[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-600720-105":3,"detail-sidebar-cat-0-en-105":81,"doc-detail-600720-en":130},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":74,"head_meta":76,"extra_data":78,"updated_unix":80},105,"en","effect-of-youtube-videos-and-pictures-on-efl-students-writing-performance","Effect of YouTube Videos and Pictures on EFL Students’ Writing Performance","","This research investigates the effect of using YouTube videos and pictures as authentic materials on Indonesian EFL students’ writing performance. A quasi-experimental design is applied with two groups: an experimental group taught using YouTube videos and a control group treated using pictures. Both groups write paragraphs using the assigned authentic materials. Independent t-test analysis shows a significant difference, with the picture group outperforming the YouTube video group, indicating pictures are more effective for writing performance.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/effect-of-youtube-videos-and-pictures-on-efl-students-writing-performance/600720/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/effect-of-youtube-videos-and-pictures-on-efl-students-writing-performance/600720.png","ImageObject",300,407,{"name":42,"@type":43},"dhado","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-10-29","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",7,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"What is the study investigating about YouTube and pictures?","Question",{"text":63,"@type":64},"The study investigates how YouTube videos and pictures, used as authentic materials, affect Indonesian EFL students’ writing performance.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"How were the two research groups taught?",{"text":68,"@type":64},"One group was taught using YouTube videos, while the other group received treatment using pictures; both groups wrote paragraphs using their assigned materials.",{"name":70,"@type":61,"acceptedAnswer":71},"What do the results show about writing performance?",{"text":72,"@type":64},"Independent t-test results show a significant difference: students taught with pictures have higher writing performance than those taught with YouTube videos.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},600720,1792932989,{"code":4,"msg":82,"data":83},"success",[84,88,92,96,101,106,110,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":89,"show_sort_weight":90,"slug":91},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":93,"show_sort_weight":94,"slug":95},"Exam",70,"exam",{"id":97,"doc_module":4,"doc_module_name":25,"category_name":98,"show_sort_weight":99,"slug":100},5,"Comic",60,"comic",{"id":102,"doc_module":4,"doc_module_name":25,"category_name":103,"show_sort_weight":104,"slug":105},6,"Technology",50,"technology",{"id":55,"doc_module":4,"doc_module_name":25,"category_name":107,"show_sort_weight":108,"slug":109},"Healthcare",40,"healthcare",{"id":111,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":112,"slug":113},8,30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":97,"slug":129},19,"General","general",{"code":4,"msg":82,"data":131},{"doc_id":79,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":111,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":139,"language":140,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":12,"update_tm":144,"read_time":145},5909893218464,"https://ap-avatar.wpscdn.com/davatar_085a072bc5b1113ac321206ff7593b45","Dinamika Ilmu  \nP-ISSN: 1411-3031; E-ISSN: 2442-9651  2016, Vol. 16 No. 2  \nEffect of YouTube Videos and Pictures on EFL Students’ Writing Performance  \nErlik Widiyani Styati  \nCollege of Teacher Training and Education “PGRI” atMadiun (IKIP PGRIMadiun), East Java, Indonesia  \n[wistya@gmail.com](wistya@gmail.com)  \nAbstract  \nThis research aims at investigating the effect of YouTube videosand pictures as the authentic materials on Indonesian EFL students’writing performance. The experimental research is conducted by using quasi-experimental design. This research employed two groups; an experimental and control group. This is to see which group is effective to be used in helping the students’ writing ability.  \nThe first group was taught by using YouTube videos and the second group was given treatment by using pictures. Both YouTube and pictures are the authentic materials which help the students to have better writing performance. The subjects of this study were the second semester students of English Department, IKIP PGRIMadiun. Both of the groups were instructed to write paragraph by using YouTube videos and pictures as the authentic materials. The data were analyzed by using Independent t-test. The result of the study shows that there is significantly different between the students who write paragraph after being taught by using YouTube videosand by using pictures. The students who were taught by using YouTube videos had lower writing performance than the students who were taught by using pictures. It means that using pictures in teaching writing is better than using YouTube videos to help the students in writing performance.  \nKeywords: YouTube videos, pictures, writing  \nA. Introduction  \nThere are a number of studies have been conducted by many previous researchers about the authentic materials used in the classroom. The use of authentic materials across different four skills of English in EFL classroom have been conducted to make the students interested in joining the classroom (Bahrani & Sim, 2013; Berardo, 2006; Khaniya, 2006; Kilic & Lter, 2015; Miller, 2005; Omid & Azam, 2015; Sabet & Mahsefat, 2012; Woottipong, 2014) . The authentic materials are not designed for the English foreign language teaching purposes but it can be used in teaching and learning EFL classroom. Omid & Azam (2015) studied the use of authentic materials in EFL classroom. The result of their study mentioned that the use of authentic materials is influencing the students. Authentic materials minimized the challenges in teaching EFLin the English classroom. Then, Rahman (2013) also conducted the study on authentic materials in EFL classroom of English Department and Humanities BRAC University. Furthermore, Sabet. & Mahsefat (2012) study the authentic materials in EFL classroom. Those studies found that authentic materials help the students have better performance in English skill, particularly writing.  \nThe kinds of authentic materials can be divided into visual, audio, and printed materials. Maroko (2010) mentions that authentic materials are divided into some types namely audio, visual, and printed materials. Gebhard (1996) mentions that the kinds of authentic materials are authentic listening viewing materials, authentic visual materials, authentic printed materials realia (real world objects) . There are many kinds of authentic materials can be used in EFL classroom.  \nThe authentic materials, in writing EFL classroom, are effective to make the students understand more about the topic taught. Rahman (2013) found in this study that the authentic materials are effective to enhance the students’ ability in writing. Gutiérrez, Puello, & Galvis (2015) found that authentice materials could improve the students’ writing vocabulary. Masood (2013) conducted the study on exploiting authentic materials for developing writing skills at secondary level and he found that the use of authentic materials gives effects in writing classroom. In Indonesian contex","cbCaiq6fcqPreQT0","https://ap.wps.com/l/cbCaiq6fcqPreQT0","pdf",280153,11,"English","# Abstract\n## Introduction","[{\"question\":\"What is the study investigating about YouTube and pictures?\",\"answer\":\"The study investigates how YouTube videos and pictures, used as authentic materials, affect Indonesian EFL students’ writing performance.\"},{\"question\":\"How were the two research groups taught?\",\"answer\":\"One group was taught using YouTube videos, while the other group received treatment using pictures; both groups wrote paragraphs using their assigned materials.\"},{\"question\":\"What do the results show about writing performance?\",\"answer\":\"Independent t-test results show a significant difference: students taught with pictures have higher writing performance than those taught with YouTube videos.\"}]","Effect of YouTube Videos and Pictures on EFL Students’ Writing Performance | PDF",1792091253,28]