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Copyright © 2024 Edumaspul - Jurnal Pendidikan (ISSN 2548-8201 (cetak); (ISSN 2580-0469 (online)
Copyright © 2024 Edumaspul - Jurnal Pendidikan (ISSN 2548-8201 (cetak); (ISSN 2580-0469 (online)
DOI: https://doi.org/10.33487/edumaspul.v8i1
1.
Youtube As A Learning Platform In EFL Speaking Class And Anxiety Reduction
Ramli1, Vivit Rosmayanti2, Winarno3, Fitriawati4
1,3,4English Education Department, Faculty of Teacher Training and Education, Universitas Borneo Tarakan,
Indonesia
2English Education Department, Post Graduate Program, Universitas Negeri Makassar
Correspondent Authors: ramli26@borneo.ac.id
Receive: 11/08/2024
Accepted: 11/08/2024
Published: 01/10/2024
Abstract
Speaking fluent English is crucial as an international lingua franca, offering individuals greater opportunities for education,
employment, and social mobility. To develop students’ speaking and reduce their anxiety, YouTube was incorporated in an
English classroom. Educational YouTube videos are regarded as authentic materials that play an essential role in teaching.
There were two classes in the third semester randomly selected as experimental and control classes in the English Education
Department at Universitas Borneo Tarakan, consisting of 70 students. The experimental class was treated with YouTube,
and the control one was taught traditionally. Data were collected through a speaking test (instructing students to explain the
video) for all samples and a questionnaire to observe the students’ anxiety after using YouTube. The test data and Likert
scale for the questionnaire were analyzed using a T-test. The study discovered that the average increase in the experimental
group's speaking ability score was 2.86 ± 0.54, higher than in the control group's speaking ability score of 1.03 ± 0.74. The
anxiety of the 36 respondents in the experimental group, at most 33 respondents (91.7%), had a medium level of anxiety,
and the other three respondents (8.3%) had a low level of anxiety. It implied that technology contributed to creating effective
English learning for students in the 21st century. Since YouTube assisted students in fostering speaking, teachers are
expected to engage kinds of technologies to create fun English learning and motivate students.
Keywords: YouTube; Anxiety; Speaking
Abstrak
Berbicara bahasa Inggris dengan lancar sangat penting sebagai bahasa Internasional yang menawarkan kesempatan yang
lebih besar bagi individu untuk pendidikan, pekerjaan, dan mobilitas sosial. Untuk mengembangkan kemampuan berbicara
siswa dan mengurangi kecemasan mereka, YouTube digunakan ke dalam kelas bahasa Inggris. Video YouTube yang
mendidik dianggap sebagai materi autentik yang memainkan peran penting dalam pengajaran. Ada dua kelas pada semester
ketiga yang dipilih secara acak sebagai kelas eksperimen dan kontrol di Pendidikan Bahasa Inggris di Universitas Borneo
Tarakan, yang terdiri dari 70 mahasiswa. Kelas eksperimen diperlakukan dengan YouTube, dan kelas kontrol diajarkan
secara tradisional. Data dikumpulkan melalui tes berbicara (menginstruksikan siswa untuk menjelaskan video) untuk semua
sampel dan kuesioner untuk mengamati kecemasan siswa setelah menggunakan YouTube. Data tes dan skala Likert untuk
kuesioner dianalisis menggunakan uji-T. Penelitian ini menemukan bahwa peningkatan rata-rata skor kemampuan
berbicara kelompok eksperimen adalah 2,86 ± 0,54, lebih tinggi daripada skor kemampuan berbicara kelompok kontrol
sebesar 1,03 ± 0,74. Kecemasan pada 36 responden dalam kelompok eksperimen, paling banyak 33 responden (91,7%),
memiliki tingkat kecemasan sedang, dan tiga responden lainnya (8,3%) memiliki tingkat kecemasan rendah. Hal ini
menyiratkan bahwa teknologi berkontribusi dalam menciptakan pembelajaran bahasa Inggris yang efektif bagi siswa di
abad ke-21. Karena YouTube membantu siswa dalam mengembangkan keterampilan berbicara, guru diharapkan untuk
menggunakan berbagai teknologi untuk menciptakan pembelajaran bahasa Inggris yang menyenangkan dan memotivasi
siswa.
