THE INFLUENCE OF WATCHING ENGLISH YOUTUBE CONTENT ON

THE IMPROVEMENT OF CLASS IX SMPN 2 KELAYANG STUDENTS'

LISTENING COMPREHENSION SKILLS.

A PROPOSAL

BY

JIHAN SALSABILA (22.103.117.203.008)

NURUL AISYAH (22.103.117.203.010)

PUTRI MAREZA (22.103.117.203.002)

YOLANDA PUTRI A. (22.103.117.203.005)

ENGLISH STUDY PROGRAM

SCHOOL OF ADVANCED LEARNING ON THE TEACHER’S

TRAINING AND EDUCATION (STKIP)

INSAN MADANI AIR MOLEK

2025
 TABLE OF CONTENTS

TABLE OF CONTENTS..............................................................................................2
CHAPTER 1..................................................................................................................3
INTRODUCTION.........................................................................................................3
A. Background of the study.......................................................................................3
B. Problem Identification...........................................................................................5
C. Formulation of the Problem.................................................................................6
D. Theoretical Framework.........................................................................................6
E. Research Methodology..........................................................................................8
BIBLIOGRAPHY.......................................................................................................10

i
 CHAPTER 1

INTRODUCTION

A. Background of the study

English language education in this digital era faces unprecedented challenges

and opportunities, especially in enhancing students' competency across the four

language skills: listening, speaking, reading, and writing. Among these four skills,

listening comprehension is often considered the primary foundation for language

proficiency. Good listening skills enable learners to understand spoken information,

build vocabulary, and internalize language structure patterns (Vandergrift & Goh,

2017).1 In the context of modern education, particularly for English as a Foreign

Language (EFL) learners in countries like Indonesia, exposure to authentic audio

materials is crucial for developing natural and contextual listening comprehension.

The advancement of information and communication technology has

revolutionized how individuals access information and learn. The internet, especially

video-sharing platforms like YouTube, has emerged as a boundless resource for self-

directed and informal learning. YouTube, with its diverse content ranging from

educational videos, vlogs, music, to news, offers authentic and varied exposure to the

English language (Dizon, 20172). The presence of videos equipped with visuals and

1
Vandergrift, L., & Goh, C. C. M. (2017). Teaching and Learning Second Language Listening:
Metacognition in Action (2nd ed.). Routledge.
2
Dizon, G. (2017). L2 Teachers’ Perceptions and Use of YouTube. Journal of English Language
Teaching and Research, 2(1), 1-13.

2
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transcripts (subtitles) can also facilitate the listening comprehension process, making

it a potential tool to complement formal classroom learning (Rosell-Aguilar, 2018).

3
Furthermore, research indicates that social media and online video platforms can

enhance student motivation and engagement due to their interactive nature and

alignment with student interests (Gilakjani & Sabouri, 2017) 4

In line with these dynamics, the education system in Indonesia, including at

the Senior High School (SMA) level, continues to adapt to prepare students for a

globalized era that demands cross-cultural communication skills. The English

curriculum in SMA aims to develop functional language skills, including strong

listening comprehension as a prerequisite for effective communication. However,

limited classroom time, access to native speakers, and relevant authentic audio

materials often pose challenges. This prompts many students to seek additional

learning resources outside of school, and YouTube frequently becomes their primary

choice.

Despite YouTube's significant potential in supporting language learning, there

remains a problematic phenomenon regarding the utilization of YouTube content to

enhance senior high school students' listening comprehension. Initial observations

suggest that although many senior high school students spend significant time

watching English YouTube content, not all students show a significant improvement

in their listening skills. It is suspected that the quality and type of content watched,
3
Rosell-Aguilar, F. (2018). YouTube: The new classroom. International Journal of Technology in
Education and Science (IJTES), 2(2), 55-64.
4
Gilakjani, A. P., & Sabouri, N. B. (2017). The Role of Social Media in English Language Learning.
International Journal of Research in English Education, 2(1), 7-18.
 4

the frequency of watching, and the strategies used while watching (whether passive or

active) can influence its effectiveness. Some students might only watch for

entertainment without focusing on linguistic aspects, while others might not yet know

how to maximize the learning potential of the platform. Therefore, this research is

relevant and important to quantitatively examine the extent of the influence of

watching English YouTube content on the improvement of senior high school

students' listening comprehension, in order to identify contributing factors to its

effectiveness and provide more targeted recommendations for students and educators.

B. Problem Identification

Based on my observations of students at Senior High School, several issues

related to their English listening comprehension skills have been identified, pointing

to specific areas where further investigation is needed:

1. Ineffective Transfer of Digital Exposure to Academic Proficiency: Although

many students frequently watch English content on YouTube for

entertainment, this passive exposure often doesn't translate into tangible

improvements in their formal listening comprehension assessments or their

ability to understand academic English materials. This suggests a gap in how

students are leveraging informal digital resources for language acquisition.

