Investigating the Influence of YouTube Learning Videos and Mobile

Learning Application on Economics Students’ English Vocabularies

Tusyanah, Risma Nur Anissa , Fentya Dyah Rahmawati, Ashomatul Fadlilah, and Mar’atus Sholikah

Department of Economics Education, L2 Building, The Faculty of Economics,

Universitas Negeri Semarang, Gunungpati Semarang 50229

Keywords: English YouTube Videos, English Learning Mobile App, English Vocabularies

Abstract: English is needed in the global era because we are connected easily at the virtual world. In Indonesia, there

are 104.96 million people phone internet users in 2017 (statista, 2017). Various applications are available at

Play Store to ease the mobility. Users can download any applications they want such as games, social

media, music, and or education. Mobile learning is useful since teachers and students can use for learning

English and to build English skills anytime, anywhere on their mobile devices Furthermore; as published at

fortune.com, the best and most famous app in 2017 was YouTube. Smartphone users are easily to watch

learning video through YouTube. It can be positive if we maximize them for education. The objective of the

study was to know the influence of using YouTube learning videos and mobile learning application on

economics students’ English vocabularies. Samples were taken by purposive random sampling, there were

91 economics students who agreed to use YouTube videos for learning English and installed English

application and routinely used it for one semester. The results showed that the regression equation was Y =

65.568+ 0.304 X1 + 0.425 X2+ e. It means that: 1) partially, using YouTube videos gave influence on

students’ vocabularies for 5.19%, 2) partially, using mobile learning through English learning application

gave influence on students’ vocabularies for 9.55%, 3) and simultaneously, using YouTube videos and

mobile learning through English learning application gave influence up to 21.1%. Some students said that it

was easier for them to study via mobile app on their mobile devices because they bring mobile devices

everywhere and they were not boring which had many features and levels. Thus; educators should consider

the videos and the mobile application which can be used for students to learn English.

1 INTRODUCTION

Based on the survey conducted by statista in 2017,

104.96 million people were accessing the internet in

Indonesia. Indonesian people like online activities

include mobile messaging and social media. The

most popular social network in Indonesia is

Facebook with 48 percent of the population using

the platform. It made Indonesia one of the biggest

internet users in the world. There are various things

offered by internet; they can be split into two broad

areas; communications and information. It gives all

information on politics, education, entertainment,

social media and others. It makes people want

smartphone to access the internet easily.

Based on Gray (2017), the most visited sites in

the world are Google, YouTube and Facebook.

Everyone likes YouTube since it provides various

videos. Then, when people access applications on

smartphone, the users can install any application at

Play Store. Google Play (previously Android

Market) is a digital distribution service operated and

developed by Google. Applications are available

through Google Play either free of charge or at a

cost. They can be downloaded directly on an

Android device through the Play Store mobile app.

Along to the technology advancement, there are

many changes our daily life. These changes should

make changes on the teaching learning process since

students are the active internet users. The millennial

generations are more excited to get materials

through ICT (the Information and Communication

Technologies). It makes the educators are challenged

to adjust the teaching strategy to teach and learn

with ICT.

On the other hand, in Indonesia, English is

deemed as a foreign language instead of a second

language. However, as the local communities are

becoming more global, so learning and mastering

English has become a necessity (Tusyanah, et.al,

Tusyanah, ., Anissa, R., Rahmawati, F., Fadlilah, A. and Sholikah, M.

Investigating the Inﬂuence of YouTube Learning Videos and Mobile Learning Application on Economics Students’ English Vocabularies.

DOI: 10.5220/0009018700002297

In Proceedings of the Borneo International Conference on Education and Social Sciences (BICESS 2018), pages 195-200

ISBN: 978-989-758-470-1

195

2016). If we want to get information, more

information is in English. It is also useful for

communicating. As we know that in the globalized

era, more people can communicate more easily in

English.

The objectives of the study were to know the

influence of YouTube learning videos and English

learning mobile application on students’

vocabularies. It is important to be done since if the

educators can teach in fun ways, students will be

more excited to learn English more and more.

Consequently; their English will be better.

