Highlighting a growing trend towards English learning at the eleventh
grade of SMAN 13 Bone academic year 2020/2021, this study investigated EFL
students‟ self-regulated language learning on YouTube outside the classroom.
This research includes qualitative research and using the purposive sampling
technique, where the sampling technique is to take ten students who had
substantial experience of watching YouTube videos were invited for an individual
interview to let them share their experience with this self-directed learning model.
Their responses were analyzed to provide insights into learners‟ attitudes toward
this technology-enhanced learning strategy and its impact on their learning of
English. This research researcher analyzed data by reducing, display and drawing
conclusions/verification. Results show that the most highlighted purposes for
learning English on YouTube were to explore more learning resources, to seek the
attraction of learning English, and to persevere and commit to the learning goal.
After viewing the videos on YouTube, the students were more likely to take notes
and press the like button. Moreover, learning English on YouTube was considered
to be more flexible, more interesting, and more interactive than formal learning in
the classroom; nevertheless, this informal learning approach was also deemed less
effective for students who wanted to improve their English or prepare for English
exams. Based on the results, this study concludes by highlighting the pedagogical
implications of this research and proposing the complementary use of YouTube
videos to classroom learning.
A. Conclusion
This research was carried out to find out about students‟ experiences of
watching YouTube videos as a learning tool to self-regulate their learning,
their actions of those videos, and how students‟ perceives learning English
from YouTube videos is the same as or different from learning English in the
classroom at the eleventh-grade students of SMAN 13 Bone.
The most highlighted purposes for learning English on YouTube were
to explore more learning resources, to seek the attraction of learning English,
and to enhance the attraction of learning and to persevere and commit to the
learning goal. Students need to take a more active role and embrace the social
nature when they are watching YouTube videos as well as discussing their
online learning more rigorously and making future plans for learning, they
should be encouraged to reflect on it more.
The response behaviors that students engaged in after watching
Youtube videos showed that the majority of their behaviors were passive, such
as pressing Like and taking notes. Learners should be encouraged to leave
comments and take any other actions to fully take advantage of the learning
potential offered by YouTube.
The students‟ perceives about similarities and differences between
learning English on YouTube and learning English in the classroom. Since
students can pace their own learning, set their own schedules, they feel less
stressed.
Additionally,
students
can
improve
their
English
45
skills by learning in school and receiving more knowledge. It is imperative that
students learn English both in a structured way along with using YouTube for
learning resources that are tailored to their interests and needs.
B. Suggestion
After covering up the conclusions and the implementation of the research,
the researcher has some suggestions for the English teacher, students, and the next
researcher.
1. For the Teacher
This research is expected that instructors do have a critical role in
supporting their students in use of YouTube outside the classroom to
regulate their language learning. The role of language teacher includes
providing information on current technologies and resources to the
language learners.
2. For the Student
This research is expected that the crucial thing is to encourage and
support the learners as an important part of their language curriculum so
as to help them reap the advantages of YouTube to promote their self-
regulated language learning.
3. For other researchers
The findings of this research are expected can help other
researchers to find out any information about the strategy for
understanding that learner training, not only in language learning beliefs
but also in metacognitive knowledge is much needed to encourage
students to use technology actively to support their language learning.

STAR20220048

48/2022

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