2. Lack of Targeted Listening Strategies While Using Online Content: Students

often view YouTube content without applying specific listening strategies

(e.g., predicting, inferring, identifying main ideas, or noting details). This

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absence of intentional and active listening approaches limits the potential

benefits of engaging with authentic English audio on platforms like YouTube.

3. Variability in Content Selection and Its Impact on Learning Outcomes:

Students' choices of English YouTube content vary widely, ranging from

highly structured educational videos to casual vlogs or entertainment. It's

unclear which types of content, if any, are most beneficial for improving

listening comprehension, and whether students are selecting content that

aligns with their current proficiency levels and learning goals.

C. Limitation of the Problem

This research will be specifically focused on the effect of watching English

YouTube content on improving the listening comprehension skills of Grade IX

students of SMPN 2 Kelayang. Other aspects of English skills such as speaking,

reading, or writing will not be the main focus. The subjects of this study are

exclusively Grade IX students of SMPN 2 Kelayang, so the results obtained may not

be generalized to other educational levels or schools. The English content in question

includes videos with English narration or dialogue that are relevant and appropriate

for the age and level of understanding of junior high school students, without strict

restrictions on specific content types, but tailored to the student's availability and

interests. The study will be conducted over a specific time frame and duration to be

determined by the researcher, for example within a semester or several weeks of

learning, to observe the significant effects of watching YouTube content. The

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measurement of listening skill improvement will be carried out using valid and

reliable listening test instruments, which will be developed or adapted by the

researcher to suit the curriculum and ability level of Grade IX junior high school

students. Other measurement methods such as observation or interviews may be used

as supporting data, but the primary focus remains on the results of the listening test.

D. Fomulation of the Problem

Based on the background of the problem and the limitations of the problem that have

been described earlier, the formulation of the problem in this study is as follows:

1. Is there a significant effect of watching English YouTube content on

improving the listening comprehension skills of Grade IX students of SMPN

2 Kelayang?

E. Research Objectives

Based on the formulation of the above problem, the objectives of this study are as

follows:

1. To analyze the significant influence of watching YouTube content in English

on the improvement of listening comprehension skills of Grade IX students of

SMPN 2 Kelayang.
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F. Benefit of Research

This research is expected to provide benefits, both theoretically and practically, for

various parties, including:

1. Theoretical Benefits

 Development of Language Acquisition Theory: This research can contribute

to the understanding of the role of digital media, especially YouTube, in the

process of second language acquisition, especially in the development of

listening skills.

 Digital Media Literacy: The results of this study can enrich the literature on

the use of information and communication technology (ICT) as a tool for

learning English in the digital era, especially in the context of junior high

school.

 Basis of Advanced Research: This research can be the basis or reference for

subsequent researchers interested in developing similar studies with different

variables, subjects, or methods.

2. Practical Benefits

For English Teachers:

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1. Provide insights and empirical evidence on the effectiveness of using

English-language YouTube content as an alternative and innovative

medium to improve students' listening skills.

2. Encourage teachers to be more creative and adaptive in utilizing

digital resources available for classroom learning.

3. Assist teachers in designing learning activities that are more

interesting and relevant to students' interests in the digital era.

For Students:

1. Opens students' eyes to the potential of YouTube as a fun and non-

boring source of English learning.

2. Increase students' motivation in learning English, especially listening

skills, through media that is familiar to their daily lives.

3. Assist students in developing independent learning and the ability to

choose content that is useful for language development.

For Schools (SMPN 2 Kelayang):

1. Provide valuable input for schools in considering the integration of

digital media, such as YouTube, in the English language learning

curriculum.
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2. Supporting the school's efforts in creating an innovative learning

environment that is relevant to technological developments.

3. Improve the quality of English learning in schools.

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CHAPTER II

THEORITICAL FRAMEWORK

A. Literature Review

A literature framework is a conceptual structure or model made from a review of

existing literature. This is not just a collection of research summaries, but rather an

organized arrangement of concepts, theories, models, and previous research

findings that are relevant to the research topic or question you are studying.

a). Definition Youtube

YouTube is a digital media site in video format that can be used to

view, download, upload, and share videos throughout the country. Youtube

can also be intended as a database containing video content that is popular on

social media and also as a very helpful information forum (Samosir, F. T.,

2019)in addition, YouTube also facilitates users to be able to interact with

fellow users through the comment column of every video content uploaded to

the platform. There is also a menu option for subscribing and likes so that

users can engage in more online participation.