Katakunci: YouTube; Kecemasan; Berbicara
Vol 08 No. 02 (2024) page 3170-3177
p-ISSN 2548-8201 | e-ISSN 2580-0469
https://ummaspul.e-journal.id/maspuljr/
Jurnal Edumaspul, 8 (2), 2024 - 3170
(Ramli, Vivit Rosmayanti, Winarno, Fitriawati)
Copyright © 2024 Edumaspul - Jurnal Pendidikan (ISSN 2548-8201 (cetak); (ISSN 2580-0469 (online)
Introduction
Speaking is a basic skill in English
language learning, essential for effective
communication and providing individuals with
opportunities for personal and professional
growth. The aim of English teaching in
Indonesia is to equip students with speaking
skills in English Leong & Masoumeh (2017).
Additionally, speaking fluently in English is
crucial as it operates as an international lingua
franca, offering individuals greater opportunities
for education, employment, and social mobility
(et.al, 2021). According to Hughes (2002) and
Richard (2016), fluency became a target for
speaking courses as a way for students to speak
without losing the attention of their listeners.
According to Hedge (2000), the ability to react
coherently involves connecting words and
phrases, pronouncing sounds clearly, and using
emphasis and intonation. Accuracy is the second
trait of a great public speaker. Language use and
comprehension should be fluid for learners.
Teachers should emphasize precision in their
instruction as a result. The accuracy and
completeness of language forms should be
carefully observed by learners, who should also
concentrate on grammatical structures,
vocabulary, and pronunciation.
Factors influencing speaking ability in
English language learning are diverse and
include various elements that impact learners'
fluency in spoken English. However, language
learners need to know more about the language
and the wider world to communicate effectively
and fluently in this area. English language
learners who struggle with speaking English
might seriously hinder their ability to learn and
communicate in other languages (EFL).
Speaking is still the most complex skill for most
English learners to grasp, and they still need to
converse verbally in English, claims Zhang
(2009). Students' speaking performance is
affected by their performance circumstances,
psychological elements, listening abilities,
response during speaking activities (Tuan &
Mai, 2015), linguistics factors (Mahripah, 2014),
and motivation (Merisuo-Storm (2007). In
addition, Rababa'h (2005) claimed that certain
elements are learner-related, while others are
connected to the environment, curriculum, and
teaching methods. Besides, linguistics and world
knowledge, the factors that influence such as
self-confidence, self-esteem, apprehension or
anxiety, fear of futility, embarrassment,
motivation or encouragement, manner, and
empathies have been identified as crucial
components affecting the development of
speaking skills Kiruthiga & Christopher (2022).
Anxiety, in particular, has been highlighted as a
significant factor that can weaken students' oral
performance (Alfiani et al., 2022). Additionally,
the fear of oral presentation, especially in public
speaking situations, can contribute to speaking
anxiety and hinder students' speaking abilities
(Anuar et al., 2023). According to Dil (2009),
the two main obstacles for EFL students are
nervousness and unwillingness during the
English-speaking process. Afraid of judgement
when they make fault, especially in front of their
colleagues, causes anxiety and unwillingness.
According to Al-Abri (2008), one of the main
reasons students need help with speaking is that
textbooks need frequent oral activities. As a
result, he recommended introducing specific oral
exercises such as songs, rhymes, short stories,
and more conversational language to make
speaking more enjoyable for students.
