VOCATIONAL STUDENTS' PERCEPTION OF USING YOUTUBE AS A DIGITAL PLATFORM FOR IMPROVING LISTENING COMPREHENSION SKILLS
Keywords:
Keywords: student perception, YouTube, listening comprehension, EFL, vocational students
Abstract
This study investigates vocational high school students’ perceptions of using YouTube as a digital platform to improve listening comprehension skills in an EFL context. Listening is considered one of the most challenging skills due to limited exposure to authentic English, accent variation, and a lack of engaging learning media. This research employed a descriptive qualitative design involving tenth-grade students at SMK Negeri 5 Surabaya. Data were collected through questionnaires and interviews, and analyzed using thematic analysis. The findings reveal that students generally perceive YouTube positively, as it provides audio-visual support, authentic language exposure, flexibility, and increased motivation. Students reported benefits such as vocabulary acquisition, improved pronunciation, and better contextual understanding. Additionally, YouTube enables personalized learning through features such as replay, subtitles, and adjustable playback speed. However, several challenges were identified, including fast speech, unfamiliar vocabulary, inaccurate or unavailable subtitles, and technical issues such as poor internet connection. Overall, YouTube is considered an effective and engaging platform for improving listening comprehension, although teachers need to guide students in selecting appropriate content and overcoming learning barriers.
References
Book:
Creswell, J. W., & Poth, C. N. (2016). Qualitative inquiry and research design: Choosing among five approaches.
Robbins, S. P., & Judge, T. A. (2002). Essentials of organizational behavior.
Journal:
Aji, M. (2023). YouTube as a teaching medium for learning speaking. PJEE, 2(1), 11–18.
Alawadh, H. M., Alabrah, A., & Meraj, T. (2023). English language learning via YouTube: An NLP-based analysis of users’ comments.
Amalia, Purmasari, Asri, Ramadhanti, Ningrum, & Syahid. (2025). Exploring the use of YouTube videos with texts and without. 5(4), 1127–1134.
Audina, I. P., Artini, L. P., Dewi, S., & Arie, N. K. (2022). YouTube videos for listening skills during COVID-19 pandemic: EFL students’ views. 6(3), 327–334.
Binarkaheni, S., Ismailia, T., & Rahmanita, M. (2022). Students’ perspectives on extensive listening through YouTube. JEAPCO, 8(2).
Cholik, M., Umaroh, S. T., Rijanto, T., & Soeryanto, S. (2023). YouTube as an alternative to learning media: A case study. Jurnal Pendidikan Teknologi dan Kejuruan, 29(1), 86–97.
Dara, C., Rahila, I., & Batubara, M. H. (2023). The influence of YouTube on listening skills. 3(1), 1–7.
David, A. (2023). Understanding students’ perceptions toward YouTube as a learning tool: An empirical approach.
Dilnoza Rakhimjonovna, S. (2024). The importance of the English language in today’s world. European Journal of Emerging Technology and Discoveries.
Dizon, G. (2022). YouTube for second language learning: What does the research tell us? Australian Journal of Applied Linguistics.
Dzihnie, Z. N., & Gozali, A. (2023). Vocational school students’ perceptions of learning extensive listening through YouTube videos. English Franca, 7(1), 191.
Fachrurrazy, D., Muhassin, M., & Nawawi, M. (2025). Students’ perception of using YouTube application in English language learning.
Feliciano Ignacio, J., Bersabe, L. C. A., Serrano, A. J. D., Carpio, N. G., & Delos Santos, E. G. (2022). Technology-based media used in teaching listening skills. Exposure, 11(1), 85–99.
Firdaus, R., Amanah, A., Yuliasri, I., & Semarang, U. N. (2025). EFL students’ perceptions toward the use of YouTube subtitled videos to enhance comprehension, 385–406.
Fitria, T. N. (2021). Investigating the emergence of digital platforms for listening learning proficiency. Al-Lisan, 6(2), 209–224.
Garisson, A., & Archer, W. (2022). Learning presence within the community of inquiry framework. The Internet and Higher Education, 52, 100832.
Gracella, J., & Rahman Nur, D. (2020). Students’ perception of English learning through YouTube application. Borneo Educational Journal, 2(1), 20–35.
Hidayah, & Gunawan. (2025). Exploring EFL students’ difficulties in listening comprehension. 7(2), 88–105.
Humairoh, I., Islam, M. H., Fatmawati, R., & Hasan, Z. (2024). Students’ perceptions toward podcast media in learning English speaking skills.
Jailani, A. Q., Wahab, A. A., & Ferdiyanto, F. (2024). Students’ perceptions in using YouTube as a tool. 6(1), 11–21.
Juita, E. (2024). The use of YouTube to improve listening skills in EFL classroom. 7(1), 8403–8414.
Karim, S. A., et al. (2023). Exploring EFL students’ views on using YouTube videos. English Review, 11(3), 757–766.
Kartika, Siahaan, Herman, Rumapea, & Silalahi. (2023). Implementation of audio-visual media in improving listening comprehension. 8(2), 86–96.
Kholil, M. U., & Malang, U. A. (2025). Students’ preferences on multimedia resources in listening activities.