YouTube is a video-sharing website that

allows users to upload, view, and share video clips,

offers access to new and dynamic opportunities for

effective and non-traditional patterns of teaching and

learning. Alwehaibi (2015) did a research on The

Impact of Using YouTube in EFL Classroom On

Enhancing EFL Students' Content Learning Huda

Omar Alwehaibi, Princess Noura Bint Abdulrahman

University, Saudi Arabia. The study shows positive

gains for the experimental group students’ outcomes

as a result of the integration of video technology in

instruction. YouTube should be considered as an

effective instructional tool for enhancing content

learning of EFL college students and as an important

teaching resource in classrooms. Thus, the study

hypothesis is:

Using the YouTube Learning Videos

significantly influences students’ English

vocabularies

Furthermore; English learning mobile application

is the second independent variable. There are diverse

mobile applications at the Play Store in the

smartphone. It is so easy to get any applications. It is

just click the Play Store and then we can get the

application by installing it. Although there are a lot

of apps referring to learning English and students

are easier to get these materials and resources, the

reality is that the App market is like a jungle. There

is too much software for students to choice and use.

Then, Liu and He (2014) studied about Using

Mobile Apps to Facilitate English Learning for

College Students in China. They found that the new

learning approach is effective and helpful for college

students to improve English by using their mobile

devices, as well as undergraduates are willing to use

apps to learn English with self-regulated learning

approach instead of traditional learning approach.

Therefore; it is hypothesized that:

H2 Using the English learning mobile

application significantly influences students’

vocabularies

Those two independent variables were expected

to improve students’ vocabulary acquisition. And the

next hypothesis is:

H3 Using the YouTube videos and mobile

application simultaneously influence students’

English vocabularies.

Based on the above description, the study

proposed the theoretical framework as presented in

Figure 1.

The Figure 1. Theoretical Framework

2 THE METHODS OF THE

STUDY

This quantitative study used a survey research

design to investigate the using of YouTube Learning

Videos and English Learning Mobile Application on

economics students’ vocabularies. The population of

the study was all Cooperative Education students on

the first semester at Universitas Negeri Semarang;

they were 125 students. 91 students were the

samples calculated by Slovin formula. The data

were collected by the questionnaires. The subjects

responded on a four-point Likert type scale (1 =

strongly disagree, 2 = disagree, 3 = agree, and 4 =

strongly agree).

A quantitative research method was applied to

determine whether the independent variables

significantly influence dependent variable. The

statistical package for

the

social sciences

(SPSS)

computer program version 21.0

was used for

statistical

analysis

and to attain the statistic data for

this

study

3 RESULTS AND DISCUSSION

91 students were selected to be the samples of the

study. Those 91 students were required to use

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YouTube English learning videos and English

learning mobile application. Here they are the

results.

3.1 Construct Validity

The data were tabulated, then it needs to be analysed

the validity and reliability of the questionnaire. The

concept of validity was formulated by Kelly (1927,

p. 14 in Pavlov) who stated that a test is valid if it

measures what it claims to measure. Here are the

results of validity test.

Table 1: Explanatory Factor Loadings.

No Statements Factors

1 I understand if YouTube offers

various learning videos

.457

2. I have YouTube application at

my mobile device

.349

3. I usually watch or download

YouTube videos via my internet

data package

.538

4. I watch English Learning videos

routinely

.632

5. I know all features at YouTube

Website and how to use them

.574

6. I love learning English via

YouTube videos

.553

7. My English is getting better by

watching YouTube English

videos

.601

8. I know there are many English

mobile applications at Play Store

.542

9. I have mobile application to

learn English at my mobile

phone

.627

10. I use the English mobile

application routinely

.648

11. I understand the features of the

mobile application easily

.655

12. I am glad to learn English via

mobile application

.667

13. My English is getting better by

using English mobile application

.742

As we can see at table 1, all items to measure

independent variables were more than 0.05. It means

all items were valid to be the questionnaire for

obtaining the data.

3.2 Reliability Testing

Reliability refers to the repeatability of findings.