Teachers may encounter a few speaking-
related problems when supporting students with
speaking in class. They include using one's
mother tongue, being inhibited, lacking relevant
knowledge, and seldom participating (Tuan &
Mai, 2015). Firstly, students sometimes
experience speaking obstacles in the classroom
when they would like to speak. They worried
about having errors and are terrified of being
criticized. They are too shy with other students
to pay attention to them. Littlewood (2007)
asserts that a language classroom is be able make
students reticent and uneasy. The second
problem is that students often criticize their
failure to say anything and lack of eagerness to
communicate. Baker and Westrup (2003) agree
that students find it very difficult to answer when
their teachers require them to speak in a foreign
language because they have no opinion on what
word to say, what lexicon to use, or how to use
grammar correctly. Low participation in the
speaking class is the third problem. The third
issue with speaking ability is that some students
use their mother tongue in speaking classes
because it is natural to do so. (Tuan & Mai,
2015). According to Harmer, there are several
reasons why students speak in their native
tongue in speaking sessions (1991). First,
students would seek to speak in their native
language when asked to discuss a subject
unfamiliar to their teachers. The second
justification is that it comes naturally for
Jurnal Edumaspul, 8 (2), 2024 - 3171
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Copyright © 2024 Edumaspul - Jurnal Pendidikan (ISSN 2548-8201 (cetak); (ISSN 2580-0469 (online)
students to speak their mother tongue. Students
utilized their mother tongue to explain anything
to their classmates if teacher does not encourage
them to communicate in English.
Language anxiety is a common
occurrence that most language learners have
experienced. Anxiety can arise when speaking a
language. Extreme disquietudes are be able
sometimes leading to despondency and feelings
of failure in students (Bashir et al., 2011).
Foreign language disquietude is a prominent
factor that influences FL learners' performance
and accusation. FLA is more frequent in output
language accusations such as writing skills and
input (Chiu et al., 2010). Studies on Foreign
Languages Anxiety have repeatedly revealed
that speaking is learners' most anxiety-
provoking language skill (E. Horwitz, 2001;
Melouah, 2013; Tsiplakides & Keramida, 2009).
However, speaking in English can be associated
with anxiety and fear, which can hinder language
learning. Research has shown that students may
experience anxiety and fear related to speaking
English, impacting their willingness to
communicate and overall language proficiency
(Li & Jackson, 2008; Woodrow, 2006; Wahono
& Zahro, 2021; Shahbaz, 2021). Addressing
speaking disquietude is crucial in establishing a
co-operative learning atmosphere for language
learners. A speaking activity involves multiple
interlocutors; failure to communicate the
intended message is stressful.
The use of digital tools has been
explored as effective methods to improve
students' speaking skill performance (Dewi et
al., 2023; James et al., 2019). Additionally,
language learning strategies, such as listening to
English songs and employing collaborative
learning approaches, have been studied for their
impact on speaking skills. Listening skills are
crucial for developing speaking abilities, with
the goal of using language in real situations
being fundamental in language acquisition
(Lailatuzzakiya et al., 2020; Khamzovich et al.,
2021). Collaborative learning approaches have
been demonstrated to positively influence
students' English-speaking skills, underscoring
the importance of communication skills in
response to globalization (Arta, 2019).
Technology-based media has infiltrated every
aspect of our lives. Educational YouTube videos
are regarded as authentic materials that play an
essential role in teaching. Smartboards, or at the
very least computers also projectors, are become
very necessary in most of today's revolutionized
classrooms. For example, (Perez et al., 2017)
investigate the effect of YouTube video
exposure on L2 vocabulary acquisition. Their
study on vocabulary learning through video
viewing reported that participants' vocabulary
was directly linked to the summarization skills
they developed by utilizing the context in the
videos they watched. According to the literature
about the utilization of video in the L2
classroom, it may help students visualize word
meanings. According to Iwasaki (2009), videos,
in addition to audio, can help students visualize
the meaning. In line with this notion, Shrosbree
(2008) provides a quote supporting favoring
video over audio-only provenance for listening
activities. They positively perceived using media
(videos) to decrease the speaking disquietude.
Balbay and Kilis (2017) found many students
benefited significantly from the videos on this
specially designed additional materials YouTube
channel playlist. This can help university
language teachers by suggesting alternative
ways to utilize YouTube and other online video
resource platforms.
