An Asynchronous Learning to Improve Vocabulary Building by Using YouTube Channel

Abstract

This study investigates the impact of YouTube usage on enhancing the vocabulary of eleventh-grade students at Vocational PN 2 Purworejo. This methodology employs a mixed approach, incorporating qualitative data from initial and final interviews and quantitative data derived from student test scores that explicitly address specific questions. This study demonstrates a substantial enhancement after viewing the Vocab App-Learn English Words channel. This study examines the utilization of YouTube by students to enhance their vocabulary. Descriptive qualitative research is employed to analyze the data. The issue statement encompasses problem orientation, student organization and learning, problem inquiry, results presentation, and problem-solving process analysis and assessment. Data collection was conducted utilizing interview methods. This study emphasizes the efficient and pertinent use of YouTube in enhancing vocabulary amongst restricted speaking possibilities. Despite the positive findings, further research over an extended duration is advised to examine students' YouTube utilization during academic learning. While this study suggests that YouTube has a positive impact on vocabulary development among vocational eleventh graders, it does not provide an in-depth look at long-term retention, learner autonomy, engagement levels, or comparisons to other learning platforms or traditional teaching approaches. This study finds that integrating YouTube into English language instruction fosters a more interesting and supportive learning environment, promoting fluency and confidence in asynchronous learning.