The Effectiveness of Youtube on Elementary School Students’ Reading Skills During the Covid-19 Pandemic

Authors

  • Narwastu Ajeng Kurniasari STKIP PGRI Sidoarjo, Indonesia
  • J. Priyanto Widodo STKIP PGRI Sidoarjo, Indonesia
  • Shierly Novalita Yappi STKIP PGRI Sidoarjo, Indonesia

DOI:

https://doi.org/10.31004/basicedu.v6i3.2756

Keywords:

YouTube, reading skill, effectiveness, Covid-19

Abstract

The goal of this study was to examine how effective YouTube was as a learning medium during pandemic Covid-19 at SDN Bluru Kidul II Sidoarjo. The researchers used quantitative study, specifically the descriptive design, to assess the effect of YouTube as a learning tool used during pandemic Covid-19 on the reading skills of students at SDN Bluru Kidul II Sidoarjo in the academic year 2020/2021. Thirty students from class 6-A in the sixth grade were chosen as purposive samples, with 15 students serving as the experimental group and 15 serving as the control group. Test  were given both before and after the treatment during this experiment. The results demonstrated that there are no statistically significant differences between the experimental and control groups in the pre-test, as the indicator level is (0.723), which is greater than 0.05 and statistically insignificant. Then, in the post-test, there are statistically significant differences between the experimental group and the control group, with the value of the indication level being (0.004), for mean scores of YouTube effectiveness in the experimental group with an average of 8.26 and 7.65 in the control group. The difference in mean scores between groups was statistically significant (t-value = 2.776, p-value =.004). According to the study's findings, the level of efficacy of using YouTube as a teaching tool to increase students' reading skills was extremely high.

References

Ahmadi, D. M. (2018). The Use of Technology in English Language Learning: A Literature Review. International Journal Research English Education.

Alwehaibi, H. (2013). The impact of using YouTube in EFL. Proceedings of the Clute International Academic Conference, Paris, France. Retrieved March 23, 2022, from www.cluteinstitute.com/index.html.

Anderson, N. J. (1991). Individual Differences in Strategy Use in Second Language Reading and Testing. Modern Language Journal, 75(4), 460–472. doi:https://doi.org/10.2307/329495

Arikunto, S. (2013). Prosedur Penelitihan: Suatu Pendekatan Praktik . Jakarta: Rineka Cipta.

Block, C., & Israel, S. (2005). Reading first and beyond: The complete guide for teachers and literacy coaches. Thousand Oaks: CA: Corwin Press.

Brown, H. D. (2007). Teaching by principles: An interactive approach to language pedagogy (3rd ed.). White Plains, New York : Pearson Education.

Brown, H. D., & Abeywickrama, P. (2010). Language Assessment Principles And Classroom Practices . New York: Pearson Education.

Calhoon, M. B. (2005). Effects of a peer-mediated phonological skill and reading comprehension program on reading skill acquisition for middle school students with reading disabilities. Journal of Learning Disabilities, 38, 424-433.

Fatimah, S., Elzamzami, A. B., & Slamet, J. (2020). Item Analysis of Final Test for the 9th Grade Students of SMPN 44 Surabaya in the Academic Year of 2019/2020. JournEEL (Journal of English Education and Literature) , 2(1), 34-46. doi:https://doi.org/10.51836/journeel.v2i1.81

Ghasemi, B., Hashemi, M., & Bardine, S. (2011). YouTube and language learning. Procedia – Social and Behavioral Sciences.

Graney, S. B. (2000). The effects of student performance feedback on the reading achievement and instructional programs of students at risk for learning disabilities. Dissertation Abstracts International Section A: Humanities and Social Sciences 60 (8-A), 2797.

Greenberg, A., Barnett, T. L., & Nicholls, J. A. (2007). Teaching experiential learning: Adoption of an innovative course in an MBA marketing curriculum. Journal of Marketing Education, 29(1), 25-33.

Köksal, D. (2004). To kill the blackboard? Technology in language teaching. The Turkish Online Journal of Educational Technology-TOJET, 3(3), 62-72.

Lin, L. (2010). A video-based CALL program for proficient and less-proficient L2 learners’ comprehension ability, incidental vocabulary acquisition. Educational Media International, 47 (3), 199–216.

McCardle, P., Scarborough, H. S., & Catts, H. W. (2001). Predicting, explaining, and preventing children’s reading difficulties. Learning Disabilities Research and Practice, 16, 230-239.

Mendoza, G. L., Caranto, L. C., & David, J. J. (2015). Effectiveness of Video Presentation to Students’ Learning. International Journal of Nursing Science, 5(2), 81-86. doi:10.5923/j.nursing.20150502.07

Rachmadtullah, R., M. S., Rasmitadila, Humaira, M. A., Aliyyah, R. R., Samsudin, A., & Nurtanto, M. (2020). Use of Blended Learning with Moodle: Study Effectiveness in Elementary School Teacher Education Students during The COVID-19 Pandemic. International Journal of Advanced Science and Technology, Vol. 29, No. 7, 3272-3277.

Sabat, Y., & Slamet, J. (2019). Students' Perception towards Written Feedback of Thesis Writing Advisory at STKIP Sidoarjo. JET ADI BUANA, 4(1), 63-79. doi:https://doi.org/10.36456/jet.v4.n1.2019.1885

Slamet, J., & Sulistyaningsih, S. (2021). Students’ Difficulties in Answering “Structure and Written Expression†TOEFL-like at STKIP PGRI Sidoarjo. E-Structural (English Studies on Translation, Culture, Literature, and Linguistics), 4(01), 17-27. doi:https://doi.org/10.33633/es.v4i01.4410

Sugiono. (2015). Metode Penelitian Pendekatan Kualitatif, Kuantiatif dan R&D . Bandung: Alfaber.

Teele, S. (2004). Overcoming barricades to reading a multiple intelligences approach. Thousand Oaks: CA: Corwin Press.

Ulfiati, L., Kurniawan, D., & Failasofah. (2014). Moodle and Reading Comprehension Materials for the EFL Students. The 61 TEFLIN International Conference, UNS Solo 2014 (pp. 962-967). Solo: UNS Solo.

Widodo, J. P., & Slamet, J. (2020). Students’perception Towards Google Classroom as E-Learning Tool (A Case Study of Master of English Education of the Second Semester at STKIP PGRI Sidoarjo). Magister Scientiae, 2(48), 99-109.

Widodo, J. P., & Slamet, J. (2021). Lecturers’ Perspectives Through E-learning by Using Moodle for Post-Graduate Students at STKIP PGRI Sidoarjo. International Seminar on Language, Education, and Culture (ISoLEC 2021) (pp. 167-171). Atlantis Press.

Widodo, J. P., & Slamet, J. (2022). Developing A Moodle-Based Learning Management System (LMS) for Slow Learners. Jurnal Inspirasi Pendidikan, 12(1), 1-10. doi:https://doi.org/10.21067/jip.v12i1.6346

Downloads

Published

2022-04-05

How to Cite

Kurniasari, N. A., Widodo, J. P., & Yappi, S. N. (2022). The Effectiveness of Youtube on Elementary School Students’ Reading Skills During the Covid-19 Pandemic. Jurnal Basicedu, 6(3), 3840–3846. https://doi.org/10.31004/basicedu.v6i3.2756

Citation Check