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Al-Lisan: Jurnal Bahasa (e-Journal), Volume 8, No.1, February 2023 33
Volume 8, No. 1, February 2023
ISSN 2442-8965 (P) ISSN 2442-8973 (E)
Utilizing English Videos as Listening Instructional Media to Promote
EFL Students' Listening Proficiency
Intan Dewi Rakhmawati
intannndr@gmail.com
Universitas Teknologi Yogyakarta, Indonesia
Sayit Abdul Karim (Corresponding Author)
sayit.a.k@uty.ac.id
Universitas Teknologi Yogyakarta, Indonesia
Punta Riyadi Suryantara
puntariyadisuryantara@gmail.com
SMK N 1 Pleret, Indonesia
Abstract: The delivery of listening instructions proved difficult for students,
who also lacked interest in English subjects. One potential solution to improve
their listening skills could be the use of effective learning media that engages
their interest in the subject matter. The purposes of this study were to
investigate students’ listening proficiency and figure out students’ perceptions
of utilizing videos as media for learning English listening subjects. A
quantitative research design was applied to gather the data required through a
test and questionnaire. Furthermore, a test was used to gather data related to
students' listening ability, and a questionnaire was used to find out students'
perceptions of utilizing videos as sources of learning listening. Respondents in
this study were twenty-five students from the eleventh grade of SMK N 1
Pleret, Yogyakarta. The findings of the present study revealed that the total
mean score (�̅�) of the students' test results was 76,8, which is categorized as a
"Fair" level of achievement. Other findings revealed that the use of video
brings a positive impact on students' learning situation because the use of
videos made it possible for students to actively participated in their listening
class activities. The results indicated that students enjoy watching videos, and
believe that watching videos could enhance their listening proficiency.
Besides, videos provide visual elements which can be the key element in
assisting students to enhance their listening ability.
Keywords: English videos; students’ listening enhancement; listening
proficiency; perceptions.
Article Info:
Received: 08 January 2023 Accepted: 26 February 2023 Published: 28 February 2023
How to cite:
Rakhmawati, I. D., Karim, S. A., & Suryantara, P. R. (2023). Utilizing English Videos as Listening Instructional Media to
Promote EFL Students' Listening Proficiency. Al-Lisan: Jurnal Bahasa (e-Journal), 8(1), 33- 44.
https://doi.org/10.30603/al.v8i1.3272
https://journal.iaingorontalo.ac.id/index.php/al
http://u.lipi.go.id/1421293761
mailto:intannndr@gmail.com
mailto:sayit.a.k@uty.ac.id
mailto:puntariyadisuryantara@gmail.com
https://doi.org/10.30603/al.v8i1.3272
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Al-Lisan: Jurnal Bahasa (e-Journal), Volume 8, No.1, February 2023 34
A. INTRODUCTION
Videos as one of the media for learning English may be utilized to enhance students'
listening ability. It may be used in English language learning and teaching as a method
for practicing listening skills. According to Wallace et al., (2004), being able to listen
effectively is important because it allows learners to successfully communicate with
others and develop insights, understanding, knowledge, and information. Meanwhile,
Harmer (2001), confirms that English-based video can facilitate students' learning of
English both providing feedback and evaluating their listening performance.
The existence of ICT-based teaching media may help students in listening (Mustofa
& Sari, 2020). Internet search-based engines such as YouTube, and other online sites can
be used as authentic sources of teaching material (Fakhruddin et al., 2020). Meanwhile,
(Hamad et al., 2019), state that YouTube has a significant role in language teaching and
learning.
English-based videos may be great alternative learning sources since they include
conversations with native speakers of English which can help learners understand how to
pronounce words and train their listening skills in class. Listening is important and the
most crucial language skill that students should have in social interactions (Luo, 2008).
Listening can help students improve their ability to communicate.
Furthermore, English videos as learning sources may boost students' interest and
motivation in studying English, especially listening subjects. Video as relevant resources
may be implemented as an alternative instructional method for teaching listening.