The integration of technological tools in
English language learning has been identified as
a critical factor affecting English language
anxiety Elas & Majid (2019). The concern over
teachers' competency in utilizing technological
tools has been highlighted as a contributing
factor to English language anxiety, indicating the
need for effective integration of technology to
alleviate anxiety levels. Wang & Zhan (2020)
suggests that the utilize of technology in online
English learning can influence learners' anxiety
levels and motivation, emphasizing the need for
a comprehensive understanding of the impact of
technology on learners' psychological states.
Moreover, the influence of technology on
speaking anxiety among English learners has
been a subject of interest, particularly in specific
contexts (Quinto & Macayan, 2019). The
previous researchers explained the effects of
Youtube implementation and how internet use
instruction influenced the reduction of anxiety;
thus, to the best of the researchers' knowledge,
little research has been done on the use of
YouTube as a learning resource in EFL contexts,
especially to develop speaking skills as a
productive skill that is crucial for more effective
communication. This current study investigated
Youtube videos providing supportive learning
environments, interactive activities, and
Jurnal Edumaspul, 8 (2), 2024 - 3172
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effective teaching strategies as a medium to learn
English which is expected to increase the
students' spoken language and reduce their
speaking disquietude.
Method
Pre-tests and post-tests were employed
in the study's quasi-experimental design for both
groups. This research design examines how
YouTube influences students' speaking
development and anxiety in EFL speaking
classes. In this study, there are both experimental
and control groups. Two groups are chosen
randomly; one class serves as the experimental
group and uses YouTube videos with spoken
activities, while another class is as the control
group and teaches speaking in a conventional
manner using a textbook.
Seventy English Education Department
students in two English Listening integrated
speaking classes at Universitas Borneo Tarakan
were engaged. The study tools include a
questionnaire and a speaking exam (pre- and
post-test). The examinations and the
questionnaire examined the student's speaking
abilities. The experimental and control groups
were initially used as the pre-test and post-test
following the administration of the treatment.
The tests given to the students were recorded and
assessed using the same guidelines and time
constraints. The students' speaking performance
was scored using the IELTS speaking band
descriptors, divided into four major categories:
lexical resource, grammatical range and
accuracy, fluency and coherence, also the
pronunciation. According to Hu and Trenkic
(2021), IELTS scores were a reliable predictor of
academic success, so the IELTS assessment
criteria accurately measure the students'
speaking performance. The result confirmed the
need for coaching and repeated task-taking
during the treatment. Three experienced raters
were present to evaluate the students' speaking
progress before and after the treatment.
Meanwhile, the researchers
administered a questionnaire adapted from
Horwitz and Cope's (1986) Foreign Language
Classroom Anxiety Scale (FLCAS) to assess
students' levels of anxiety when speaking. They
included three related anxieties in their
definition of foreign language anxiety: test
anxiety, communication apprehension, and fear
of negative evaluation. This theory of foreign
language anxiety has obtained widespread
acceptance, with subsequent research
recognizing its uniqueness and demonstrating its
reliability (Trang, 2012). This scale consists of
33 statements, with eight items for
communication anxiety (1, 9, 14, 18, 24, 27, 29,
32), nine items for fear of negative evaluation (3,
7, 13, 15, 20, 23, 25, 31, 33), and five items for
test anxiety (2, 8, 10, 19, 21). The remaining 11
items were put in the anxiety of English classes
(4, 5, 6,11, 12, 16, 17, 22, 26, 28, 30). The
questionnaire score is based on a Likert scale
with four categories: strongly agree (SA), Agree
(A), disagree (D), and strongly disagree (SD).
The questionnaire consists of thirty-three
statements that they must complete
acknowledging their anxiety.
An independent t-test was used to
compare the results of the two groups. This
compares the two groups' mean scores to see any
statistically significant differences (Basit, 2010).