Loura, Mansyur, S., & Fitriyana, W. (2025). Maximizing YouTube for EFL listening education. 630–640.
Ly, N. M. C., Chu, T. D., Tran, T. H. A., & Pham, Q. A. (2024). Students’ perception of using YouTube to learn English. International Journal of TESOL & Education, 4(3), 20–45.
Marbun, N. B. E., et al. (2023). Use of YouTube in improving listening skill. Journal of Education, Linguistics, and Literature, 2(4), 311–317.
Marthafany, I. D. (2023). Using video-captioning to develop vocabulary. 3, 12–19.
Marzona, Y. (2023). Students’ difficulties in listening comprehension. 2(2), 28–33.
Mauliska, N., & D’angelo, J. F. (2024). The importance of language learning at school. INTERLING, 2(2).
Meluwu, D. F. E., & Neman, M. I. E. (2025). Students’ perception toward the use of ChatGPT. Global Education Journal, 3(2), 206–216.
Nurdiawati, D. (2019). YouTube animated movies as an alternative media. English Focus, 2(2).
Oktapiani, U., et al. (2024). The effectiveness of English-subtitled videos. 12(1), 56–71.
Putri, F. H. (2019). YouTube for self-regulated English learning. 12(2), 42–57.
Rahman, I. A., Mustofa, M., & Nisa’, I. (2022). YouTube music as teaching media. Jurnal Paedagogy, 9(1), 8.
Ramadhianti, & Somba. (2021). Listening comprehension difficulties in Indonesian EFL students. 1(3).
Ramiza, I. W., & Hendriani, S. (2025). Students’ problems of listening: A meta-analysis, 24–30.
Rmelah, P. A., & Pornwiriyakit, P. (2023). Developing listening skills through repetition technique. Journal of English Linguistics, 12(6), 73–81.
Salainti, E., & Pratiwi, W. R. (2021). Digital technology in supporting listening skills. Klasikal Journal, 3.
Salsabila, D. A., Salam, U., & Rezeki, Y. S. (2025). YouTube as a tool for English learning. 10(1), 12–29.
Soali, M. (2007). Enhancing listening comprehension through YouTube. 52–74.
Sofyan, R. R., et al. (2025). EFL students’ perceptions in using YouTube videos. 4(3), 474–488.
Widiyarto, S., et al. (2021). YouTube as a media for listening ability. Jurnal Pajar, 5(6), 1699.
Widyaningrum, S. (2025). EFL students’ self-regulated learning using YouTube. 8, 17–29.
Yuanisa. (2022). Students’ improvement in listening comprehension.
Yulinar, K., et al. (2025). Correlation between subtitles and listening perception, 264–278.
Yuyun, I., & Simamora, F. Y. (2021). Use of YouTube to support listening skills. ELLTER Journal, 2(2), 1–12.
Ziya, K., Syahid, A., & Qamariah, Z. (2021). The correlation between YouTube and students’ motivation, 769–781.
Creswell, J. W., & Poth, C. N. (2016). Qualitative inquiry and research design: Choosing among five approaches.
Robbins, S. P., & Judge, T. A. (2002). Essentials of organizational behavior.
Journal:
Aji, M. (2023). YouTube as a teaching medium for learning speaking. PJEE, 2(1), 11–18.
Alawadh, H. M., Alabrah, A., & Meraj, T. (2023). English language learning via YouTube: An NLP-based analysis of users’ comments.
Amalia, Purmasari, Asri, Ramadhanti, Ningrum, & Syahid. (2025). Exploring the use of YouTube videos with texts and without. 5(4), 1127–1134.
Audina, I. P., Artini, L. P., Dewi, S., & Arie, N. K. (2022). YouTube videos for listening skills during COVID-19 pandemic: EFL students’ views. 6(3), 327–334.
Binarkaheni, S., Ismailia, T., & Rahmanita, M. (2022). Students’ perspectives on extensive listening through YouTube. JEAPCO, 8(2).
Cholik, M., Umaroh, S. T., Rijanto, T., & Soeryanto, S. (2023). YouTube as an alternative to learning media: A case study. Jurnal Pendidikan Teknologi dan Kejuruan, 29(1), 86–97.
Dara, C., Rahila, I., & Batubara, M. H. (2023). The influence of YouTube on listening skills. 3(1), 1–7.
David, A. (2023). Understanding students’ perceptions toward YouTube as a learning tool: An empirical approach.
Dilnoza Rakhimjonovna, S. (2024). The importance of the English language in today’s world. European Journal of Emerging Technology and Discoveries.
Dizon, G. (2022). YouTube for second language learning: What does the research tell us? Australian Journal of Applied Linguistics.
Dzihnie, Z. N., & Gozali, A. (2023). Vocational school students’ perceptions of learning extensive listening through YouTube videos. English Franca, 7(1), 191.
Fachrurrazy, D., Muhassin, M., & Nawawi, M. (2025). Students’ perception of using YouTube application in English language learning.
