THE IMPACT OF YOUTUBE VIDEOS ON LITERAL AND INFERENTIAL READING COMPREHENSION
DOI:
https://doi.org/10.47178/1a7tf761Keywords:
YouTube videos, reading comprehension, literal comprehension, inferential comprehension, vocational high schoolAbstract
Literal and inferential comprehension are essential components of reading comprehension that students need to master in English as a Foreign Language learning. This study was motivated by students’ low reading comprehension and the use of conventional teaching methods that were considered less engaging. Therefore, YouTube videos were used as a digital learning medium to support students’ understanding of reading texts. This study aimed to examine the impact of YouTube videos on students’ literal and inferential reading comprehension. A quantitative pre-experimental design with a one-group pretest–posttest model was employed. The participants were 33 tenth-grade students of class X TKR-1 at a vocational high school in Sidoarjo. Data were collected through reading comprehension tests administered before and after the treatment and analyzed using a paired-sample t-test. The results showed that students’ literal comprehension increased from 51.52 in the pre-test to 76.36 in the post-test, while inferential comprehension increased from 52.12 to 77.58. The paired-sample t-test showed significant differences in both literal comprehension, t(32) = -4.145, p = .001, and inferential comprehension, t(32) = -8.044, p < .001. The effect size showed an Eta Square value of 0.35 for literal comprehension and 0.67 for inferential comprehension. These findings indicate that YouTube videos significantly improved students’ literal and inferential reading comprehension.
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