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All Journal Dinasti International Journal of Education Management and Social Science
Milawati Milawati
Universitas Terbuka, Surabaya, Indonesia
Education

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The Effect of YouTube Educational Videos on Reading Comprehension in EFL Classroom Yurni Prawita; Juhana Juhana; Milawati Milawati
Dinasti International Journal of Education Management and Social Science Vol. 7 No. 3 (2025): Dinasti International Journal of Education Management and Social Science (Febru
Publisher : Dinasti Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.38035/dijemss.v7i3.5967

Abstract

This study examines the effect of YouTube educational videos on students’ reading comprehension in an EFL classroom. A quantitative quasi-experimental design was implemented involving 74 twelfth-grade students of SMAN 5 Kaur, divided into an experimental class and a control class. The experimental group received reading instruction supported by YouTube educational videos, while the control group was taught through conventional methods. Reading comprehension tests were administered as pre-tests and post-tests to measure improvement. The results showed that the experimental group achieved a significant increase in reading comprehension scores from 62.97 to 91.08, whereas the control group improved from 60.54 to 75.14. The Wilcoxon test further confirmed a significant difference in post-test scores between both groups (p = 0.000), indicating that the use of YouTube educational videos had a more substantial impact than traditional teaching. These findings suggest that video-based learning enhances students’ understanding by providing visual support, clearer explanations, and increased engagement during reading activities.
The Impact of Collaborative Writing on Young Learners’ Writing Performance Elizabeth Fitriani; Juhana Juhana; Milawati Milawati
Dinasti International Journal of Education Management and Social Science Vol. 7 No. 3 (2025): Dinasti International Journal of Education Management and Social Science (Febru
Publisher : Dinasti Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.38035/dijemss.v7i3.6088

Abstract

As we know, writing is one of the most difficult skills for EFL learners. This skill emerges with challenges with vocabulary, grammar, and structural coherence. This study investigates the impact of collaborative writing on the writing performance of fifth-grade elementary students compared to individual writing. A quantitative method with a quasi-experimental design is conducted by using collaborative activities such as chain story, word construction, and comic strips. The writing performance was assessed using Jacob’s ESL Composition Profile across five key aspects. The result of the research showed that collaborative writing significantly improved students’ organization area (p = 0.003) and mechanics (p = 0.046). However, statistical analysis also showed no significant difference in content (p = 0.058), vocabulary (p = 0.059), and grammar (p = 0.414). The findings show that even though collaborative strategies effectively help young learners in structuring texts and improving punctuation usage, these strategies may not immediately enhance linguistic accuracy or enrich vocabulary without further treatment. This study also offers empirical evidence distinguishing which specific writing skills are most responsive to collaborative activity in elementary settings.
Co-Authors Elizabeth Fitriani Juhana Juhana Juhana Juhana Yurni Prawita