Nama : Sahrul Barokatur Rizki

NIM : 224110404036
Kelas : 5 TBI A

LITERATURE REVIEW
Introduction
With the increasing role of digital media in education, platforms like
YouTube have become valuable tools in enhancing English language skills,
especially for listening comprehension. YouTube channels such as "English with
Lucy" provide targeted language instruction focused on vocabulary,
pronunciation, and listening skills. This literature review examines studies
relevant to the effectiveness of using "English with Lucy" as a teaching media to
enhance listening skills among 12th-grade students, specifically at SMA Al Itihad
Al Islamiyah Purwokerto.
1. YouTube as a Tool for Language Learning in EFL Contexts
Numerous studies confirm that YouTube videos support language
development in English as a Foreign Language (EFL) classrooms by exposing
students to authentic language input and diverse accents. Khalid and Muhammad
(2019) emphasize that YouTube offers an informal learning environment that
allows students to experience the language in context, aiding their comprehension.
For high school students, this exposure to real-life spoken English is particularly
important for developing listening comprehension (Harsono, 2021).
YouTube channels designed for language learners, such as "English with
Lucy," are beneficial for high school students as they present clear and structured
English, making complex language elements more understandable. Earl’s videos
provide visual and contextual cues, which aid in understanding, a practice
supported by cognitive theories of multimedia learning (Mayer, 2005).
2. Video-Based Learning and Listening Skills Enhancement
Video-based learning is effective for listening skills because it combines
auditory and visual information. According to Canning-Wilson (2000), videos
offer contextual clues that support understanding of spoken language. For
instance, learners can infer meaning from visual cues such as gestures and facial
expressions, aiding comprehension when the spoken language alone may be
challenging. Gilakjani and Sabouri (2016) reinforce that video content is
particularly valuable in enhancing listening comprehension as it replicates real-
world language use, which helps students engage with the material on a practical
level.
 "English with Lucy" uses close-captioning and clear pronunciation
exercises, providing learners with visual and auditory reinforcement. This
combination helps students practice listening while simultaneously improving
vocabulary and pronunciation (Chun, 2006). Studies suggest that structured and
conversational YouTube content can be especially effective for adolescent learners
in developing both fluency and comprehension skills (Li & Zhang, 2021).
3. The Unique Benefits of "English with Lucy" for High School Students
"English with Lucy" has gained a positive reputation for its educational
quality and focus on listening comprehension, pronunciation, and vocabulary
building. Earl’s teaching approach is systematic, presenting content in a step-by-
step manner that makes complex language concepts accessible for high school
students. For instance, she often explains pronunciation in a structured way,
allowing students to follow along and practice (Clement, 2020).
Alsharif (2022) studied high school students in an EFL setting and found
that regular exposure to native English speakers on YouTube, including channels
like "English with Lucy," improved students' listening skills and confidence. The
students reported an increased ability to understand spoken English, attributing
their progress to the clear and engaging format of the YouTube content. In the
context of SMA Al Itihad Al Islamiyah Purwokerto, using this channel can
support curriculum goals and provide students with consistent exposure to native
speaker accents and idiomatic expressions.
4. Increasing Student Engagement and Motivation
One of the key benefits of using YouTube in the classroom is its ability to
engage students. Earl’s informal, friendly style makes the material more
approachable and relatable, which encourages students to actively engage with the
content. Wang and Shen (2020) found that students were more motivated to learn
when content was presented in modern, familiar formats such as YouTube, as it
aligned with their digital habits. This increased motivation is beneficial in an EFL
context, where students often feel anxious about language learning (Alharbi,
2020).
Using "English with Lucy" allows students to practice listening skills with
real-world content, making learning enjoyable and less intimidating. The
interactive elements, such as repetition exercises and comprehension questions,
help students feel more comfortable with the material. This is especially valuable
for 12th-grade students at SMA Al Itihad Al Islamiyah Purwokerto, as they are
preparing for exams that include listening comprehension components.
5. Limitations of YouTube as a Teaching Medium and Recommendations
Despite its benefits, YouTube as a teaching tool has limitations. Hubbard (2021)
points out that while YouTube videos offer valuable listening practice, the lack of
interactive feedback limits students' opportunities for clarification or guidance.
Teachers at SMA Al Itihad Al Islamiyah Purwokerto may need to supplement
"English with Lucy" content with interactive activities, such as group discussions,
comprehension quizzes, and role-playing exercises, to reinforce learning and
address any comprehension gaps.
Furthermore, while many "English with Lucy" videos are suited for
general audiences, they may not align with every student’s proficiency level.
Teachers should carefully select content that matches their students’ listening
abilities to maximize the channel’s effectiveness (Li & Zhang, 2021).

References
 Alharbi, A. (2020). Motivation and Attitudes towards English Language
Learning among Students in Saudi Arabia. Journal of Language and
Linguistic Studies, 16(4), 1970-1982.
 Alsharif, M. (2022). Effectiveness of YouTube as a Supplementary Tool in
EFL Classrooms: A Case Study of High School Students. International
Journal of English Language Teaching, 10(1), 45-60.
 Canning-Wilson, C. (2000). Practical Aspects of Using Video in the
Foreign Language Classroom. TESL-EJ, 4(2), 1-11.
 Chun, D. M. (2006). CALL Technologies for Teaching Listening.
Handbook of Research on Web-Based Education, 121-140.
 Clement, J. (2020). Examining the Role of YouTube in Language
Learning. Journal of Educational Technology Development and Exchange,
13(3), 65-78.
 Gilakjani, A. P., & Sabouri, N. B. (2016). Learners' Listening
Comprehension Difficulties in English Language Learning: A Literature
Review. English Language Teaching, 9(6), 123-133.
 Harsono, Y. (2021). Exploring YouTube as a Resource for Improving
Listening Comprehension Skills among EFL Learners. Indonesian Journal
of English Education, 8(2), 234-246.
 Hubbard, P. (2021). CALL and the Future of Language Learning.
Language Teaching and Technology, 14(1), 67-85.
 Khalid, A., & Muhammad, I. (2019). YouTube as an Educational Tool in
EFL Classrooms. Asian Journal of Distance Education, 17(3), 134-143.
  Li, H., & Zhang, S. (2021). The Impact of YouTube on English Listening
Proficiency in High School Students. Journal of Language Teaching and
Research, 12(5), 875-880.
 Mayer, R. E. (2005). Cognitive Theory of Multimedia Learning. The
Cambridge Handbook of Multimedia Learning, 31-48.
 Wang, Y., & Shen, C. (2020). The Role of Multimedia in Language
Learning and Teaching. International Journal of Multimedia Learning,
5(2), 101-110.
4o