YouTube was first introduced on February 14, 2005 by Steve Chen,

Chad Hurley, and Jawed Karim. Initially they wanted to make YouTube a

video-based online dating platform. However, over time, YouTube has

become a social network that is used in many aspects of people's lives, such as
 11

economic, entertainment, business, marketing, education, education, and

various other aspects of life (Hermawan, F., 2022). In 2006, YouTube

managed to upload up to 100,000 videos. YouTube was a huge success and

eventually partnered with the National Broadcasting Company (NBC) in

advertising and marketing. This collaboration was established because of the

success of YouTube as a 7 media to upload videos of its users (Aggreswari,

N. P. Y., & Isnaeni, S. N., 2020). In the same year, YouTube was bought by

Google for $1.65 billion (Reynata, A. V. E., 2022).

Etymologically, the word "media" originates from the Latin medius,

literally meaning "middle," "intermediary," or "connector." The plural form of

medium, it fundamentally refers to a means of communication. According to

Gerlach & Ely (as cited by Azhar Arsyad), broadly speaking, media

encompasses any person, material, or event that creates conditions enabling

students to acquire knowledge, skills, or attitudes.

YouTube, Google's video-sharing platform, allows users to upload,

watch, and share video clips for free. YouTube's existence reflects the

internet's evolution from a "read-only web" to a "read-write web." Previously,

the internet primarily provided content for users to consume; now, it

empowers them to create and distribute their own content. This shift has made

YouTube an incredibly practical and accessible social media platform.

Consequently, it has become one of the most popular sites, attracting

thousands of viewers daily. There's been a significant increase in YouTube

 12

viewership, with a 60% rise annually and 40% daily. Furthermore, the number

of videos watched on YouTube triples each year, with 100,000 videos viewed

daily and 65,000 uploaded hourly. Approximately 20 million viewers visit

YouTube monthly, with the majority falling into the 12-17 age range.

YouTube is one of the leading Video-on-Demand (VoD) services

that allows users to watch videos online through a web browser. Founded by

Chad Hurley, Steven Chen, and Jawed Karim, the platform was first launched

in June 2005. YouTube's interface is designed to be very easy to use, allowing

anyone to upload, publish, and watch streaming videos without requiring a

high level of technical expertise.

Initially, YouTube competed with other video startups of its time

until it was acquired by Google for $1.65 billion in October 2006 (Burgess,

2009). Since then, the site's popularity has continued to skyrocket, and since

2008, YouTube has consistently been in the top ten most visited websites

worldwide (Morreale, 2014).

After being acquired by Google, YouTube transformed from a

platform dominated by amateur and ad-free videos to an online destination

that now also airs professional and commercial video content. However,

Morreale (2014) notes the other side of this platform: "The tagline 'Broadcast

Yourself' invites ordinary users to take an active role in creating the content

they consume. However, what is less visible is that YouTube is actually a

profit-oriented business."
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b). Youtube Characteristics

D. Relevan Studies

They are many studies conducted to find out the the influence of youtube as a

learning on student speaking learning achievement. First research by Fadillah, A.

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S., & Rosalina, E. (2023) Watching YouTube videos extensively has proven to be a

useful and effective means for students of the English Education Study Program at

Lambung Mangkurat University to improve their listening comprehension.

Participants in the study used YouTube as a tool for self-development, and showed

improved ability to find key ideas and general information while listening after regul

Chien, C. C., Huang, Y., & Huang, P. (2020). Based on this study, it can be

concluded that the use of YouTube as an additional material has a significant

positive effect on improving the listening comprehension skills of Taiwanese EFL

(English as a Foreign Language) students.After undergoing a 5-week treatment in a

multimedia learning environment (YouTube) combined with traditional pedagogy,

students showed improved performance on the listening comprehension test. These

findings are supported by a paired T-Test analysis which shows a significant

difference between pre-test and post-test results.In addition, students' perceptions and

reflections through the questionnaire indicated that they had a positive view of

YouTube's integration in learning, although the specific details of those perceptions

are not outlined here. Overall, the study suggests that YouTube is an effective tool to

help college students improve their listening skills.

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BIBLIOGRAPHY
Bandura, A. (2017). Social cognitive theory of moral thought and action. In J. L.
Tracy, R. W. Robins, & J. P. Tangney (Eds.), The self in social psychology
(pp. 37-51).

Dizon, G. (2017). L2 Teachers’ Perceptions and Use of YouTube. Journal of English

Language Teaching and Research, 2(1), 1-13.

Gilakjani, A. P., & Sabouri, N. B. (2017). The Role of Social Media in English
Language Learning. International Journal of Research in English Education,
2(1), 7-18.
 16

Krashen, S. D. (2016). The input hypothesis: Issues and implications. Pergammon

Press.

Rosell-Aguilar, F. (2018). YouTube: The new classroom. International Journal of

Technology in Education and Science (IJTES), 2(2), 55-64.

Vandergrift, L., & Goh, C. C. M. (2017). Teaching and Learning Second Language
Listening: Metacognition in Action (2nd ed.). Routledge.