STUDENTS’ PERCEPTION OF USING YOUTUBE VIDEO PROJECT FOR VOCABULARY LEARNING OF TENTH GRADE AT SMAN 4 KEDIRI

Dhevia, Firda (2026) STUDENTS’ PERCEPTION OF USING YOUTUBE VIDEO PROJECT FOR VOCABULARY LEARNING OF TENTH GRADE AT SMAN 4 KEDIRI. Undergraduate thesis, Universitas Nusantara PGRI Kediri.

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Abstract

This study aims to describe students’ perceptions about the use of YouTube Video Project in learning English vocabulary for tenth-grade students of SMAN 4 Kediri. This study was motivated by the limited use of YouTube as an active production media in English learning where students are generally only passive consumers of information. This study used a qualitative descriptive approach that involving students from class X-3 who were selected using purposive sampling. The primary data were collected through open-ended questionnaires, while semi-structured interviews and documentation were used as supporting data to provide a deeper understanding and verify the findings. The findings revealed that students had very positive perceptions of the YouTube Video Project, as reflected through the five attitudinal dimensions: enjoyment, engagement, motivation, behavioral intention, and perceived effectiveness. The YouTube Video Project enabled learning through two mechanisms: repetition practice, and applying vocabulary in real-life tasks that promote students’ productive knowledge. The main benefits students identified were improved vocabulary that supports their speaking skills, and greater selfconfidence from publishing videos on YouTube. Nevertheless, students also encountered challenges like pronunciation difficulties and technical issues during the video production process. Therefore, this study concludes that the YouTube Video Project is an effective and enjoyable learning method to improve English vocabulary mastery and recommends that it continues inclusion to into be integrated English language learning at senior high school level to promote more active, meaningful learning and technical aspect of video production.

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