





































Putri Anggraeni, et al / Journal of English Language Teaching 6 (1) (2017) 

1 

 

 
ELT FORUM  11(1) (2022) 

 

Journal of English Language Teaching 

 
http://journal.unnes.ac.id/sju/index.php/elt 

 
 

Investigating the use of YouTube as virtual teaching medium in ELT among non-

English students  
 

Aprilian Ria Adisti1 

1IAIN Salatiga, Indonesia 

 

Article Info 
________________  
Article History: 

Received on 29 July 

2021  
Approved on 28 January 

2022 

Published on 30 March 

2022 

________________  
Keywords: 

YouTube; medium; 

ELT; non-English 

students   
____________________ 

 

 

 

 

 

 

 

 

 

Abstract 
________________________________________________________________ 
Since the COVID-19 pandemic came up suddenly to this world, everything takes a 

drastic turn. The Ministry of Education and Culture Republic of Indonesia reacted 
to this issue by making an online learning policy Number 3 of 2020 on Prevention of 

COVID-19 in the Education Unit. Many education institutions adopted this policy 
by creating online tools such as YouTube as a resource of transition from face-to-

face learning to virtual learning since it is seen as a popular medium used in online 

classes. This research investigates the use of YouTube as a medium in the English 1 
course for non-English students at one of State Islamic University in Salatiga. 

YouTube is an online learning platform that enables lecturers and students to 
upload, view, share, and even interact through the comments column in the learning 

videos. A descriptive qualitative method is used to achieve the objective of the 
research, which involved three classes from the Early Childhood Islamic Education 

study program, the Islamic Elementary School study program, and the Islamic 

Religious Education study program as the objects in this research. The researcher 
limits the content of YouTube from the channel "AR," while the materials are about 
Degree of Comparison and Collocation. Students' responses from those three classes in 

the YouTube column have been analyzed to investigate the findings. The finding 
shows that YouTube brings a good impact on non-English students in ELT. This 

finding is supported by the result of the analysis answer sheet of the quiz from 

students, the survey on students’ perception, and other comments about the 
materials on the YouTube comment column. Finally, it can be concluded that 

YouTube can be an effective virtual teaching medium in ELT among non-English 
students at IAIN Salatiga based on the result of survey by respondents.     

 
  

Correspondence Address: p-ISSN 2252-6706 | e-ISSN 2721-4532 
Kampus 3 IAIN Salatiga, FTIK  

Jalan Lingkar Selatan Salatiga KM 02, Salatiga  

E-mail: aprilian@iainsalatiga.ac.id  

http://issn.pdii.lipi.go.id/issn.cgi?daftar&1333515478&1&&
http://issn.pdii.lipi.go.id/issn.cgi?daftar&1576658845&1&&


Aprilian Ria Adisti | ELT Forum 11(1) (2022) 

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INTRODUCTION 

Since the COVID-19 pandemic came up suddenly to this world, everything takes a drastic turn. The 

impact of this pandemic is drastically changing the lives of people around the world.  Schools and 

universities must be closed. This situation, of course, made many universities have turned to 

remoteness learning as a means of continuing the teaching and learning process (Amiruddin et al., 

2021). The Ministry of Education and Culture Republic of Indonesia reacted to this issue by making 

an online learning policy in the education sector. Many education institutions adopted this policy. 

One adaptation is creating online tools as a resource of transition from face-to-face learning to 

virtual learning.   

Online learning means distance education, where the learning is intentionally designed to be 

delivered fully online through the internet. Unlike face-to-face learning, online learning builds a new 

perspective that teachers face the challenge of being a creator, a presenter, and a guide in the 

classroom (Gjelaj et al., 2020). The school will use strategies to give instruction, deliver the material, 

create learning media, engage students, and create assessments specific to learning in a virtual 

environment. Furthermore, online learning in this pandemic era influences the English students' 

proficiency level since it limits the interaction between teachers and students (Astia & Yunianti, 

2020). Then, of course, it will also bring effect to their motivation in learning English.  

Meanwhile, one of the challenges in this pandemic is a readiness to change. The students 

have problems with wifi, hotspot, and distancing learning (Armstrong-Mensah et al., 2020). 

