

questions related to the topic, from that I can measure how far their

understanding from the materials”.

2. The student’s perceptions of using YouTube as an ICT-based material in

their English learning process

 26

To conduct the data of this objective point, the researcher used a

questionnaire to know what are the 20 student’s perceptions learn English

material through YouTube at 7-1 class. This questionnaire was implemented

using the WhatsApp platform to collect the data, the reason is that the limited

access to do it in a face-to-face section affected by the pandemic.

Generally, the student’s perceptions show some kind of statements

based on the questions of the questionnaire the instrument, the first is about

the difficulties they deal with the learning process. Most students face the

same problem, which is internet access, in fact, mostly the students get a

problem with internet access, it can be seen from their response “sometimes I

have to go to the Wi-Fi spot first to get the network” which is caused by the

location they are live in which relatively hard to have good internet access or

signal.

They who get benefit interest while learning English through this

media are interested because they were facing new technique concept of

English and can easily access it wherever they want, “Yes, because if the

material is a video, I can repeat it if I don't understand” beside that they’re

happy to repeat the material to make them sure that they’d understand the

materials well.

About the improvement skills, some of them confidently say that

they feel the improvement through this media, and some of them did not feel

the improvement in their English skill and they who face the difficulties to

access the media generally were not motivated through this learning process,

but some of these blocks are surprisingly were motivated to this learning

process. Otherwise, those who have no difficulties in this learning process

were motivated to use this media to learn English.

B. Research Discussion

To have the same interpretation between readers and researchers on the

findings above, this section discusses these findings by reflecting on several

 27

related theories and previous study comparisons for each of the following

problems:

Ebtesam proved that there were statistically significant differences

between the achievement of the experimental group and the control group

on the listening comprehension test due to the use of YouTube videos. It is

quite different from the study that the researcher has done, which is proved

there are some problems while implementing ICT-Based learning.

Wayan find that the use of ICT-Based Learning Improve Students’

Speaking Skill, it is quite different from the study that the researcher has

done, which in this study focused on what are the student’s perspective

learn through ICT-Based material.

Generally, the same of this study with the previous studies is its

focus on how does the teacher implement ICT-Based material in English

learning and how are the student’s perceptions learning English through

this method.

1. How does the teacher use YouTube as an ICT-Based material for

Beginner EFL learner

Based on the research finding, the researcher concludes that the

teacher has some reasons for choosing this media as an e-learning model.

Collis stated that the role of the teacher is that of acting as a guide and

instrument to assure a comprehensive learning process via the Internet,

managing the student’s learning process by creating - at the same time-

new instructional models set in newly-created virtual environments.

understands knowledge manager as the person who can manage the

student´s skills, abilities, and knowledge, motivating and taking benefit of

the student´s both individual and collective learning possibilities.52

Based on the teacher’s response the reason for choosing this

learning mode is because she thinks in this era almost all of the students at

this age have their smartphones, but in the fact is not all of the students
52
COLLIS, B. (1994): A reflection on the relationship between technology and teacher education: synergy or
separate entities. Journal of Information Technology for Teacher, 3, 1, 17.
 28

have smartphones. It may cause some of the students to get some specific

problem from others, and this is the teacher's responsibility to take special

treatment to these students.

The teacher said YouTube is not the only media that she used in

the English learning process, the use of YouTube is to discover some

English skills which are including listening and reading skills as additional

information to improve student’s vocabularies and some of the basic

conversation knowledge. As Gisbert points out, the teacher’s role in ICT-

based learning settings is not easy, they must acquire instruction regarding

the design and implementation of online courses, the orchestration of

ICT/Web-based instructional processes, and the development of

management skills.53 From this statement, the teacher tries to discover the

limitations of the pandemic conditions, she knew the potential media for

conducting the materials that should be given to the students.

To make sure that the students receive the materials well, the

teacher chooses video material that she’d already summarize the points she

need then make some questions related to the points and gave it to the

students, it’s the function to indicate whether the students are

understanding the material or not. Based on “Trends in education in the

information technology society Book”, Adell and Sales point out several

functions, suitable for online training, which teachers should have to

assume in technology-rich environments and Curriculum design: the

teacher has to design and develop a proper curriculum that the use of ICT

requires.54 Even in the fact, some of the students face some difficulties by

using this media in their learning.

2. What are the student’s perceptions toward using YouTube as a CT-

based material in their learning process

53
LUFTI, T. GISBERT, M. I FANDOS, M. (2001): “El ciberprofesor, formador en la aldea global”, en Las ciencias
sociales en Internet, Mérida, Consejería de Educación, Ciencia y Tecnología, 62.
54
ADELL, J. (1997): Tendencias en educación en la sociedad de las tecnologías de la información. In Edutec. Revista
Electrónica de Tecnología Educativa, 7.
 29

The second research problem is investigating students' perceptions

related to learning English through YouTube as an ICT-based material, to

answer the second research question, the researcher distributed

questionnaires. Walgito stated that perception is a process that is preceded

by the sensing process, which is the process of receiving stimulus by

individuals through the sensory devices or also called sensory processes.

