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All Journal Studies in English Language and Education
Emma Hankinson
Oxford Brookes University
Education Languange, Linguistic, Communication & Media

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YouTube teaching materials with peer support to improve students' mastery of subject content learning Asnawi Muslem; Rosnani Sahardin; Hendra Heriansyah; Ika Apriani Fata; Yulianti Djalaluddin; Emma Hankinson
Studies in English Language and Education Vol 9, No 2 (2022)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (490.879 KB) | DOI: 10.24815/siele.v9i2.25236

Abstract

This study investigated the effectiveness of using YouTube teaching materials with peer support on students’ mastery of subject content learning, motivation, obstacles, and benefits they acquired in learning through this media. This study involved 60 undergraduate students attending the English Language Teaching Method Course (ELTMC) at a university in Banda Aceh, Indonesia. The study used mixed methods: quantitative and qualitative. A quasi-experimental with pre-test and post-test design was used to see the effectiveness of using YouTube teaching materials with peer support and without peer support on students’ mastery of the course. The instruments used to collect the data were tests and an open-ended questionnaire. The findings revealed that using YouTube teaching materials with peer support significantly improved students’ mastery of the subject content of ELTMC compared to those without peer support. The study also reported that only 13 of 30 students had problems learning the subject via the media in the experimental group with peer support. The problems were the speed of speaking by the native speakers, lengthy videos, different English accents that were difficult to absorb, and unclear video sounds. Meanwhile, the benefits include the presence of the native speakers in the videos who are creative and accurate in the language being learned (i.e., English), the joy and positive challenges they got from watching the videos and having discussions afterward with peers. The availability of peer assistance enabled students to comprehend the teaching material delivered through actual media on YouTube on a deeper level.
YouTube teaching materials with peer support to improve students' mastery of subject content learning Asnawi Muslem; Rosnani Sahardin; Hendra Heriansyah; Ika Apriani Fata; Yulianti Djalaluddin; Emma Hankinson
Studies in English Language and Education Vol 9, No 2 (2022)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v9i2.25236

Abstract

This study investigated the effectiveness of using YouTube teaching materials with peer support on students’ mastery of subject content learning, motivation, obstacles, and benefits they acquired in learning through this media. This study involved 60 undergraduate students attending the English Language Teaching Method Course (ELTMC) at a university in Banda Aceh, Indonesia. The study used mixed methods: quantitative and qualitative. A quasi-experimental with pre-test and post-test design was used to see the effectiveness of using YouTube teaching materials with peer support and without peer support on students’ mastery of the course. The instruments used to collect the data were tests and an open-ended questionnaire. The findings revealed that using YouTube teaching materials with peer support significantly improved students’ mastery of the subject content of ELTMC compared to those without peer support. The study also reported that only 13 of 30 students had problems learning the subject via the media in the experimental group with peer support. The problems were the speed of speaking by the native speakers, lengthy videos, different English accents that were difficult to absorb, and unclear video sounds. Meanwhile, the benefits include the presence of the native speakers in the videos who are creative and accurate in the language being learned (i.e., English), the joy and positive challenges they got from watching the videos and having discussions afterward with peers. The availability of peer assistance enabled students to comprehend the teaching material delivered through actual media on YouTube on a deeper level.
The contribution of online multimodal feedback-based weblogs toward students’ writing skills enhancement Asnawi Muslem; Saiful Marhaban; Sofyan A Gani; Siti Hamdalah; Dina Amalia; Emma Hankinson
Studies in English Language and Education Vol 11, No 1 (2024)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v11i1.31389

Abstract

Writing correctly and accurately in English is essential for communicating formally with others in this 4.0 era. Various approaches, methods, techniques, strategies, and media have been used to improve students’ writing skills. However, students still require help with writing correctly and accurately in English. This study aims to investigate whether online multimodal feedback-based weblogs improve students’ writing skills and to discover the students’ perceptions of using this teaching model. Fifty students were included in this quasi-experimental study. They were divided into two groups: experimental and control groups, with 25 students in each group. The experimental group was taught writing with online multimodal feedback-based weblogs, and the control group was taught writing using the traditional method. A written test was used to collect data in both pre-test and post-test. A set of questionnaires was also used to collect information about the students’ perceptions of the teaching model used. The research results showed that online multimodal feedback-based weblogs could improve the students’ writing skills. Furthermore, students in the experimental group positively responded to the use of online multimodal feedback-based weblogs in teaching and learning writing. Hence, it can be inferred that weblogs incorporating online multimodal feedback have the potential to enhance both the writing proficiency and motivation of students.
Co-Authors Asnawi Muslem Asnawi Muslem Dina Amalia Hendra Heriansyah Ika Apriani Fata Rosnani Sahardin Saiful Marhaban Siti Hamdalah Sofyan A Gani Yulianti Djalaluddin