YouTube-Based Materials: Students’ Perception in English Listening Classroom

Half of the students had difficulty mastering their English listening skills because the instructional facilities did not adequately cover the learning process and the media and method were uninteresting. This study aims to find out students’ perceptions toward the use of YouTube applications implemented in teaching English listening. The sample of the study was Biological students of Universitas Muhammadiyah Parepare, Indonesia. The research instrument used was a questionnaire consisting of three indicators. The indicators measured to know the students' perception were the module, video clips, and materials. Microsoft Excel was used to analyze the data and interpreted using a Likert scale. The result showed that the students' positive perception toward the use of the YouTube application was a very good value. The students' distorted perceptions also showed a very good category. In conclusion, youtube-based material was a very good medium for teaching Listening skills.


INTRODUCTION
In teaching English, the use of the instructional medium is important to engage the students in learning. For, the improvement of teaching quality can be influenced by the way the teachers select the instructional medium. Teachers do not necessarily need more mediums but what they need more importantly is better media (Abdelraheem Y A and Al-Rabane H A, 2005). The benefits of having English Instructional media are many. According to Alavi and Dashtestani (2014), some of the benefits include improving academic reading skills, increasing students' academic level and knowledge of English, providing funds to purchase e-books, creating digital libraries at universities, providing relevant facilities, and providing access to e-book publishers at universities. their assertion; (3) attentive listening: listening which shows consideration; (4) biased listening: tuning in through the channel of individual predisposition, for example, the individual hears just what they need to listen; (5) casual listening: tuning in without clearly showing consideration; (6) comprehension listening: listening for understanding and looking for importance; (7) critical listening: listening which means to assess, censure or in any case condemn what another person says. (8) deep listening: listening which plans to look to figure out the individual, their character, and their genuine and implicit implications and inspirations; (9) discriminative listening: listening for something explicit however nothing else; (10) empathetic listening: listening which expects to look for to figure out the thing the other individual's inclination and exhibit his/her sympathy; (11) evaluative listening: listening which endeavors to assess, scrutinize or in any case condemn what another person says; (12) inactive listening: listening which professes to listen in however investing more energy thinking. (13) judgmental listening: listening which endeavors to assess, scrutinize, or in any case condemn what another person says; (14) partial listening: listening which invests some energy wandering or thinking about a reaction; (15) reflective listening: listening which reflects the next individual what they have said; (16) relationship listening: listening which endeavors to help and foster a relationship with the other individual; (17) sympathetic listening: listening which worries for the prosperity of the other individual; (18) therapeutic listening: listening which endeavors to look for and to comprehend what the other individual's inclination and it likewise endeavors to exhibit feeling; (19) total listening: listening which focuses on significantly more consideration in undivided attention to what is said and the more profound significance found through the way things are said.

The Process of Listening
There are three processes of listening expressed by Eken and Dilidüzgün (2014): 1. Pre-listening exercises: these sorts of exercises are utilized to get a handle on students' consideration, enact earlier information, based on foundation information, and cause the students to know about the thing they will listen to in a manner giving them a thought process to listen in. 2. While-listening exercises: these kinds of exercises center around principal listening, and genuine listening undertakings occur as of now. 3. Post-listening exercises: these are important to upgrade the students' information about the listened point centering both surface and profound construction of the text. According to Tyagi (2013), the most common way of listening happens in five phases. They are hearing, understanding, remembering, evaluating, and responding. (1) Hearing alludes to the reaction brought about by sound waves animating the tactile receptors of the ear; it is an actual reaction; hearing is an impression of sound waves; you should hear to listen, however, you want not to pay attention to hear (discernment vital for listening relies upon consideration). Brain screens boost and allow simply a chosen handful to come into the center this particular discernment is known as consideration, a significant prerequisite for viable listening; (2) understanding: this step assists with understanding images we have seen and heard, we should examine the importance of the upgrades we have seen; representative improvements are words as well as sounds can imagine praise and sights like a blue uniform that have emblematic implications too; the implications joined to these images are a component of our past affiliations and of the setting where the images happen. For fruitful relational correspondence, the audience should comprehend the expected significance and the setting accepted by the sender; (3) remembering: it is a significant listening process since it implies that an individual has gotten and deciphered a message; (4) evaluating: just attentive people take part at this stage in listening. Right now the attentive person weighs proof, sorts reality from assessment, and decides the presence or nonattendance of predisposition or bias in a message; the successful audience ensures that the person does not start this action too early; starting this phase of the cycle before a message is finished expects that we never again hear and take care of the approaching message subsequently, the listening system stops; (5) responding: this stage expects that the beneficiary completes the cycle through verbal or potentially nonverbal criticism; because the speaker has no alternate method for deciding whether a message has been gotten, this stage turns into the main unmistakable means by which the sender might decide the level of outcome in sending the message.

