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All Journal Metafora: Education, Social Sciences and Humanities Journal English Language and Literature in Education Journal (ELLINE Journal)
Anjarwati, Luluk
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Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

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UIN SATU Students' Perception of the Use of Social Media: YouTube as a Means of Improving Speaking and Listening Skills Anjarwati, Luluk
Metafora: Education, Social Sciences and Humanities Journal Vol. 8 No. 01 (2024): Social Academic
Publisher : Fakultas Ilmu Sosial dan Politik, Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/metafora.v8n01.p%p

Abstract

Abstract This study aims to determine the perceptions of UIN SATU students towards the use of social media, especially YouTube, as a means of improving speaking and listening skills. This study uses a quantitative approach with survey method to measure the perceptions of UIN SATU students towards the use of YouTube as a learning tool. A 5-point Likert scale was used to assess respondents' perceptions of how much they consider YouTube to be helpful in improving their speaking and listening skills. To ensure that this research instrument is reliable, a Cronbach's Alpha reliability test was conducted, where the expected value is ? 0.70, indicating good internal consistency. The Cronbach's Alpha values for the various aspects measured, such as perceptions of speaking ability (0.82), listening ability (0.85), frequency of YouTube use (0.78), and challenges of the use of YouTube faced (0.73), the results are all above the 0.70, meaning that this instrument is reliable for measuring students' perceptions. Most UIN SATU students have a positive perception of the use of YouTube as a means of improving speaking and listening skills, providing content that helps them improve pronunciation, intonation, and comprehension. YouTube is considered an effective medium for independent language learning, as students can access a wide variety of content at any time. The flexibility in choosing the time and topic of learning makes YouTube an ideal resource for students who want to improve their language skills in a practical way. However, it was also found that they face challenges in filtering irrelevant content and maintaining consistency in using YouTube for learning.
Flipping Listening Comprehension: A Social Media-Integrated Autonomous Learning Framework for EFL Students Anjarwati, Luluk
English Language and Literature in Education Journal Vol. 3 No. 1 (2025): ELLINE Journal
Publisher : Nexus Publishing NXP

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63011/e2ck9w66

Abstract

Listening comprehension remains a critical challenge for EFL students, particularly in fostering autonomous learning. Existing studies highlight that many learners rely heavily on teacher-centered instruction and lack self-regulated strategies to develop independent listening comprehension skills. Although previous research has explored various digital tools, limited attention has been given to the role of social media-based learning platforms, such as the BBC English Course, in supporting self-directed listening development. This study addresses this gap by investigating how a flipped learning approach, integrated with BBC English Course materials, influences EFL students’ autonomous listening comprehension. A sequential mixed-methods design was employed, involving 34 second-semester EFL students at Universitas Islam Negeri Sayyid Ali Rahmatullah Tulungagung, Indonesia. Data were collected through a closed-ended questionnaire measuring self-regulated learning dimensions (goal-setting, self-monitoring, metacognitive strategies, and reflective learning) and structured interviews with six selected students to explore their perceptions and experiences. The findings reveal that exposure to structured, interactive listening activities via social media significantly enhanced students’ ability to regulate their learning, particularly in goal-setting and self-monitoring. However, challenges emerged, including difficulties in identifying relevant learning content and maintaining consistent engagement. Some students expressed frustration with the lack of immediate teacher feedback, which affected their motivation. These findings highlight how the BBC English Course, within social media-integrated flipped learning, uniquely fosters autonomy in listening comprehension. Unlike other digital tools, its structured approach necessitates strategic instructional support. Pedagogical implications stress guided scaffolding and adaptive learning. Future research should examine long-term behavioral shifts and comparative platform effectiveness.
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