According to Qomariyah et al., (2021), YouTube videos are authentic and used for fun
and educational purposes. According to Sabinus et al., (2013), videos are available for
any level of learners and topics for all domains of instruction. According to Amalia
(2014), the appropriate use of videos at the right time and the right place make it possible
to give a positive contribution to language learning.
The importance of listening skills has been addressed by several experts, for instance,
Nunan (1997), listening is very important for learners in foreign language classrooms.
According to Richards and (Renandya & Richards, 2022), students will learn to listen
before they learn to speak, read, and write. Meanwhile, (Gilbert & Procter, 2006), believes
that the skills of listening comprehension and pronunciation are interdependent.
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Our preliminary observation in the English listening class at SMK N 1 Pleret showed
that students have difficulties understanding the learning instructions and they were not
interested in listening to English subjects. Using the appropriate learning media to attract
students' interest in learning listening subjects might be one of the ways to enhance their
listening ability. Therefore some EFL teachers at SMKN I Pleret utilized English based-
videos in their listening course, for instance, English For You (EFU)
https://www.youtube.com/channel/UCaUajKAl3cpGQ6KARpnz_3w. Teacher provided
the video, and asked students to listen. Then, students did the exercises provided on their
book and practice the pronunciation. English videos may be a good learning resource
since they include conversations with native speakers of English, which can help students
understand intonation, word stress, and how to pronounce the word easily. The present
study focuses on examining the ability and perceptions of eleventh-grade students of
SMK N 1 Pleret Yogyakarta using videos as media for learning listening subjects. The
findings of the current research are expected to bring insights into the existing body of
knowledge in English Language Teaching (ELT), especially listening skills.
Researchers in the present study is interested in examining students' listening ability
and perceptions of using English videos as media for learning listening English subject.
Therefore, the research questions are set as follows: 1) What is the student's ability in
listening using videos as media for learning a listening subject; 2) What are the students’
perceptions of using English video as media for learning a listening subject?
Some previous studies were conducted in this topic, for instance, Ismaili, Bajrami
(2016), Kurniawati (2016), Hsu, et al., (2012), Woottipong (2014), Riftiningsih (2018),
and Thuy dung (2021) were mostly discussed about the utilization of videos to improve
learning and teaching process, students’ attitude of learning English, and achievement in
the tertiary level of education. A few studies to the best of the authors' knowledge were
conducted to focus on the utilization of videos as media for learning listening subjects to
enhance students' listening ability at the Senior High School level.
Despite the plethora of the aforementioned studies, the present study is worth
conducting to confirm the previous findings and to fill in gaps on similar issues regarding
the utilization of video to enhance students' language skills, especially in listening skills
at the secondary level of education. The objectives of this research are to examine
students’ listening ability and figure out students’ perceptions of utilizing videos as media
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for learning English listening subjects.
B. RESEARCH METHOD
The quantittaive research design was applied in the present study since the data were
in the form of quantitative both test and questionnaire, The participants of this present
study were 25 students in the eleventh grade at SMK N 1 Pleret Yogyakarta who joined
listening course subject. Since there are 3 classes, then they were selected using
convenience random sampling technique. In this present study, the researchers utilized a
test of the listening subject as an instrument to find out students listening ability by using
a video from the video on YouTube 'Listen and find the correct picture' which can be
watched through https://youtube.com/watch?v=aUczcMUlopg&feature=shares, with a
total duration is about 12:07 minutes. The function of this test is to find out students’
listening ability in learning listening English subjects. Meanwhile, a questionnaire was
used to find out students' perceptions of learning listening English subjects through video.
In this present study, the researchers used a set of a test consisting of ten (10)
questions, The test items can be seen in Table 1 as follows:
Tabel 1. The Description and Test Items (Question)
No Description Questions
1 Picture number one describes about a
woman who is calling her friend that might
be late to the café because, there is an
accident outside. She tells him that she is
driving on the highway at the moment.
Where is the women?
2 Picture number two describes about an
American tourist who ask the women next
to him about what train that go to the
oxford.
What time is the next train
to oxford?
3 Picture number three describes about a
woman who gives an attention to the class
for going to the playground about two
hours when the bell rings leave for the fire
drill.
Where should people go?