Phelan and Wren (2005), Reliability is the degree to

which an assessment tool produces stable and

consistent results. If the study were to be done a

second time, it would yield the same results.

Table 2: Reliability Analysis

Variables No. of

items

No. of

deleted

item

’s α

YouTube

Learning

Videos

7 0 .710

English

Learning

Mobile

Application

6 0 .824

As we can see at table 2, the independent

variables’ Cronbach’s alpha were 0.710 and 0.824.

The minimal value of reliability minimal was 0.7

(Ghozali, 2011). They were more than 0.7. It means

the questionnaires were reliable.

3.3 Regression Analysis among

Variables

The data were analysed by ANOVA and regression

analysis. ANOVA was used to determine differences

YouTube Learning Videos and English Learning

Mobile Application on economics students’

vocabularies Acquisition (H

and H

). Regression

analysis was used to determine the influence of

differences YouTube Learning Videos and English

Learning Mobile Application on economics

students’ vocabularies acquisition (H

Table 3: Simultaneous Test Result (F test)

ANOVA

Model Sum o

Squares

Df Mean

Square

F Sig.

egression 385.443 2 192.721 13.016 .000

Residual 1302.997 88 14.807

Total 1688.440 90

a. Dependent Variable: Students_Vocab

b. Predictors: (Constant), MobileApp, YouTube

From the results of the analysis can be concluded

that simultaneously, the variables X

(YouTube

learning videos), X

(English learning mobile

application), influenced the variable Y (Students’

English vocabularies) because the significance was

0.000 < 0.05.

3.3.1 Partial Test (t test)

Hypothesis testing (t) was used with SPSS 21

program was by comparing the significance of each

Investigating the Inﬂuence of YouTube Learning Videos and Mobile Learning Application on Economics Students’ English Vocabularies

197

independent variable against the dependent variable

with α = 5%. The results of partial test analysis can

be seen from the table below:

Table 4: The Analysis Results of Multiple Linear

Regression

Coefficients

Model

Unstandardized

Coefficients

Standardized

Coefficients

t Sig.

B Std.

Error

Beta

(Constant) 65.568 2.956 22.178 .000

YouTube .304 .139 .2322.193 .031

MobileAp

.425 .139 .3233.052 .003

a. Dependent Variable: Students_Vocab

Based on multiple linear regression analysis on

the table above; the multiple linear regression

equation was: Y = 65.568+ 0.304 X1 + 0.425 X2+ e

It means that:

1. Constant = 65.568; if the independent variables

are considered constant or 0 then the average of

English vocabularies was 65.568

2. Coefficient X

(Using YouTube learning videos

Intelligence) = 0.304, it means if the YouTube

learning videos variable increased by 1 point

while the mobile learning application was 0, it

would lead to an increase in English

vocabularies for 0.304

3. Coefficient X

(English learning mobile

application) = 0.425 If the English learning

mobile application variable increased by 1 point

while the YouTube learning videos variable was

0, it would lead to an increase in English

vocabularies for 0.425

3.3.2 Coefficient Determination Test (R2)

Coefficient determination was to determine the

magnitude of the relationship or the influence of

independent variables (YouTube learning videos and

learning motivation) to the dependent variable

(learning achievement). The results of coefficient of

determination both simultaneously and partially can

be seen on the table below.

Table 5: The Result of Simultaneous Determination

Coefficient

Model Summary

Model R R Square Adjusted

Square

Std. Error

of the

Estimate

1 .478

.228 .211 3.848

a. Predictors: (Constant), MobileApp, YouTube

Based on the summary model table above, it

showed Adjusted R Square value was 0.211 =

21.1%. This result showed that 21.1%. Dependent

variable of English vocabularies can be explained by

the variation of the two independent variables;

YouTube learning videos, and English learning

mobile application. While the remaining 78.9%

influenced by other factors which did not examine in

this study.

