The Effectiveness of Learners Adopting YouTube and Webcomics as English Language Teaching (ELT) Materials

Muthmainnah Muthmainnah; Hasan Hasan; Ahmad Al Yakin; Supaprawat Siripipatthanakul Siripipatthanakul; Pongsakorn Limna Limna

doi:10.33487/edumaspul.v7i2.6785

ADOConnection._Execute(INSERT INTO controlled_vocabs (symbolic, assoc_type, assoc_id) VALUES ('submissionKeyword', 1048585, 6785)) % line 1032, file: adodb.inc.php ADOConnection.Execute(INSERT INTO controlled_vocabs (symbolic, assoc_type, assoc_id) VALUES ('submissionKeyword', 1048585, 6785), Array[1]) % line 228, file: DAO.inc.php DAO.update(INSERT INTO controlled_vocabs (symbolic, assoc_type, assoc_id) VALUES (?, ?, ?), Array[3], true, false) % line 99, file: ControlledVocabDAO.inc.php ControlledVocabDAO.insertObject(Object:ControlledVocab, false) % line 60, file: ControlledVocabDAO.inc.php ControlledVocabDAO._build(submissionKeyword, 1048585, 6785) % line 30, file: SubmissionKeywordDAO.inc.php

The Effectiveness of Learners Adopting YouTube and Webcomics as English Language Teaching (ELT) Materials

Muthmainnah Muthmainnah Universitas Al Asyariah Mandar Sulawesi Barat Indonesia
Hasan Hasan Universitas Muhammadiyah Enrekang
Ahmad Al Yakin Universitas Al Asyariah Mandar Sulawesi Barat Indonesia
Supaprawat Siripipatthanakul Siripipatthanakul Manipal GlobalNxt University, Negeri Sembilan, Malaysia.
Pongsakorn Limna Limna Rangsit University, Pathumthani, Thailand.

DOI: https://doi.org/10.33487/edumaspul.v7i2.6785

Keywords: Learning Design, Effectiveness, English as a Foreign Language (EFL), YouTube, Webcomics

Abstract

Fully online language teaching is still a new approach in the Indonesian context, even though blended learning and technology have been integrated into English as a Foreign Language (EFL) classrooms for some time. The instructional design, YouTube and Webcomics (YouCom) as digital task-based language teaching (DTBLT) practices in synchronous and blended learning environments. The study investigates the effectiveness of learners adopting YouCom through determinants of engagement, motivation, cognitive process, and student satisfaction. It reflects what EFL students think about the difficulties faced by English majors when learning languages online through YouTube and Webcomic applications. The online survey was distributed to English learners in a university in Indonesia with 63 respondents through purposive sampling. The hypotheses were tested using multiple regression analysis (MRA). The results reveal that the cognitive process influences learners’ effectiveness, followed by student satisfaction, engagement, and motivation. The recommendation is to increase perceptions through the cognitive process, student satisfaction, and engagement because they are firmly and significantly associated with learners’ effectiveness. The expanded sample to other areas is suggested. The contribution could benefit educators in implementing English learners’ perceptions and increase their willingness to learn using Webcomics and YouTube as the teaching materials.

Downloads

Download data is not yet available.

Published

2023-10-01

How to Cite

Muthmainnah, M., Hasan, H., Yakin, A. A., Siripipatthanakul, S. S., & Limna, P. L. (2023). The Effectiveness of Learners Adopting YouTube and Webcomics as English Language Teaching (ELT) Materials. Edumaspul: Jurnal Pendidikan, 7(2). https://doi.org/10.33487/edumaspul.v7i2.6785

Download Citation

Issue

Vol. 7 No. 2 (2023): Edumaspul: Jurnal Pendidikan

Section

Articles

Copyright and License

The author(s) retain the publishing rights and full copyright of the articles published in Edumaspul: Jurnal Pendidikan are licensed under a Creative Commons Attribution-ShareAlike 4.0 International License. These articles are released under the Creative Commons Attribution-Noncommercial-ShareAlike 4.0 International License. This license permits users to distribute, remix, adapt, and build upon the material in any medium or format for non-commercial purposes, provided that proper credit is given to the original creator. Any modified or derivative works must be shared under the same terms. The CC BY-NC-SA license consists of the following components:

BY: Attribution must be given to the original author.
NC: The work may only be used for non-commercial purposes.
SA: Any adaptations must be shared under the same license.