THESIS

THE BENEFITS AND CHALLENGES OF USING VIDEO AS A

TEACHING MEDIUM AT MTs AL-HIDAYAH MAKASSAR:

TEACHERS’ PERCEPTION

MANFAAT DAN TANTANGAN MENGGUNAKAN VIDEO SEBAGAI

MEDIA PENGAJARAN DI MTS AL-HIDAYAH MAKASSAR:

PERSEPSI GURU

ANNISA MAHARANI

1952042066

ENGLISH EDUCATION STUDY PROGRAM

ENGLISH DEPARTMENT

FACULTY OF LANGUAGES AND LITERATURE

UNIVERSITY OF MAKASSAR

2023
 THESIS

THE BENEFITS AND CHALLENGES OF USING VIDEO AS A

TEACHING MEDIUM AT MTs AL-HIDAYAH: TEACHERS’

PERCEPTION

Submitted to the English Department Faculty of

Languages and Literature

In partial Fulfillment of the Requirements for the degree of undergraduate

ANNISA MAHARANI

1952042066

ENGLISH EDUCATION STUDY PROGRAM

ENGLISH DEPARTMENT

FACULTY OF LANGUAGES AND LITERATURE

UNIVERSITY OF MAKASSAR

2023

ii
APPROVAL SHEET

iii
 STATEMENT OF ORIGINALITY

I hereby declare that this thesis is my original work and has been submitted to

obtain a bachelor’s degree at Universitas Negeri Makassar. It has not been

previously submitted for any other degree of this or any other institution. This

thesis does not contain the work of other people, except those cited in the

quotations and the references as a scientific paper should.

Makassar, 28 May 2023

The Researcher

iv
 MOTTO

“Perhaps you dislike something which is good for you and like something which

is bad for you. Allah knows and you do not know”. – (Al-Baqarah: 216)

“Call upon Me, I will respond to you”- [Al Ghafir: 60]

“Oh, Allah. Uplift my heart for me. And ease for me my task. And untie the knot

from my tongue. So they may understand my speech.” – [At Taha: 25-28]

“The world is walking behind you, and Akhirah is walking toward you. Let's

follow Akhirah and don't follow Dunya. Because today (in this world) is the only

charity that hasn't been hisab. Meanwhile, tomorrow (in the akhirah) is only for

hisab, and no more charity that will be accepted (on that day).” – Ali bin Abi

Thalib Radhiallahu 'Anhu

“Don't disappear, you're a great existence.” – Microcosmos by BTS

“Even the scars from your mistakes make up your constellations.” – Answer:

Love Myself by BTS

“Loving myself is my whole life goal until my death.” – Kim Namjoon

“I’ve learned to look back and appreciate my times of trial.” – Kim Taehyung.

v
 ABSTRACT

Annisa Maharani, 2023. The benefits and challenges of using video as teaching

medium: Teachers’ perception. Thesis. English Department. Faculty Of Language

and Literature. Universitas Negeri Makassar. (Supervised by Chairil Anwar

Korompot and Syarifah Faradhiba).

This research aims to investigate the benefits and challenges of using

video as a teaching medium: teachers’ perception. Besides, this research also

attempts to identify the benefits and challenges of using video as a teaching

medium.

Learning media is currently needed by teachers to support the teaching and

learning system in the classroom. One of the media applied is video. This study

aims to determine the benefits and challenges of using videos in the teaching and

learning process based on teacher perceptions. In conducting this research,

researchers used qualitative methods to find out and explore more detailed

information. The qualitative approach method used by the researcher was

descriptive qualitative. Two English teachers were selected as participants in this

study. All participants were English teachers in one of the high schools in MTs

Al-Hidayah consisting of two female teachers. The researcher used interviews as

the data collection instrument. There were eight findings, four advantages, and

four challenges. Based on the results of the study, it can be concluded that

teachers' perceptions of the use of video-based learning media are very positive.

Thus, it can be concluded that the use of video-based learning media can increase

teacher creativity, increase student attention, increase student motivation, and

Increase learning effectiveness.

Keywords: Video teaching, benefits, challenges.

vi
 ABSTRAK

Annisa Maharani, 2023. Manfaat dan tantangan penggunaan video sebagai

media pembelajaran: persepsi guru. Skripsi. Program Studi Pendidikan Bahasa

Inggris. Fakultas Bahasa dan Sastra. Universitas Negeri Makassar. (Dibimbing

oleh Chairil Anwar Korompot dan Syarifah Faradhiba).

Penelitian ini bertujuan untuk mengetahui manfaat dan tantangan

penggunaan video sebagai media pembelajaran: persepsi guru. Selain itu,

penelitian ini juga mencoba untuk mengidentifikasi manfaat dan tantangan

penggunaan video sebagai media pembelajaran.