4 Picture number four describes about a
woman who tells john that her house is
easy to find. She also gives some clues like
her house is sees a avenue, she doesn’t
have a pool, isn’t terraced house either,
just a simple detached house.
Which house is she talking
about?
5 Picture number five describes about a
mom who asks her son to tidy up his room
because it is so messy. And her son say he
will do it later because he takes a shower.
Where is Adam?
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6 Picture number six describes about a
woman who talks Harry about the
dishwasher that does not working
properly, so she ask harry to come and
repair it. Harry say he can do it on
Wednesday.
When is Harry repairing
the dishwasher?
7 Picture number seven describes about a
man who invites a woman to go for a
dinner in the park by the river.
Where are they going for a
dinner?
8
Picture number eight describes about a boy
who calls his girlfriend and tell her if his
mom doesn’t agree if they go to the disco,
and house isn’t clean enough. So the boy
ask her to go bowling at 6:00 for his
birthday party.
Where is John’s party?
9 Picture number nine describe about a
woman who orders two pizzas, three
bottles of cokes, and some salad at eight
o’clock.
Which is the correct
picture?
10 Picture number ten describes about the
speaker who give an attention to do not
enter the water beyond the red flags that
area, and no swimming around the boats.
Who is the speaker?
Apart from the test, students were also administered five (5) qestionnaires. The
questionnaire uses 4 rating scales, rabgin from Strongly Agree (4) to Strongly Disagree
(1). The questionnaire items can be seen in Table 2 as follows:
Table 2. Questionnaire Items
No Statements
Rating Scales
SA
(4)
A
(3)
D
(2)
SD
(1)
1. I found it easy to complete the test because I
watch the video as media for learning to listening
2. I like to watch English videos when I learn
English, especially listening subject
3. The speakers in the videos speak English too fast
so I could not catch the ideas
4. The English videos enhance my English,
especially my English listening ability
5. I like the videos used as media for learning
listening subject
The test was used to figure out the students' listening ability and the questionnaire is
used to find out the student's perceptions of learning listening English subject. The
procedures conducted after gathering the data needed from students’ test results and the
questionnaire, were the researchers analysed the data by using a scoring rubric, found out
the results, and draw the conclusion. The students’ scores will be determined by the
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number of students’ correct answers. If a student can answer all the 10 questions, she/he
would get 100. If a student only can answer 5 questions then he/she would get 50. The
result of each student’s score was calculated by using the following formula as purposed
by Kothari(2004) as follows:
SS = CA × 100
10
Where: SS = Score of the student, CA = Correct Answer, 10 = Number of items. ×
100.
The researchers presented this study used scores and predicate to measure students'
learning ability as seen in Table 3 as follows:
Table 3. The Scoring Rubric
Interval Predicate Level of
Achievement
90 - 100 A Very Good
80 – 89 B Good
70 – 79 C Fair
< 70 D Less
Adopted from Kemendikbud (2017)
C. FINDINGS AND DISCUSSION
Findings
Students’ Ability to Listening using Videos as Media of Learning
The present study was conducted to figure out the students’ listening ability and
students’ perceptions of learning listening English subjects through watching videos.
After gathering the students’ work, the researchers did the scoring and provided the
results as presented in Table 4 as follows:
Chart 1. Students’ Test Results
B
F
A
I
A
F
R
A
B
H
A
S
W B
A
E
IB
F K
D
P A
Y
W
A
D
W
F
N
F
IA
H
M
R
D
N
C
N
A
B
P
A
B
K
E
K
I
F
A
R
K
N
M
N
A
M
B
N
R
M
Z
F
R
A
M
M
F
U
H
B
M
Y
A
P
0
20
40
60
80
100
D D D D D D D C B B B B B B A A A A A A A A A A A
S
C
O
R
E
PREDICATE
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Table 4 shows the scores of twenty-five students’ test results of the eleventh-grade
students at SMK N 1 Pleret Yogyakarta. After gathering students’ work, then the
researchers did the scoring on each student's work. The findings showed that four students
(AI, AFR, ABH, ASW) gained a score of 50 since they correctly answered five test items.