UNICEF has surveyed on May 18-29, 2020, and 5-8 June 2020 in 34 provinces in Indonesia showed 

that as many as 66% of 60 million students at different levels of education in 34 provinces said they 

were unhappy studying at home during the COVID-19 pandemic due to lack of guidance from 

teachers. Hence, in this pandemic, teachers should face and adapt effectively to the new situation in 

which some problems commonly happen. On the contrary, one of the positive impacts of this 

situation is an opportunity to rethink how digital technologies can be used as valuable media to 

support the teaching and learning process (Dennis, 2021). Teachers should be familiar with digital 

technologies as the media in delivering the lessons so that online learning goals can be achieved 

well. 

English Learning Teaching at one f State Islamic University in Salatiga during the pandemic 

era also transitioned from offline learning to online learning. This fact also has an impact on all 

lecture activities that cannot be done face-to-face. Consequently, lecturers must use digital media to 

support online learning success for students (Alchamdani et al., 2020). For example, in the Degree 

of Comparison and Collocation material, learning is carried out using Youtube medium. Those 

materials are part of the English 1 course. This course is taken by all Teacher Training and 

Education Faculty students in the first semester, both English and non-English majors. There are 

three non-English classes students in the academic year 2020/2021 taking this course: the Early 

Childhood Islamic Education study program, the Islamic Elementary School study program study 

program, and the Islamic Religious Education study program. Therefore, this research investigates 

How effective is YouTube as a virtual medium in English 1 course according to non-English 

students at one of State Islamic University in Salatiga? 

Some research revealed the use of YouTube in the teaching and learning process. The study 

from Shafwati et al. (2021), Watkins and Wilkins (2011), Puspa (2016), and Medoukali (2015) 

claimed that the use of YouTube videos can give improvement towards students’ listening skills. 

These previous studies exposed that YouTube provides both audio and visual to the students and 

allows them to figure out the speech or words they have heard from the YouTube videos. Then, the 

study from Prastiyo et al. (2018) entitled “Development of YouTube Integrated Google Classroom-

Based E-Learning Media” showed that students who use the YouTube integrated Google Classroom 

Based E-Learning Media get significantly better achievement than students who use the internet to 

access the website without control. Another research entitled “Investigating the Effectiveness of 

YouTube as a Learning Tool among EFL Students at Baghdad University” from Abbas & Qassim 

(2020) exposed that YouTube has a significant impact on the learning process as the students will 

find the educational environment more encouraging and exciting.  

Furthermore, the study from Nasution (2019) entitled “YouTube as a Media in English 

Language Teaching (ELT) Context: Teaching Procedure Text” showed that YoutTube helps reduce 

cognitive load on learners and appeals to multiple learning styles. In addition, the study entitled 

“The use of Youtube Video in Teaching English for Foreign Language at Vocational High School” 

from Cahyana (2020) revealed that the students have a favorable opinion about the improvement 



Aprilian Ria Adisti | ELT Forum 11(1) (2022) 

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obtained in learning English. They argue that the implementation of YouTube can decrease 

monotonous teaching and increase motivation in learning English. This study has a novelty 

compared to previous studies because this study analyzes YouTube as a virtual medium for 

delivering English 1 course for three classes of non-English students at IAIN Salatiga. 

Actually, social media is also part of the new technology in digital media that becomes our 

daily lives. They can be integrated into English Language Teaching more naturally than ever, given 

how many students fit and are attuned. Each social media platform offers many different ways to 

use it in the classroom. Some of the most popular platforms in social media are YouTube, Facebook 

(and its associated Facebook Messenger), TikTok, WeChat, Instagram, Twitter, Telegram, 

WhatsApp, LINE, Snapchat, and more (Voorveld et al., 2018; Alhabash & Ma, 2017). Those social 

media platforms can be taken advantage of as learning tools in the classroom from the primary until 

university level. However, Youtube is the most popular social media in Indonesia today.  