To define the differences between the two
groups, quantitative data were calculated using
the SPSS program. Means, standard deviation,
Pearson correlation, and the independent-sample
t-test were the quantitative calculations used in
this study. The result of the analysis was reported
and interpreted to uncover the novelty and
progress in the body of knowledge and also to
state the limitation of the study in other to
provide further research development.
Findings And Discussion
a. Findings
Comparison of 2 variables
According the results of the normality
test, the variable data for increasing speaking
ability scores in the experimental and control
group data was not normally distributed with a
significance value of less than 0.05. From the
results of the normality analysis, the comparison
test for the increase in speaking ability scores
between groups used the Mann Whitney
surrogate test.
Table 1. Normality test
Variabel
Stat
istic
Signif
icance
Students’ speaking
performance (experimental
class)
0.37
9
0.000
Students’ speaking
performance (control class)
0.23
7
0.000
Jurnal Edumaspul, 8 (2), 2024 - 3173
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Hypothesis testing
The analytical hypothesis used is as
follows:
Table 2. Summary of t-test
Group
Mean
St dev.
Experiment
2.8611
0.54263
Control
1.0278
0.73625
Z count
= -7.110
Z table
= 1.960
p-value
= 0.000
Based on the table above, the average
increase in the experimental group's speaking
ability score was 2.86 ± 0.54, higher than the
average increase in the control group's speaking
ability score of 1.03 ± 0.74. From the Mann
Whitney test, the calculated Z value is smaller
than the -Z table (-7.110 < -1.960), and the p-
value is smaller than α (0.000 < 0.050), so the
decision is made that H0 is rejected, which
means there is a difference in average. significant
difference between the experimental and control
groups based on the increase in speaking ability
scores measured. Based on these results, it can be
concluded that the group that used YouTube as a
learning medium/learning resource
(experimental group) could improve their
speaking skills than the group that used
textbooks (control group) with a higher average
improvement score in the experimental group,
and the difference significant from the results of
the comparison test.
Students’ Anxiety
In this section, the anxiety variables in the
experimental group are described with the
following results.
Table 3. Anxiety levels
Kategori
F
Persentase
Anxiety
High
0
0.0%
Medium
33
91.7%
Low
3
8.3%
The anxiety variable of the 36
respondents in the experimental group, at most
33 respondents (91.7%) had a medium level of
anxiety, and the other 3 respondents (8.3%) had
a low level of anxiety.
b. Discussion
The finding stated that the average
increase in the experimental group's speaking
ability score was 2.86 ± 0.54, higher than in the
control group's speaking ability score of 1.03 ±
0.74. The anxiety of the 36 respondents in the
experimental group, at most 33 respondents
(91.7%), had a medium level of anxiety, and the
other three respondents (8.3%) had a low level
of anxiety. The results of this study depict that
integrating technology in the educational
environment at the school level is critical (better
student academic performance and innovative
teacher teaching) and significantly mediates the
relationship between anxiety and engagement.
(Bhuttah et al., 2021). In line with Skjæveland
(2016), YouTube made students motivated to
engage and remember content better than
through traditional textbooks. YouTube contains
cultural insight and exposes students to authentic
language, with communicative competence,
listening comprehension and vocabulary
learning outcomes. YouTube platform positively
and significantly influences student attitudes
towards the use of YouTube. It can create a
different learning atmosphere so the students can
enjoy their learning activities (Maziriri et al.,
2020). In the 21st century, it is visible that
colleges, universities, and educators have
embraced YouTube, taking advantage of both its
content and video-sharing technologies
(Snelson, 2018).
A good education is mainly defined by
how well students obtain knowledge. Students
who watch a visual explanation video
understand and remember complex concepts
much better. One of YouTube's primary benefits
is its free web-based service containing short
videos about particular ideas taught in schools.
Educators can easily search for and review
videos about a specific concept or knowledge
and then share the link with students (Chtouki et
al., 2012). ICT, such as YouTube, becomes an
effort to develop students' technological literacy.
