Article Per Year (5 Year)
p-Index From 2021 - 2026
0.23
P-Index
This Author published in this journals
All Journal Indonesian Journal of Humanities and Social Sciences
Lailatul Zuhriyah
Univeristas Islam Tribakti Lirboyo Kediri
Religion Arts Humanities Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice

Published : 1 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 1 Documents
Search

 1 
Pemanfaatan Konten Youtube sebagai Media Penguasaan Mufrodat Bertema Pariwisata pada Pembelajar Bahasa Arab Lailatul Zuhriyah
JOM Vol 6 No 4 (2025): Indonesian Journal of Humanities and Social Sciences , December
Publisher : Universitas Islam Tribakti Lirboyo Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33367/ijhss.v6i4.9730

Abstract

The focus and main objective of this study are to examine how content from a corpus of authentic YouTuber videos can be used to help Arabic language learners master tourism-related vocabulary. The study employs a qualitative approach using the netnography method to analyze five Arabic-language YouTube channels: Google Arabia, Ibn Hattuta Travels, Ahmad Mohsen, Joe Hattab, and Taher Travels. The results show that YouTube content a) contextually presents vocabulary through storytelling, authentic visuals, subtitles, social interaction, and cultural exposure, enabling vocabulary acquisition to occur incidentally and meaningfully; b) Travel-based YouTube content develops students’ communicative competence, digital literacy, and cultural literacy through authentic learning experiences. c) The visual format of the YouTube channel features contextual vocabulary learning, dual coding, authentic language exposure, and incidental vocabulary. The implications of this study confirm that the netnography approach can serve as a foundation for developing digital corpus-based Arabic language learning by integrating YouTube content into instructional materials, learning strategies, and authentic assessments, thereby making learning more contextual, adaptive, and relevant to learners’ needs in the digital age
Co-Authors