Then, the magnitude of influence of each

independent variable to the dependent variable can

be known from the magnitude of coefficient

determination partially of each variable. It can be

seen in the following table:

Table 6: The Calculation Result of Partial Determination

Coefficient

Model Correlations Collinearity

Statistics

Zero-

order

Partial Part Toleran

VIF

(Constant)

YouTube

.383 .228 .205 .782 1.278

MobileApp

.431 .309 .286 .782 1.278

Based on the above coefficients table, it was

known that the magnitude of partial value on

YouTube learning videos variable (X1) = 0.228, so

that the influence of YouTube learning videos

variable to entrepreneur interest was (0.228)

100% = 5.19%. The amount of partial value in

English learning mobile application variable (X2) =

0.309, so that the influence of Adversity Quotient

variable to entrepreneur interest was (0.309)

100% = 9.55%.

Based on the research results above, it can be

stated that;

“YouTube Learning Videos significantly

influenced students’ English vocabularies” was

accepted.

H2 “English learning mobile application

significantly influenced students’ vocabularies” was

accepted.

H3 “YouTube videos and mobile application

simultaneously influenced students’ English

vocabularies” was accepted.

It is interesting to get the results. Some students

revealed that YouTube offered various videos which

made them also accessed other videos which did not

support their English vocabularies. They thought

that accessing YouTube can release the pressure or

stress by watching videos on entertainment and

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happiness. Clifton and Mann (2011) found that the

use of YouTube videos increased student

engagement, critical awareness and facilitated deep

learning. Furthermore, these videos could be

accessed at any time of the day and from a place to

suit the student. The best videos are also interesting

and fun to watch. Here they are YouTube channels

which students can access to improve their

vocabularies; Speak English with MisterDuncan,

BBC Learning English, VOA Learn English,

Rachel’s English, Easy English, Real English and

Business English Pod (Konrad, 2017)

Then, mobile learning application give a

significant influence on students’ English

vocabularies. Smartphone allows the user to use the

application easily. They can use it anytime

anywhere; thus some students said that they could

manage their time more wisely in learning English

by using mobile application than YouTube videos.

Godwin (2011) studied on Mobile apps for language

learning. He said that as personal devices,

smartphones are ideal for individualized informal

learning. The user determines which apps to acquire

and how to use them. As language educators, we

should encourage and assist the learner autonomy

this enables and provide means for learners to

combine formal and informal learning.

Sandberg & de Geus. (2011) studied on Mobile

English learning for an evidence-based study with

fifth graders. The results showed that the group

which took the mobile phone home improved the

most. However, when the additional learning time,

spent apart from school, of this third group was

controlled for, the superior performance of the group

disappeared. The results indicate that students are

motivated to use the application in their spare time

and that this benefits their learning.

Mobile applications which are available at Play

Store are so varied; Here are 5 of the best English

apps that teachers and students can use for learning

English and to build English skills anytime,

anywhere on their mobile devices; Duolingo - Learn

Languages for Free, Memrise: learn languages free,

Learn Languages busuu, LearnEnglish Grammar

(UK ed.) and Learn English with Babbel.

If English YouTube videos and English Mobile

Apps are compared to know the better media for

students to learn English; so they answer is Mobile

Application. Some students said that it was easier for

them to study via mobile app on their mobile devices

because they bring mobile devices everywhere and

some applications can be accessed offline which

made them easy to use them. Then, mobile

applications were not boring because there were

many choices and levels. Just click which one was

needed, they could use and access it.

On the other hand, some also said that some

videos were boring. If they played three or five

times, they would not play them again. In addition,

some videos were heavy at the storage and data.

Therefore; they preferred application to videos.

Thus; educators should consider the videos and

the mobile application which can be used for

students to learn English. They have to plan and set

the learning process so the objectives of the learning

can be achieved. However, if educators should

choose videos or mobile app, they can use mobile

app first.

4 CONCLUSION

It is concluded that simultaneously, variables of

using YouTube learning videos and English learning

mobile application influenced English students’

vocabularies for 21.1%. Partially, there were two

variables influencing English vocabularies; they

were YouTube learning videos for 5.19%, and

English learning mobile application variable for

9.55%.

Therefore; to improve students’ English

vocabularies, it needs to improve their teaching and

learning process by showing YouTube learning

videos and using mobile learning application since

in the digital era, there are many technology which

can be used to support students’ preference in

learning.

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