Students’ Perceptions toward the Use of Short Videos based Social Media in Learning English at Universitas Negeri Padang

Nurul Natasa(1), Carbiriena Solusia(2),
(1) Universitas Negeri Padang  Indonesia
(2) Universitas Negeri Padang  Indonesia

Corresponding Author
Copyright (c) 2022 Nurul Natasa

DOI : https://doi.org/10.24036/jelt.v11i1.116155

Full Text:    Language : en

Abstract


This research purpose to examine students’ perceptions toward the use of short videos based social media in learning English. The writer used an online questionnaire and interview for this research, which included 33 statements for questionnaire and 8 key questions for interview. The participants were 34 students from third year at English Department Universitas Negeri Padang. The findings from the data analysis, most of the students give a positive perception on the use of social media in learning English. The students used social media for learning and improving their English skill. They chose YouTube as the most frequently used application to improve their English skill. Then, they stated that using social media make them happy, challenged and helped when learning English. The students also mentioned that learning English can add new knowledge, develop their skills in speaking and writing and social media can improve their listening skill. Besides, there were several perspective faced by students, they get confused when learning English and do not know who to ask and they feel bothered with advertisement suddenly appeared when their learning English in social media.

References


Akhiar, A., Mydin, A. A., & Kasuma, S. A. A. (2017). Students’ perceptions and attitudes towards the use of Instagram in English language writing. Malaysian Journal of Learning and Instruction, Specialissue, 47–72

Arumugam, Wan, W. S., Shanthi, A., & Mello, D. (2019). Impact of social media on reading comprehension among undergraduates. International Journal of Advanced Science and Technology, 28(8s), 457–470.

Ehsan, N., & Nasri, M. (2019). The impact of social media on EFL learners‟ speaking skill. Journal of Applied Linguistics and Language Research, 6(3), 1–17.

Handayani, R. D., Syafei, M., & Utari, A. R. P. (2020). the Use of Social Media for Learning English. Prominent, 3(2), 313–321. Harding, J. (2013). Qualitative data analysis: From start to finish. Thousand Oaks, CA: Sage Publications.

Hudson Jr, D. L. (2017). In the age of social media, expand the reach of the First Amendment. Hum.

Jalaludin, R. (2003). Psikologi Komunikasi. Bandung: Rosdakarya.

Kim, W. G., Lim, H., & Brymer, R. A. (2015). The effectiveness of managing social media on hotel performance. International Journal of Hospitality Management.

Monica-Ariana, S., & Anamaria-Mirabela, P. (2014). The Impact of Social Media on Vocabulary Learning Case Study-Facebook. Annals of the University of Oradea, Economic Science Series, 23(2).

Muyasaroh, S. (2020). An Analysis of Students Perception the Use Social Media to Improve Students’ English Writing Skill in Tenth Class of Smk Pembangunan Ampel in the Academic Year. Journal of Teacher Training and Education.

Raut, V., & Patil, P. (2016). Use of Social Media in Education: Positive and Negative impact on the students. International Journal on Recent and Innovation Trends in Computing and Communication, 4(1), 281–285.

Safitri, M. (2021). Students’ Perception of the Use of Social Media for Learning English. Journal of Educational Science.

Slameto. (2013). Belajar dan Faktor-Faktor Yang Mempengaruhinya . Jakarta : Rineka Cipta .

Sugiyono. (2013). Metode Penelitian Pendekatan. Pendekatan Kualitatif, Kuantitatif, dan R&D. Alvabeta: Bandung.

Tao, H., & Yang, J. (2018). On the marketing model of short video. China market, (32): 119 – 121.

Xiu-qi LI. Short video content guidance and copyright protection system. China Publishing, 2017 (16): 17-21.


Article Metrics

 Abstract Views : 84 times
 PDF Downloaded : 27 times

Refbacks

  • There are currently no refbacks.


Copyright (c) 2022 Nurul Natasa

Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.