Meanwhile, there are six students (AYW, ADW, FNF, IAH, MRDNC, NABP) gained a
score of 80 on the test since they could answer eight test items correctly.
Another result showed that nine students (ABK, EKI, FAR, KN, MNA, MBNR,
MFU, MZF, RAM) gained a score of 90 on the test because they could answer nine test
items correctly. There is one student (BF) who gained a score of 40 on the test was given
because she could only answer four test items correctly. There are two students (BA, and
EIBF) gained a score of 60, one student (KDP) gained a score of 70, and two students
(HB, and MYAP) obtained a score of 100 as they could answer all the test items given
correctly. From the data gained, the highest score is 100 and the lowest score is 40. The
total mean score (𝒙 ̅) of the students' test results is 76,8. The score from the highest to the
lowest based on students' test results at SMK N 1 Pleret Yogyakarta is presented in Table
5 as follows:
Table 4. The Highest to the Lowest Score of Students’ Test Results
Score Respondent's Initial Name
100 HB, and MYAP
90 ABK, EKI, FAR, KN, MNA, MBNR, MFU,
MZF, and RAM
80 AYW, ADW, FNF, IAH, MRDNC, and NABP
70 KDP
60 BA, and EIBF
50 AI, AFR, ABH, and ASW
40 BF
Table 5 shows the highest score to the lowest score of students' test results from the
ten questions test items. The highest score is 100 and the lowest score is 40. The findings
showed that the majority of students gained a score of 90 and 80, then a score of 50 in the
third position. The researchers grouped the students' scores to find out the student's grades
and level of achievement, as presented in Table 4 as follows:
There are eleven students out of twenty-five students who are in a Very Good level
of achievement, therefore, they are categorized into predicate A. The other six students
of the twenty-five students are categorized into a Good level of achievement, and they are
categorized into predicate B. Meanwhile, there is only one student out of twenty-five
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students with a Fair level of achievement, therefore, she is categorized into predicate C.
There are seven students of twenty-five students are in a Less level of achievement,
therefore they are categorized in predicate D. From the calculation of the total mean score
(76.8) of the students’ test result, it indicates that the eleventh-grade students' listening
ability is categorized into “Fair” level of achievement.
Students’ Perceptions of the Use of Videos as Media of Learning Listening Subject
The second research question in the present study may be guided by using qualitative
data in the form of students’ responses to five items of the questionnaire provided. The
questionnaire was distributed to twenty-five students of SMK N 1 Pleret Yogyakarta. The
summary of students’ responses to the questionnaire is presented in Table 6 as follows:
Table 5. The Summary of Students’ Responses to the Questionnaire
No Statements Rating Scales
SA
(4)
A
(3)
D
(2)
SD
(1)
1. I found it easy to complete the test because I
watch the video as media for learning to listening
2 10 13
2. I like to watch English videos when I learn
English, especially listening subject
6 17 2
3. The speakers in the videos speak English too
fast so I could not catch the ideas
4 10 11
4. The English videos enhance my English,
especially my English listening ability
8 15 2
5. I like the videos used as media for learning
listening subject
7 9 8 1
Table 6 shows students’ responses to the five items in the questionnaire. The findings
showed that the majority of the respondents possess positive perceptions of using videos
as media for learning English listening may enhance their listening ability. It can be
known from students' responses to items 2, 3. 4, and 5. However, students' responses to
item 1 showed the opposite views. For instance, in item 1 “I found it easy to complete
the test because I watch the video as media of learning listening”. there twelve students
have a positive view of the statement, meanwhile, there are thirteen students have
negative perceptions. Another interesting finding can be shown from students' responses
to item 5 “I like the videos used as media of learning listening subject” that there are
seven students strongly agree, and nine agree and have a positive view of the statement.
However, eight students disagree, and one student strongly disagree about the statement
“I like the videos used as media of learning listening subject”.
