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Journal : Journal%20of%20English%20Language%20Teaching%20and%20Literature

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TO WHAT EXTENT DOES YOUTUBE CONTENTS-BASED LANGUAGE LEARNING PROMOTE AN ENGLISH PROFICIENCY? Dedi Aprianto
Journal of English Language Teaching and Literature (JELTL) Vol 3 No 2 (2020): JELTL Journal of English Language Teaching and Literature
Publisher : FKIP, Universitas Banten Jaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47080/jeltl.v3i2.994

Abstract

The flourishing development of technological software could have been as the necessary reality. The ever-changing technological learning media emergence as the description of digital disruption in educational contexts. Teaching English as a Foreign Language is regarded as a challenging activity, since language teaching is strongly expected to have a quality teaching strategies to improve English proficiency. YouTube is principally designed to increase both aspects of language competency, and personal aspects of EFL learners, such as learning motivation, critical thinking, and learning autonomy. YouTube represents the presence of the sifting educational paradigm from the traditional teaching or teacher centeredness to authentic or meaningful language learning, in which these would have been centralized on EFL learners’ domain (student-centered learning). The constructive changing of language approaches are indicated by the use of web 2.0 software presenting varying types of webs-based language learning software, YouTube. It is properly regarded to have contributed to produce the authentic and meaningful learning sources. And also, this learning model could have been made as the supplementary materials, in purpose of incorporating the traditional face-to face class activities into language learning supported by e-media. All in all, Those YouTube-based language learning’s advantages could contribute to build up independence of language learning. Therefore, the effectiveness of YouTube-based language learning potentially develop EFL learners’ class participation; social engagement, critical thinking, better comprehension of the subject-matters, and learning autonomy
Co-Authors Abdul Muhid Alfian Sayuti Alfian Sayuti Aryani, R. Ayu Ida Bayu Aji Pamungkas Diah Supatmiwati Hariono I Nyoman Miyarta Yasa I Nyoman Subudiartha Ikang Murapi Komala, Rina Lanang Sakti Mahfuzi, Syafira Muhammad Arfa Muhlisin Muhlisin Nakzim Khalid Siddiq Novian Zaini Opan Satria Mandala Paradisa Sukma Primajati, Gilang Ridha Nurul Hayati Sahdan Saputra Sasih Gunalan Solfema Sutarman Sutarman Wahyu Kamil Syarifaturrahman Wahyu Kamil Syarifaturrhaman Wira Hendri Wiya Suktiningsih Zaini, Novian Zainuddin Abdussamad Zainudin Abdussamad Zubaedi