YouTube is mainly an online learning platform that offers dynamic opportunities because it 

allows the lecturer and students to upload, view, share, and even interact through the comments 

column in the learning videos (Prastiyo et al., 2018). Youtube allows the flexibility to learn 

procedurally, so the students can enjoy learning wherever they are. YouTube is an effective medium 

because we can find many videos that can support us while teaching in a class (Heriyanto, 2015; 

Albantani & Madkur, 2017; Almurashi, 2016). This media can also increase students’ understanding 

of the material by watching the educational video uploaded on the Youtube channel. Furthermore,  

Burke and Snyder (2008) strengthen that students who watch learning videos on YouTube will get a 

better understanding of the subject matter.  

In addition, YouTube has the potential as a learning medium in digital era. There are some 

benefits of using YouTube for English Language Teaching. Kim and Kim (2021) claimed that 

YouTube could help expand students' perspectives on cross-cultural understanding. The use of 

YouTube as a learning medium also encourages students to academic pursuits and engagement 

while studying abroad since YouTube offers content that provides knowledge and skills materials in 

learning English. Moreover, it enhances the students’ knowledge of English as a global language in 

the world by taking ownership. Furthermore, YouTube plays an essential role in supporting 

international students’ who study abroad for their academic and social progress in the transitional 

phase from their home to host countries. Hence, YouTube as one social media could be an 

alternative learning medium during the pandemic COVID-19 era for effective multilingual and 

multicultural education.  

Meanwhile, Nofrika (2019) argued that YouTube brings six advantages in enhancing learners’ 

English competencies, such as; giving flexibility and practicality for learners in the aspect of 

accessibility, helping the learners to learn and understand the topics, providing fun videos of 

learning, facilitating the learners especially for macro practice, encouraging the learners to improve 

their vocabulary, and providing the interaction in a real-life context. On the contrary, YouTube also 

has the negative side as a learning medium. In accessing YouTube, it is needed stable internet 

connection, so many students will look for wifi or mobile data to access it (Gracella & Rahman Nur, 

2020). The user of YouTube should also consider which channel can be used as the reference in 

learning since the validity of video sources is not always guaranteed. Some of the YouTubers do not 

give the sources of the information on their videos. Moreover, students have become addicted and 

engrossed in using YouTube lately. Therefore, it is crucial to investigate YouTube, especially in 

learning English, to find out the impact on students. 

 

METHODS 

This research applied a descriptive qualitative research design. This research design has the goal of 

describing a phenomenon and its characteristics of something. Furthermore, the descriptive 

qualitative research design is concerned with what happened rather than investigate how or why 

something happened (Nassaji, 2015). In this study, observation and survey tools were used to gather 

data.  In addition, qualitative research is more holistic. This research design often involves a rich 

collection of data from numerous sources to gain a deeper understanding of individual participants, 

including their beliefs, perspectives, attitudes, and opinions (Ryan et al., 2009). This study involved 

three classes from the Early Childhood Islamic Education study program, the Islamic Elementary 

School study program, and the Islamic Religious Education study program as the objects in this 



Aprilian Ria Adisti | ELT Forum 11(1) (2022) 

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research to get their deeper perspectives and opinions on the use of YouTube as a medium in the 

English 1 course.  

Additionally, this study limited the content of YouTube from the channel "AR," while the 

materials were about Degree of Comparison and Collocation. Then, students' responses from those three 

classes in the YouTube column and the perception of using YouTube as their learning media had 

been analyzed to investigate the findings. Systematically, the steps of the research also stated in 

Figure 1 as follows:  

 

 

 

 

 

 

Figure 1. The steps in conducting the research 
 

Doing observation was the first step in conducting this study. This step did to get the 

information about using the medium in teaching the English 1 course for non-English students at 

Teaching Training and Education Faculty of State Islamic University in Salatiga. Not only the 

medium of English Language Teaching but the materials also were investigated. The result showed 

that one of the media used in English Language Teaching for non-English students at Teaching 

Training and Education Faculty of one of State Islamic University in Salatiga is using YouTube. 

Then, it was also known that the materials for the English 1 course in the 2020/2021 academic year 

at the first semester were the Degree of Comparison and Collocation. 