Feliciano Ignacio, J., Bersabe, L. C. A., Serrano, A. J. D., Carpio, N. G., & Delos Santos, E. G. (2022). Technology-based media used in teaching listening skills. Exposure, 11(1), 85–99.
Firdaus, R., Amanah, A., Yuliasri, I., & Semarang, U. N. (2025). EFL students’ perceptions toward the use of YouTube subtitled videos to enhance comprehension, 385–406.
Fitria, T. N. (2021). Investigating the emergence of digital platforms for listening learning proficiency. Al-Lisan, 6(2), 209–224.
Garisson, A., & Archer, W. (2022). Learning presence within the community of inquiry framework. The Internet and Higher Education, 52, 100832.
Gracella, J., & Rahman Nur, D. (2020). Students’ perception of English learning through YouTube application. Borneo Educational Journal, 2(1), 20–35.
Hidayah, & Gunawan. (2025). Exploring EFL students’ difficulties in listening comprehension. 7(2), 88–105.
Humairoh, I., Islam, M. H., Fatmawati, R., & Hasan, Z. (2024). Students’ perceptions toward podcast media in learning English speaking skills.
Jailani, A. Q., Wahab, A. A., & Ferdiyanto, F. (2024). Students’ perceptions in using YouTube as a tool. 6(1), 11–21.
Juita, E. (2024). The use of YouTube to improve listening skills in EFL classroom. 7(1), 8403–8414.
Karim, S. A., et al. (2023). Exploring EFL students’ views on using YouTube videos. English Review, 11(3), 757–766.
Kartika, Siahaan, Herman, Rumapea, & Silalahi. (2023). Implementation of audio-visual media in improving listening comprehension. 8(2), 86–96.
Kholil, M. U., & Malang, U. A. (2025). Students’ preferences on multimedia resources in listening activities.
Loura, Mansyur, S., & Fitriyana, W. (2025). Maximizing YouTube for EFL listening education. 630–640.
Ly, N. M. C., Chu, T. D., Tran, T. H. A., & Pham, Q. A. (2024). Students’ perception of using YouTube to learn English. International Journal of TESOL & Education, 4(3), 20–45.
Marbun, N. B. E., et al. (2023). Use of YouTube in improving listening skill. Journal of Education, Linguistics, and Literature, 2(4), 311–317.
Marthafany, I. D. (2023). Using video-captioning to develop vocabulary. 3, 12–19.
Marzona, Y. (2023). Students’ difficulties in listening comprehension. 2(2), 28–33.
Mauliska, N., & D’angelo, J. F. (2024). The importance of language learning at school. INTERLING, 2(2).
Meluwu, D. F. E., & Neman, M. I. E. (2025). Students’ perception toward the use of ChatGPT. Global Education Journal, 3(2), 206–216.
Nurdiawati, D. (2019). YouTube animated movies as an alternative media. English Focus, 2(2).
Oktapiani, U., et al. (2024). The effectiveness of English-subtitled videos. 12(1), 56–71.
Putri, F. H. (2019). YouTube for self-regulated English learning. 12(2), 42–57.
Rahman, I. A., Mustofa, M., & Nisa’, I. (2022). YouTube music as teaching media. Jurnal Paedagogy, 9(1), 8.
Ramadhianti, & Somba. (2021). Listening comprehension difficulties in Indonesian EFL students. 1(3).
Ramiza, I. W., & Hendriani, S. (2025). Students’ problems of listening: A meta-analysis, 24–30.
Rmelah, P. A., & Pornwiriyakit, P. (2023). Developing listening skills through repetition technique. Journal of English Linguistics, 12(6), 73–81.
Salainti, E., & Pratiwi, W. R. (2021). Digital technology in supporting listening skills. Klasikal Journal, 3.
Salsabila, D. A., Salam, U., & Rezeki, Y. S. (2025). YouTube as a tool for English learning. 10(1), 12–29.
Soali, M. (2007). Enhancing listening comprehension through YouTube. 52–74.
Sofyan, R. R., et al. (2025). EFL students’ perceptions in using YouTube videos. 4(3), 474–488.
Widiyarto, S., et al. (2021). YouTube as a media for listening ability. Jurnal Pajar, 5(6), 1699.
Widyaningrum, S. (2025). EFL students’ self-regulated learning using YouTube. 8, 17–29.
Yuanisa. (2022). Students’ improvement in listening comprehension.
Yulinar, K., et al. (2025). Correlation between subtitles and listening perception, 264–278.
Yuyun, I., & Simamora, F. Y. (2021). Use of YouTube to support listening skills. ELLTER Journal, 2(2), 1–12.
Ziya, K., Syahid, A., & Qamariah, Z. (2021). The correlation between YouTube and students’ motivation, 769–781.
Published
2026-05-19
How to Cite
Anandita Apriliani, S. (2026). VOCATIONAL STUDENTS’ PERCEPTION OF USING YOUTUBE AS A DIGITAL PLATFORM FOR IMPROVING LISTENING COMPREHENSION SKILLS. Didaktik : Jurnal Ilmiah PGSD STKIP Subang, 12(02), 150 - 154. https://doi.org/10.36989/didaktik.v12i02.13988
Section
Articles