Components of Listening
Listening is a psychological cycle that includes basic components in the capable language execution of L2 students (Nurpahmi, 2015). She likewise adds that during the time spent understanding, audience members go through both base and hierarchical cycles to grasp. Knowing the setting of a listening text and the reason for listening extraordinarily decreases the weight of cognizance and giving information will develop their certainty for managing listening (Nurpahmi, 2015). Besides, Tyagi (2013) assumes that hierarchical techniques are audience based. He additionally adds that the audience takes advantage of foundation information on the subject, the circumstance or setting, the sort of text, and the language. Hierarchical techniques incorporate (1) listening for the principal thought, (2) anticipating, (3) drawing surmisings, and (3) summing up while bottom-up methodologies are message based; the audience depends on the language in the message, or at least, the mix of sounds, words, and syntax that makes meaning. Bottom-up methodologies incorporate (1) listening for explicit subtleties, (2) perceiving cognates, and (3) perceiving word-request designs (Tyagi, 2013).

Methods and Strategies in Teaching Listening
Listening strategies are procedures or exercises that contribute straightforwardly to the appreciation and review of listening input. Listening systems can be ordered by how the audience processes the information (Bingol, 2017).

Top-down techniques
Hierarchical techniques are audience based. The audience takes advantage of foundation information on the subject, the circumstance or setting, the sort of text, and the language. This foundation information initiates a bunch of assumptions that assist the audience with interpreting what is heard and guessing what will come straight away. Hierarchical techniques incorporate (a) Listening for the primary thought; (b) anticipating ; (c) drawing surmisings; (d) summing up.

Bottom-up techniques
Bottom-up techniques are message based; the audience depends on the language in the message, or at least, the mix of sounds, words, and syntax that makes meaning. Bottom-up procedures include: (a) tuning in for explicit subtleties; (b) perceiving cognates; (c) perceiving word-request designs.
As indicated by Bingol (2017), instructors utilize various techniques to bring consideration of the students into the example. For instance, the perspectives of teachers like posing the right inquiries previously, while and after the listening exercises will assist the students with setting up significant discussions. To have the option to build up the informative abilities of students, the instructors should cautiously treat the subjects, the setting of listening and inquiries to be coordinated previously, while, and after the listening exercises. In one more approach to saying, it ought not to be the result of a moment feeling or response, rather it ought to be finished by an arrangement having been arranged previously. Tyagi (2013) likewise specifies that acquiring the ability of viable listening benefits selfimprovement and advancement in the accompanying ways: 1. Effective Communication -Clear and succinct transmission of data is a significant part of successful human collaboration. However the onus is much of the time put on introducing clear and brief composed or spoken headings, the audience likewise bears an obligation to hear and figure out messages. 2. Fewer Misunderstanding -No matter what the lucidity of composed or spoken messages is, the successful audience can forestall errors and rescue what in any case may be a mixcorrespondence by rehearsing undivided attention abilities. 3. Improved Relationships -Connections are harmed by misconceptions that can prompt unsuitable deals as well as make feel awful in private connections. Amazing listening rehearses let others know that they are significant and unique and that what they need to say is esteemed. That is extremely appealing and adds serious areas of strength. 4. Personal Growth -An individual learns and develops by listening and grasping different perspectives, contrasting thoughts, and investigating clashing perspectives. Mastering the expertise of dynamic and powerful listening not just adds an instrument to the selfimprovement portfolio, but prepares you to develop devices for exploring new ideas.