The second step in this study is doing field research. At this stage, an investigation was 

conducted to highlight the impact of using YouTube on non-English students in English Language 

Teaching by analyzing the answer sheet of the quiz from students, students’ perception and others 

comment about the materials on the YouTube comment column. The researcher limited analyzing 

comments on the Youtube channel to only 3 classes who were respondents in this study. The 

observation process was carried out for 2 weeks with 2 different materials to obtain data that would 

be analyzed in the next process. 

After doing field research to get the findings, then the data have been collected and 

interpreted. The analysis was carried out by looking at the comments in the YouTube column from 

the three classes who were respondents in this study. The analysis focused on the answers of the 

respondents and their comments on YouTube. Furthermore, to increase the credibility and validity 

of research findings, the researcher did theoretical triangulation by combining theories, methods, or 

observers in a research study. Finally, creating a research report is the last step after the findings 

have been analyzed. 

FINDINGS AND DISCUSSION 

The implementation of YouTube as a medium in english language teaching  

The English Language Teaching for non-English students requires more effort than teaching for 

English students. In the English 1 course, two materials are delivered through YouTube as a 

medium for lecturers to explain the material. 

Three sub-topics are taught in the Degrees of Comparison material, namely positive, 
comparative, and superlative. Based on the observations in the YouTube video, the lecturer explained 

the theory first about degrees of comparison. Then, to strengthen the explanation, the lecturer gave 

related examples of sentences about degrees of comparison through pictures. The lecturer also 

explained five different types of conditions that could explain the degrees of comparison, including 

consisting of 1 syllable, ends with -y, a vocal between consonants, consisting of 2 or more syllables, 

and irregular patterns.  

Moreover, after explaining the theory and examples of degrees of comparison, the lecturer 

continued by giving examples of practice questions related to the material. Not only giving 

examples, but the lecturer also provides a discussion on the examples of quiz that has been given. At 

the end of the video, the lecturer instructed students to create five sample sentences on degrees of 

comparison, posted in the YouTube comments column at the appointed time. The total duration of 

the video is 14 minutes 45 seconds. 

Creating 

Research 
Report 

Doing 

Observation 
Doing Field 

Research 

Interpreting 

the fact 
(Field Data) 



Aprilian Ria Adisti | ELT Forum 11(1) (2022) 

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After observing the ELT video, this research analyzed students' answers in the YouTube 

comments column. The investigation found that students from the three non-English study programs 

could distinguish degrees of comparison in a sentence. Furthermore, students could also construct 

five sentences correctly according to the instructions given by the lecturer through YouTube videos. 

However, some students still have difficulty distinguishing the degrees of comparison, and only a 

few from each class. 

Below is an example of a video that has been uploaded and responded to by students in 

Figure 2. 

    

 

Figure 2. The screenshot of the YouTube video 

 

On the other hand, the following video analyzed contains material about collocation. This 

video explains the meaning, pronounce, and use of collocation in the sentences. 

In this video, the lecturer explained some collocations and idioms such as; cope with, succeed in, 

look for, supposed to, leave something up to someone, rely on, hang out, in touch, and many others. In the 

end, the lecturer instructed the students to write five sentences containing collocations and idioms 

and their meanings. 

Furthermore, after observing the video, this research analyzed students' answers in the 

YouTube comments column. The investigation found that students from the three non-English 

study programs did the instruction very well. They could write five sentences of collocation and 

idiom with the meaning correctly. However, there are some errors in writing the sentences for some 

students related to the grammatical. 

Figure 3 is an example of a video that has been uploaded and responded to by students in 

Figure 3. 

 

The result of students’ perception on YouTube 

In order to find out the perception of non-English students about English Language Teaching using 

YouTube, a survey was conducted at the end of the semester. Eight questions are given to students 

that consist of three options, agree, neutral and disagree. The survey results revealed that the 

students have a positive perception of the use of Youtube as an ELT medium. 

The survey on students’ perception of using YouTube as a virtual medium in English 1 course 

is showed in Figure 4.  

