The Use Of Learn English With Jessica Youtube Channel On Students’ Listening Skills at SMPN 3 TOMOHON

Febrika Lengkey; Nihta V. F Liando; Ismail

doi:10.36582/jotell.v4i4.12160

Authors

Febrika Lengkey Universitas Negeri Manado
Nihta V. F Liando UNIVERSITAS NEGERI MANADO
Ismail

DOI:

https://doi.org/10.36582/jotell.v4i4.12160

Keywords:

Listening Skills, LEWJ YouTube Channel, Audiovisual Media, Effectiveness

Abstract

This study investigates the use of LEWJ (Learn English with Jessica) YouTube channel on studentsÃ¢â‚¬â„¢ listening skills of eighth-grade students at SMPN 3 Tomohon during the 2024/2025 academic year. The focus is on studentsÃ¢â‚¬â„¢ ability to identify main ideas, understand specific information, and recognize explicit meanings. Using a quantitative method with a pre-experimental one-group pretest-posttest design, the research involved 32 students from class 8A. Data were collected through a 20 item multiple-choice listening test and analyzed using SPSS version 30. The descriptive results showed a notable increase in the average score from 33.75 in the pretest to 63.12 in the posttest. The normality test confirmed the data were normally distributed, while the paired sample t-test showed a highly significant difference (p < 0.001) between pretest and posttest scores. These findings clearly indicate that the LEWJ YouTube channel effectively improved studentsÃ¢â‚¬â„¢ listening skills. The statistical evidence supports the success of this study, as the improvement was not due to chance but confirmed through valid data analysis. Therefore, the integration of structured audiovisual media like LEWJ YouTube content can be considered an effective method for enhancing junior high school studentsÃ¢â‚¬â„¢ listening comprehension in English.

References

Aiken, L. R. (1980). Content validity and reliability of single items or questionnaires. Educational and Psychological Measurement, 40(4), 955â€“959.

Almurashi, W. A. (2016). The effective use of YouTube videos for teaching English language in classrooms as supplementary material at Taibah University in Alula. International Journal of English Language and Linguistics Research, 4(3), 32â€“47.

Azaria, A. A., & Burhayani, B. (2024). The effectiveness of YouTube used as a media for teaching eight-grade Students of 268 Jakarta Junior High School English listening skills. Linguistic, English Education and Art (LEEA) Journal, 8(1), 16-27.

Brown, S. (2006). Teaching Listening. Cambridge University Press.

Chapelle, C. A. (2001). Computer Applications in Second Language Acquisition: Foundations for Teaching, Testing, and Research. Cambridge University Press.

Constantine, P. (2007). Podcast: Another source for listening input. The Internet TESL Journal.

Creswell, J. W., & Creswell, J. D. (2019). Research design: Qualitative, quantitative, and mixed methods approaches. Sage publications.

Cronbach, L. J. (1951). Coefficient alpha and the internal structure of tests. psychometrika, 16(3), 297-334.

Dabamona, M., & Yunus, A. (2022). The Use of YouTube for Learning English: Exploring Technology-Based Approach. INTERFERENCE: Journal of Language, Literature, and Linguistics, 3(1), 68-89.

Dewi, A. (2012). English as an international language: An overview. Journal of English and Education (JEE).

Efruan, E. N., Yahrif, M., & Yusuf, D. (2023). The impact of Youtube English videos on studentsâ€™ listening comprehension skills at senior high school in gowa. EDULEC: Education, Language, and Culture Journal, 3(3), 377-391.

Field, J. (2008). Listening in the Language Classroom. Cambridge University Press.

Goh, C. C., & Vandergrift, L. (2021). Teaching and learning second language listening: Metacognition in action. Routledge.

Graham, S., & Santos, D. (2015). Strategies for second language listening: Current scenarios and improved pedagogy. Springer.

Hanif, H. (2016). Using Rosetta Stone software as media in teaching English vocabulary (An experimental study at SDN No. 02 Lhoksukon). Getsempena English Education Journal, 2(1), 217667.

Hanif, H. (2020). The role of L1 in an EFL classroom. The Language Scholar, 8(2), 54-62.

Hardiah, M. (2019). Improving students listening skill by using audio visual media. Al-Lughah: Jurnal Bahasa, 7(2), 39-49.

Harsa, W. P., Saragih, A., & Husein, R. (2020, November). The effect of audio visual and audio teaching media on the studentâ€™s listening achievement. In The 5th Annual International Seminar on Transformative Education and Educational Leadership (AISTEEL 2020) (pp. 310-315). Atlantis Press.

John W, Creswell. (2009). Research design: Qualitative, quantitative, and mixed methods approaches. Third edition. Sage Publications.

Martinson, R. (1974). What Works? Questions and Answers About Prison Reform. The Public Interest, 35, 22â€“54.

Mayer, R. E., & Chandler, P. (2001). When learning is just a click away: Does simple user interaction foster deeper understanding of multimedia messages? Journal of Educational Psychology, 93(2), 390-397.

Mayer, R. E. (2001). Multimedia Learning. Cambridge University Press.

Mayer, R. E. (2009). Multimedia Learning (2nd ed.). Cambridge University Press.

Nst, A. H., Daulay, S. H., & Dewi, U. (2023). Using Rosetta Stone application as a mobile-assisted language learning (MALL) in EFL: Documentary study. Scope: Journal of English Language Teaching, 8(1), 8â€“13.

Paivio, A. (1986). Mental Representations: A Dual Coding Approach. Oxford University Press.

Pajares, F. (1996). Self-Efficacy Beliefs in Academic Settings. Review of Educational Research, 66(4), 543-578.

Renandya, W. A., Ivone, F. M., & Hidayati, M. (2023). Harnessing the power of technology in ELT. Journal of Studies in the English Language, 18(2), 143-160.

Richards, J. C., & Rodgers, T. S. (2001). Approaches and Methods in Language Teaching (2nd ed.). Cambridge University Press.

Richards, J. C. (2008). Teaching listening and speaking (Vol. 35). Cambridge, England: Cambridge university press.

Rost, M. (2011). Teaching and Researching Listening (2nd ed.). Pearson Education ESL.

Sadaf, H., Rasheed, B., & Ahmad, A. (2024). Exploring the role of YouTube lectures, vlogs, and videos in enhancing ESL learning. Journal of Asian Development Studies, 13(2), 657â€“670.

Sakkir, G., Dollah, S., & Ahmad, J. (2020). Studentsâ€Ÿ perceptions toward using youTube in EFL classrooms. Journal of Applied Science, Engineering, Technology, and Education, 2(1).

Tan, C. (2013). Enhancing student engagement and learning in an active learning classroom. Journal of the Scholarship of Teaching and Learning, 13(2), 26-38.

Vandergrift, L. (2007). Recent developments in second and foreign language listening comprehension research. Language Teaching, 40(3), 191-210

Vandergrift, L., & Goh, C. C. (2018). How listening comprehension works. In Teaching English to second language learners in academic contexts (pp. 125-144). Routledge.

Warschauer, M. (2004). Technology and Social Inclusion: Rethinking the Digital Divide. MIT Press.

Watkins, J., & Wilkins, M. (2011). Using YouTube in the EFL classroom. Language education in Asia, 2(1), 113-119..

Zein, M. S. (2017). Elementary English education in Indonesia: Policy developments, current practices, and future prospects. English Today, 33(1), 53-59.

Zein, S. (2017). The Pedagogy of Teaching English to Young Learners: Implications for Teacher Education. Indonesian JELT: Indonesian Journal of English Language Teaching, 12, 61-77.