Using YouTube News Amid COVID-19 Pandemic at Senior High School to Enhance Listening and Writing Skills

Ahmad Zaini; Triyana Triyana

doi:10.35747/tefla.v3i1.752

Ahmad Zaini SMAN 1 AMUNTAI
Triyana Triyana SMAN 1 PAMINGGIR

DOI: https://doi.org/10.35747/tefla.v3i1.752

Abstract

It is common for English teachers in Senior High School to use YouTube to teach English especially in the time of the COVID-19 Pandemic. However, not many teachers share that practice in the form of publication, especially from regencies that quite far from the capital cities. This topic becomes interesting since it can be used in engaging students to be active in learning listening and writing. Nevertheless, teachers must consider several steps before applying this teaching practice. This article specifically explains about using YouTube News during COVID-19 as a pedagogical innovation for high school students in one of the government-owned schools in South Kalimantan to enhance their listening skills through watching the YouTube News and writing some comments about the news. The practical implication of the project is that the students can have a meaningful and memorable online activity to improve the students’ skill of English, especially listening and writing skills.

Downloads

Download data is not yet available.

References

Cutler, D. (2015). Making learning meaningful and lasting. Retrieved from, Edutopia https://www.edutopia.org/blog/making-learning-meaningful-and-lasting-david-cutler on 8 April 2021
Fakhruddin, Z. (2020). Designing English listening material through YouTube video editing: Training for English teachers of Islamic Junior High Schools, Parepare, South Sulawesi. Indonesian Journal of English Language Teaching and Applied Linguistics, 4(2), 275–288.
Fatimah, A. S., & Santiana. (2017). Teaching in 21st century: Students-teachers’ perceptions of technology use in the classroom. Script Journal: Journal of Linguistic and English Teaching, 2(2), 125–135. https://doi.org/10.24903/sj.v2i2.132
Genota, L. (2018). Why generation Z learners prefer YouTube lessons over printed books. Retrieved from Education Week https://www.edweek.org/teaching-learning/why-generation-z-learners-prefer-youtube-lessons-over-printed-books/2018/09 on 8 April 2021
Karataş, T. Ö., & Tuncer, H. (2020). Sustaining language skills development of pre-service EFL teachers despite the COVID-19 interruption: A case of emergency distance education. Sustainability (Switzerland), 12(19). https://doi.org/10.3390/su12198188.
Menteri Pendidikan dan Kebudayaan Republik Indonesia. Peraturan Menteri Pendidikan dan Kebudayaan Republik Indonesia nomor 37 tahun 2018 tentang perubahan atas peraturan Menteri Pendidikan dan Kebudayaan nomor 24 tahun 2016 tentang kompetensi inti dan kompetensi dasar pelajaran pada kurikulum 2013, Jakarta (2018).
Noortyani, R. (2019). The use of YouTube as the source of supplementary material in learning news writing. Practitioner Research, 1, 111–126.
Putri, N. S. (2020). The teaching of listening in a pesantren-based university during COVID-19 Pandemic. IJELAL (International Journal of English Learning and Applied Linguistics), 1(1), 56–77.
Riley, J. (2017). Integrating YouTube Videos in Online Teacher Education Courses. Journal of Teaching and Learning with Technology, 6(1), 81–84. https://doi.org/10.14434/jotlt.v6n1.19526
Saka, N. E., & Kemal, T. N. (2020). Use of video/listening content transcripts in English for coronavirus awareness and information. Virology & Immunology Journal, 1-5. https://doi.org/10.23880/vij-16000230