Definition of YouTube
YouTube is a site that gives a ton of recordings. It contains numerous recordings that permit individuals to advance casually by watching it (Cayari, 2011) and it has been created to be a webbased video-sharing objective (Pseudonym et al., 2013). In this manner, today it can likewise be an application that can be downloaded using AppStore and play store. The utilization of YouTube channels can make it simpler for students to get illustrations, and rouse students in learning, so that education can be accomplished well (Ilyas M and Putri E.M, 2020). They likewise added that it supports positive learning disposition assuming it is consolidated in study hall education to enhance language advancement, particularly talking. It is likewise viewed as a free-charge media sharing stage that empowers instructors and understudies to handily watch and transfer recordings connected with English substances (Dabamona M and Yunus A, 2022). Moreover, YouTube is incorporated as bona fide material, since it gives such pictures, photos, film advertisements, sports news reports, and individual drawings that can be utilized for guidance (Boyaci and Guner, 2018;DeWitt et al., 2013).

METHOD
This study was quantitative research that aims to find out the students' perceptions by using questionnaires. The subjects involved in this study were 46 students. This questionnaire was constructed by three indicators. They were modules, video clips, and materials. The students gave their perception about the use of youtube applications in teaching English listening material. The researcher formulated two main criteria for the students' perception, namely the positive perception and the distorted perception. Based on the criteria, the researcher formulated three indicators for positive perception namely good, appropriate, and interesting. Besides, the indicators for distorted perception are inflexible, unattainable, and extreme. The indicators used to measure modules, video clips, and materials used by the lecturers in the English listening classroom. Table 1: Frequency level of understanding oral production in English Journal of Applied Linguistics (JoAL), Vol. 3 No. 1, January 2023. e-ISSN 2809-1922, p-ISSN Table 1 portrays that some students usually practice their listening skills. Yet, the problem was that most students sometimes, seldom, or even never practice their listening skills. This becomes an issue for the researcher to be fixed because most of the students always and usually practice their listening skills.  Table 2 portrays that the percentage of student's mastery of listening skills is in the fair classification. More than 50% of students are the fair classification in mastering the listening skill. Many students also are in the poor and very poor classification. It shows that there is still a problem in listening mastery that needs to be fixed.  Table 3 portrays that many students state that listening skill is very important to be studied. It is supported by the data analysis which shows that most of the students prefer to choose listening skills as very important and important. Besides, some students also state that listening skills are occasionally unimportant to be studied.  Table 4 shows that the students' positive perception toward the use of youtube applications in teaching English listening skills is at a very good value. It is valued by 3 indicators. They are modules, video clips, and materials. Every indicator consists of 3 statements of positive perception. If it is converted to 1 to 100 scales and separated into 4 main categories namely, very low, low, high, and very high as illustrated below:   Table 5 shows that the students' distorted perception toward the use of youtube applications in teaching English listening skills is at a low value. It is valued by three indicators. They are modules, video clips, and materials. Every indicator consists of 3 statements of distorted perception. If it is converted to 1 to 100 scales and separated into 4 main categories namely, very low, low, high, and very high as illustrated below: Figure 2: The students' distorted perception range

DISCUSSION
Some students usually practice their listening skills in quite a variety of ways. However, the problem is that most of them sometimes, rarely, or never even practice these skills intensely. This is a problem that needs to be fixed because most of them are in the sufficient category of mastering listening skills. Most of them have poor English listening skills and some are even in the very poor category. This data shows that there are still problems in listening mastery that need to be fixed. To solve the problem, bottom-up and top-down listening models are used interchangeably (Eken and Dilidüzgün, 2014). It also includes most of the input and is an important agent in getting input in the learning process (Yavuz and Celik, 2017).
Many students state that listening skills are very important to learn. This is supported by data analysis which shows that most students prefer that listening skills are very important. Even some students also stated that listening skills were considered not important to learn. Meanwhile, Tyagi (2013) also stated that learning effective listening skills is beneficial for personal growth and development to have (1) effective communication because it is an important component of effective human interaction; (2) fewer misunderstandingsregardless of the clarity of written or spoken messages, effective listeners can prevent misunderstandings and salvage what might become