 



Aprilian Ria Adisti | ELT Forum 11(1) (2022) 

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Figure 3. The screenshot of the YouTube video 
 

 

 

80%

7%

13%

agree

neutral

disagree

 

 

Figure 4. Percentage of students’ perception 

 

 The diagram showed that 80% students agree that YouTube videos significantly improve 

their understanding of the material Degrees of Comparison and Collocation. Only 13% students disagree, 

and 7% students are neutral to this. This finding also was in line with the study from (Watkins & 

Wilkins, 2011; Gracella & Rahman Nur, 2020; Abbas & Qassim (2020) who exposed the significant 

impact of YouTube towards encouraging students’ motivation in learning English. 

The result of virtual observation showed that videos of Degres of Comparison and Collocation 

materials via YouTube were very useful in building a learning atmosphere in ELT online classes. 

This learning video was also more significant in increasing student participation when compared to 

using other types of media such as text-based learning media. The use of English videos through 

YouTube could improve students' critical thinking skills. This video also allowed students to see real 

and more realistic learning objects. Learning English through YouTube could support learning 

effectiveness because it almost had the same instructions as face-to-face learning. Furthermore, the 

availability of this learning video could be watched everytime by students. This is certainly more 

effective than traditional learning where all the information center and control of information 

delivery were only on the teacher. 

Moreover, the result of the perception survey of 105 students were also triangulated through 

the YouTube comments column to strengthen the survey results. Based on the oservations, it 

showed that the students' comments have a positive tendency towards the videos posted about the 

theme of the related material. Students are engaged in this learning material. This fact can be 



Aprilian Ria Adisti | ELT Forum 11(1) (2022) 

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analyzed from their participation during learning. They participated and wrote some questions; of 

course, it described the virtual interactions in this situation.  

YouTube is one of the many social networking sites that are being widely used today. The use 

of YouTube as an online medium in teaching English is an attempt to integrate technology into 

teaching activities. The results showed that the use of YouTube in the ELT class received a positive 

perception from the respondents. 

Content on Youtube allows students to view learning videos, download videos that can be 

shared with others and provide space to interact virtually through the comments column. In 

addition, based on the perception, respondents claim that YouTube is a video-sharing service that 

makes it easier for them to understand the material in audio-visual form. Therefore, this study 

highlighted that YouTube as a virtual media has a good impact on non-English students learning the 

English 1 course at IAIN Salatiga.  

 

CONCLUSION 

In this pandemic era, mastery of technology is the most crucial foundation in the education sector. 

This fact strengthens that by mastering technology, the goal of online learning can be successfully 

realized. Students can still learn through digital media wherever and whenever they want without 

interacting face-to-face with the lecturers in the classroom. Youtube is considered one of the media 

with great potential to improve the quality of online learning, especially in English Language 

Learning for non-English students. This medium can create freedom of expression and add 

experience in improving students' ability to understand learning materials through video content 

uploaded on the YouTube channel. 

The investigation revealed that Youtube could motivate non-English students in English 

Language Teaching. This fact was obtained from the analysis results of the answer sheets and 

comments in the YouTube comment column. These results indicate a positive attitude of students 

towards the use of this media. From the three classes, non-English students seemed to understand 

the explanations, instructions, and exercises given through an explanation video uploaded on 

YouTube on the Degrees of Comparison and Collocation material. However, some students are late 

in posting their assignments due to signal problems. 

Furthermore, most of the students from those three classes also posted the answer sheets on 

the YouTube comment column. They also got excellent results from doing assignments based on the 

explanation from the YouTube video. Some comments also showed students’ positive feelings 

during focusing on lecturer’s explanation on the video. The survey on students’ perception of using 

YouTube as a virtual medium in ELT showed that 80% students agree that YouTube videos 

significantly improve their understanding of the material Degrees of Comparison and Collocation. Only 

13% students disagree, and 7% students are neutral to this.  This investigation concludes that 

YouTube could be an effective virtual teaching medium in ELT among non-English students at 

IAIN Salatiga. 

As a recommendation for further researchers, it is better to add a variable that not only 

focuses on reviewing YouTube use in ELT classes and respondents' perceptions, but also changes 

the research methodology to measure the effectiveness of YouTube use on learning achievement in 

EFL classes for non-English students. 

 

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