Besides, technology can affect students'
communication competence because it provides
enormous sources of information to shape
students' insight or world knowledge. Bringing
the Internet into the classroom promises a
fundamental change. YouTube contributes to
how teachers prepare literacy instruction,
engagement, and content varieties (El-Hindi,
1998). Maziriri (2020) revealed that
incorporating YouTube into a formal learning
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(Ramli, Vivit Rosmayanti, Winarno, Fitriawati)
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environment was well-received. Furthermore,
student attitudes toward YouTube use and
behavioural intentions were significantly
positive, indicating that this platform
successfully supports student learning at the
tertiary level. This study adds new knowledge to
the current education management body,
learning literature instruction, and a research
context that academics frequently need to pay
more attention.
Technology such as YouTube facilitates
entertainment, information access, and academic
learning. People come across many educational
videos due to their researches on that subject to
find information how to do anything. Various
people created these videos, and have varying
structures and qualities. This situation is what
gives YouTube its content and abundance. With
this wealth and ease of access, it has been
demonstrated that YouTube can supplement
educational systems and situations (Cihangir et
al., 2012). YouTube can indeed reduce learning
anxiety because YouTube as a supplementary
learning tool experienced lower levels of anxiety
compared to those who did not. This suggests
that the visual and auditory nature of YouTube
videos can help alleviate anxiety by providing a
more engaging and interactive learning
experience (Hsin-Yi Chang and Gwo-Jen
Hwang, 2018). Sung, Chang, and Liu (2016)
revealed that multimedia resources, such as
videos on YouTube, were associated with
decreased anxiety levels and improved learning
performance because YouTube can be a valuable
tool in reducing learning anxiety by providing
alternative and engaging ways to access
educational content.
These findings suggest that speaking
anxiety is an important psycho-sociolinguistic
phenomenon, highlighting the need to address
speaking anxiety in technical and specialized
fields through effective technological
interventions. Additionally, the apparent
correlation between student’s anxiety in learning
speaking and their English academic
performance has been explored indicating a
significant relationship between anxiety levels
and academic performance (Sengkey, 2022).
This underscores the importance of addressing
anxiety in English language learning through
targeted technological interventions to improve
learners' academic outcomes. The impact of
technology on learners' self-efficacy and
psychological anxiety in English language
learning has also been investigated, emphasizing
the role of external stimuli, social support, and
learners themselves as factors affecting English
learning anxiety (Zeng et al., 2020). This
highlights the potential of technology to provide
support and alleviate anxiety levels among
English learners.
To sum up, YouTube videos have
promising potential for teaching race beyond the
English speaking because they combine
communicative competence gained from
watching authentic videos with cultural
competence. YouTube can boost intrinsic
motivation because what they watch is relevant
to their personal lives. Another challenge in
using YouTube is that students frequently
associate YouTube and video viewing with
entertainment and relaxation, which makes it
difficult for teachers to distinguish between
learning and recreational uses of the resource in
their teaching. Technology may not be the only
factor influencing learners' foreign language
anxiety. In other words, it appears from the
scope of the studies examined that their learning
styles, proficiency levels, and academic
backgrounds may be related to foreign language
anxiety levels. It can be a consideration to delve
into the other factors that affect the students’
communication competence.
Conclusion
Many benefits and challenges of ICT are
discovered in the EFL classroom. YouTube
provides a variety of student activities and
interactions. Teachers can create effective
methods and techniques, design games to
prepare language skills and select suitable
knowledge areas and materials. It also boosts
students' learning progress and motivation. They
have room to grow their ICT literacy, which
influences their essential technology skills.
However, YouTube potentially destroys
learning focus, so teachers need to observe and
create more variation and interesting activities.
Optimizing YouTube needs massive investment
in educational technology to bear self-awareness
in clearly distinguishing educational and
recreational. Some challenges that can be
experienced in using YouTube are premium
suggestions, advertisements, bullying also
inferiority in the comments, event copyright
issues characteristics.
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(Ramli, Vivit Rosmayanti, Winarno, Fitriawati)
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