But the process does not just stop, but the stimulus is continued and the

next process is the process of perception.55 from the explanation above it

can be concluded that students' perception is the way students interpret the

learning and understanding of what is felt. This process goes through

stages starting from collecting, recognizing, and interpreting the sensory

information that is obtained.

a. The difficulties to access the material

based on the data, the researcher can easily divide the data into 3

points to describe what are the difficulties the students deal with. the first

one, the students who don’t feel that they faced any difficulties accessing

the material. the second is, the most students face the same problem, which

is internet access, in fact, mostly the students get a problem with internet

access which is caused by the location they are live in which relatively

hard to have good internet access or signal. the last is they who don’t have

the hardware to access the media, to solve these limitations, some of the

students borrow another person's hardware including their home family.

b. Student’s experience

based on the questionnaire instrument, the researcher found that

the students get some different arguments from students, I want to make it

easier to understand so I make it to the two blocks, which are those who

feel interested to study through this media and they who feel not comfort

learn through this media. They who get benefit interest while learning

English through this media are interested because they were facing new
55
Bimo, Walgito. 2010. Pengantar Psikologi Umum. Yogyakarta: C.V Andi.
 30

technique concept of English and can easily access it wherever they want,

besides that they’re happy to repeat the material to make them sure that

they’d understand the materials well otherwise the students who don’t

have the interest, they are showing some reasons, they feel weird because

of the cannot interact to the teacher, they feel this unfamiliar condition

because this is the first time they learn English in ICT-based materials.

c. Improvement skills

some of them confidently say that they feel the improvement

through this media, and some of them did not feel the improvement in their

English skill, and some of them said that they cannot measure if they get

the improvement or not.

d. Assessment after the learning process

As the teacher said, there is an assessment to the students after the

materials were given to them, and all of the students were saying the same.

e. Student’s questions

Most of the students feel good to ask any question of the materials

to the teacher, which means the interactions of teacher and students were

still involved. But some of the students don’t do the same thing which they

didn’t understand the materials so they have no question to ask.

d. Student’s Motivation

This section is related to the answers of some topics above, they

who face the difficulties to access the media generally were not motivated

through this learning process, but some of this block are surprisingly were

motivated to this learning process. Otherwise, those who have no

difficulties in this learning process were motivated to use this media to

learn English.
 31

BAB V

CONCLUSION AND SUGGESTION

A. CONCLUSION

Based on the research finding in the previous chapter, the researcher concludes

this research and it’s represented in the following paragraphs below:

1. Teacher Implementation

The reason for choosing YouTube as a learning media platform, the teacher thinks

that all of the students have easy access to this media, that's why she confidently chooses

this media to implement in her learning process. but in fact, not all of the student have

their smartphone, which means that some of the students will face problems to access the

materials. the teacher chooses every single video based on teaching needed, including

basic daily conversation, etc. to make sure the students understand the materials well with

give them task or questions related to the main points of the materials.

2. Student’s Perceptions

The perception of students about learning English through YouTube as a learning

media, some of them stated that learning English while at home is quite good. They argue

that this method is arguably quite effective because the cane repeats the materials to make

sure that they understand it well, also they can still learn even if not directly in school.

Learning English through ICT-based Learning has many advantages, such as students can

be more independent to learn so that they do not depend on the teacher, time and place to

learn can also be flexible anytime and anywhere.

Otherwise, some of the students are less motivated and lack enthusiasm with

learning English through this media, this can be seen from the questionnaire that they’d

answered. Students said that learning English through this media during the Covid-19

pandemic was quite difficult, as the material delivered by the teacher was not well

received and the lack of hardware and internet access during online learning resulted in
 32

students, not understanding. Also, the ineffectiveness of this learning system makes some

students lazy to learn because the responses given by the teacher concerned are not so

good.

B. SUGGESTIONS

1. Theoretically

Based on the research the researcher hopes that any literature review and any

study quoted in this research can be references for the other researcher.

2. Practically

a. For the teacher

The teacher who wants to implement this kind of learning process should

give big attention to the student’s perceptions, which is the biggest subject on the

learning process, whether their ability to access the materials, the familiarity

displays of the media, and the relevancy of their daily life.

b. For the beginner EFL learner

A lot of things that students in this digital era can explore, especially on

learning through the digital medium, the students have to realize that they have

limitless digital access to learning anything in anyways by digital exploration.

c. For Future Researcher

This research is expected to be a reference for other researchers and as a

reference or inspiration to conduct further research related to this field.

 33

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