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All Journal Englisia International Journal of English Learning and Applied Linguistics (IJELAL)
Faurina Anastasia
Universitas Islam Negeri Sultan Syarif Kasim Riau

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YouTube English Channel as a learning medium: Its effect on students’ speaking skills of Islamic senior high school   Faurina Anastasia; M. Riskiyadi Siregar; Najiyah Jasmin; M. Mukhlis; Nur Aliyah
Englisia: Journal of Language, Education, and Humanities Vol. 13 No. 2 (2026): Englisia: Journal of Language, Education, and Humanities
Publisher : Universitas Islam Negeri Ar-Raniry

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22373/englisia.120

Abstract

This study addresses a persistent challenge in English language instruction: although speaking proficiency is a core competency, many learners face barriers such as low self-confidence, limited access to varied learning media, and inadequate opportunities for active practice. The present research investigates the effect of using a YouTube-based English Channel as a learning medium on the speaking skills of students at an Islamic Senior High School. A quasi-experimental design was employed, involving two intact classes: XI MIA 1 (experimental group), which received instruction using a YouTube English Channel, and XI MIA 4 (control group), which was taught without the use of this medium. Speaking performance was assessed through video-recorded tests measuring five sub-skills: pronunciation, grammar, vocabulary, fluency, and comprehension. The experimental group demonstrated a mean gain of 5.71 points (from 67.26 to 73.03), whereas the control group showed only a marginal increase of 0.94 points (from 68.72 to 69.56). These results indicate that the integration of the YouTube English Channel yielded substantially greater improvement in speaking skills compared to conventional instruction. The study concludes that YouTube-based media contribute to a more contextualized, engaging, and interactive learning environment, thereby facilitating more optimal development of students’ oral proficiency. Pedagogically, the findings support the integration of digital media into English language teaching. Future research is encouraged to extend the contextual scope, include more diverse participant samples, and examine additional affective variables such as learner motivation and self-confidence.
CODE-SWITCHING AND CODE-MIXING PHENOMENA IN ENGLISH LEARNING PROCESS AT THE DEPARTMENT OF ENGLISH EDUCATION Febria Rahmanika; Faurina Anastasia
International Journal of English Learning and Applied Linguistics (IJELAL) Vol. 4 No. 2 (2024): International Journal of English Learning and Applied Linguistics
Publisher : Universitas Darussalam Gontor

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Abstract

Based on the preliminary research, the researcher found that English students commonly used code- switching and code-mixing during the English learning process at the Department of English Education UIN Suska Riau. The researcher aimed: 1) to investigate the types of code-switching and code-mixing, and 2) to find out why the students used those codes in the English learning process. This research used a qualitative descriptive method. The data was collected from the fifth semester of English Education students selected based on purposive sampling technique. The finding of this study showed that the students uttered three types of code-switching, such as inter-sentential, intra- sentential, and tag switching. Then, there are two types of code-mixing uttered by the sample, such as intra-sentential mixing and intra-lexical mixing. Furthermore, the reasons for uttering those codes are; 1) talking about a particular topic, 2) repetition for clarification, 3) the intention of clarifying the speech content for the interlocutor, 4) English as a foreign language, and 5) the student less confidence when speaking.
Co-Authors Febria Rahmanika M. Mukhlis M. Riskiyadi Siregar Najiyah Jasmin Nur Aliyah