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Discussion
The results of the present study revealed that the majority of students have positive
views about the utilization of videos as media for learning English listening because it
could enhance their listening ability. The quantitative data showed that the total mean
score (𝒙 ̅) of the students' test results is 76,8 of twenty-five students. Furthermore, there
are seven slots for students' scores, namely 100, 90, 80, 70, 60, 50, and 40. The highest
student score is 100 and the lowest score is 40. The data from students' achievement
revealed that of twenty-five students, eleven students were in the level 'very good'
category, six students were in the level 'good' category, one student in the level 'fair'
category, and there are seven students in the level of 'less category.
Apart from quantitative data, the qualitative data gathered from the questionnaire
revealed that the majority of respondents have positive views about the use of videos as
media for learning listening may enhance their listening ability. It can be known from
students' responses, for instance, the students respond to item 2 "I like to watch the
English videos when I learn English, especially listening subjects". The results showed
that twenty-three students have positive perceptions of using videos as media for learning
English material. However, two students have negative views about the statement. We
can conclude that the majority of the respondents agree about the statement that they like
to watch English videos when they learn English, especially listening subjects. The
present study supports the findings of (Silviyanti, 2014), who found that the highest
motive for students to use YouTube is because it is interesting and relevant to their
learning needs, as well as motivated them to study English. YouTube, for English
learners, is a motivating learning tool because it creates an exciting and interactive
classroom environment (Chien et al., 2020).
In response to item 3 “The speakers in the videos speak English too fast so that I still
can catch some points” showed that there are four students strongly agreed, and ten
students strongly agreed about the statement. Although the speaker speak too fast, they
could understand some points because the use of the audio-visual system in the videos
made it possible for them to get some of the messages delivered by the speakers.
In response to item 4 "The English videos enhance my English, especially my English
listening ability" showed that there are twenty-three students who have positive
perceptions about the use of videos can enhance their listening ability. Only two students
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have opposite views of the statements. Therefore, we can conclude that the majority of
students agree about the statement that the use of videos as learning media can enhance
their listening ability. Muslem et al., (2018) confirm that students make use of visual clues
to comprehend the language in use and meaning. According to Polat & Erİştİ, (2019),
authentic videos including audio-visual elements are used as authentic materials to
develop listening skills.
In response to item 5, "I like the videos used as media of learning listening subject”.
the data showed that there are seven students strongly agreed, and nine agree about the
statement. Of 25 students, eight students disagree and one strongly disagree about the
statement. It means that sixteen students have positive views about the utilization of video
as media for learning listening skills. Meanwhile, nine students have negative views that
the use of video as media for learning to listen. In other words, nine students prefer other
learning platforms as media for learning and listening other than videos. The findings
revealed that the use of English videos as media for learning listening subjects brings a
positive contribution to enhancing students' listening ability.
Video resources can be used as an alternative method for teaching practical listening
since they contain various words and expressions, and audio-visual information used in
everyday language by English speakers (Ayu, 2016; Kim, 2015) Meanwhile, (Hasibuan
& Male, 2022), state that learning media can encourage students to think critically, use
their imaginations, and develop their abilities. Listening skills can be honed by extensive
listening practices beyond the classroom (Gonulal, 2020).
D. CONCLUSION
Several necessary points are to be highlighted in connection with the results of the
present study namely: 1) The use of English videos as media for learning the listening
subject may enhance students listening ability of eleventh-grade students. By watching
English videos, students will be more enthusiastic about participating in their classes.
Besides, videos provide a wide range of opportunities to learn and explore more about
any topic they prefer to focus on. 2) The majority of respondents have positive perceptions
of using videos because videos provide visual elements, which can be the key element in
assisting students to enhance their listening ability. In addition, the visual components
made the material easier for students to understand. English videos provide a wide range
of chances to sharpen their listening ability over time. The present study has its
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shortcoming, therefore, it is recommended the future researchers to carried out a similar
study, for instance, to further explore students' perceptions of using other learning
platforms by involving more respondents using survey design to improve students' other
language skills.
ACKNOWLEDGEMENT
We would like to express our gratitude to the Rector of Universitas Teknologi
Yogyakarta, and the School Principle of SMK N 1 Pleret for their financial support and
the research facilities provided. Our deepest gratitude to the respondents for their
willingness to participate during the data-gathering process.
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