Media pembelajaran saat ini sangat dibutuhkan oleh para guru untuk

mendukung sistem belajar mengajar di kelas. Salah satu media yang digunakan

adalah video. Penelitian ini bertujuan untuk mengetahui manfaat dan tantangan

penggunaan video dalam proses belajar mengajar berdasarkan persepsi guru.

Dalam melakukan penelitian ini, peneliti menggunakan metode kualitatif untuk

mengetahui dan menggali informasi yang lebih detail. Metode pendekatan

kualitatif yang digunakan oleh peneliti adalah kualitatif deskriptif. Dua orang

guru bahasa Inggris dipilih sebagai partisipan dalam penelitian ini. Semua

partisipan adalah guru bahasa Inggris di salah satu sekolah menengah atas di

MTs Al- Hidayah yang terdiri dari dua orang guru perempuan. Peneliti

menggunakan wawancara sebagai instrumen pengumpulan data. Terdapat

delapan temuan, empat keuntungan dan empat tantangan. Berdasarkan hasil

penelitian, dapat disimpulkan bahwa persepsi guru terhadap penggunaan media

pembelajaran berbasis video sangat positif. Dengan demikian, dapat

disimpulkan bahwa
vii
penggunaan media pembelajaran berbasis video mampu meningkatkan kreativitas

guru, meningkatkan perhatian siswa, meningkatkan motivasi siswa, dan

meningkatkan efektivitas pembelajaran.

Kata kunci: Video pembelajaran, manfaat, tantangan.

viii
 ACKNOWLEDGEMENTS

In the name of Allah, the most graceful and the most merciful.

Alhamdulillah, first of all, I thank Allah Subhanahu wata’ala for giving me the

opportunity, health, and ability to complete my undergraduate thesis. Also, with

his guidance, I could write and finish this thesis at the right time, so the author can

finish this thesis entitled “The benefits and challenges of using video as teaching

medium: Teachers’ perception”. This thesis is completed as a requirementto finish

a bachelor’s degree in the English Education Study Program, Faculty of Language

and Literature, State University of Makassar.

The author realizes that this thesis can be completed because of the help of

several parties who have contributed directly or indirectly. Therefore, on this

occasion, the author would like to express her deepest gratitude to several parties.

1. Prof. Dr. H. Husain Syam, M.T.P., IPU., Asean Eng., as the Rector of

Universitas Negeri Makassar, the Vice Rector, and their staffs.

2. Prof. Dr. Anshari,, M.Hum., as the Dean of Faculty of Languages and

Literature, Universitas Negeri Makassar, the Vice Deans, and their staffs.

3. Sultan Baa, S.S, M.Ed., Ph.D., as the Head of English Department of

Faculty of Languages and Literature, Universitas Negeri Makassar.

4. Chairil Anwar Korompot, M.A., Ph.D., as my first advisor has given the

time to provide guidance, direction, and advice to researchers so that this

thesis can be completed properly.

5. Dra. Syarifah Faradhiba, M.Hum., as the second advisor who has given the

time to provide guidance, direction, advice, and approval to the researcher

so that this thesis can be completed properly.

ix
6. Dr. Maemuna Muhayyang, M.Pd., was the first examiner who has given

valuable advice and suggestion in order to make this thesis better.

7. Muhammad Miftah Fauzan, S.Pd., M, Pd as the second examiner who has

given valuable advice, and suggestions in order to make this thesis better.

8. The Head Master of MTs Al- Hidayah, the English Teacher, and the

students who helped in this thesis research were the sample and

respondents. All of the teachers and staff for their instructions, teaching,

and helps during the research study.

9. With love and cherish, I dedicate this hard work to my beloved parents.

My mom Muliana, the purest and most beautiful person in this universe,

and also my beloved father Abd. Waris, thank you for always being strong

figures in my life. Thanks for believing in me, give me your advice, love,

and support in every single step I take. To all of my family especially to

my aunty Siti Aminah who always gives me such lovely advice. My

beloved brother, Yogi Pratama, Asyraf, Raditya, and Adrian thank you for

always being a good helper for me.

10. My beloved best friends Fitya Awalia Mafaza and Mutmainnah who are

always beside the researcher, give support and always listen to the sighing

of the researcher. Thank you for having me an amazing experience in

nature! Unless I didn't meet you guys, I wouldn't have had such a great

experience that I can re-tell the stories to somebody else. I love you guys

so much.

11. All of the members of English Education who have fought together since

the beginning of this study, especially Ismi Azizah, Auliya Faradiba, Siti

Rosita, Hikma Audia, Anugrah Irsan, Sri Putri, and Aidil thank you for

always beside the researcher,

x
12. I would like to thank my idols, all members of Bangtan Sonyeondan, Kim

Namjoon, Kim Seokjin, Min Yoongi, Jung Hoseok, Park Jimin, Kim

Taehyung, and Jeon Jungkook and also Seventeen S.coups, Jeonghan,

Joshua, Jun, Hoshi, Wonwoo, Woozi, Dokyeom, Mingyu, Minghao,

Seungkwan, Vernon, and Dino for being my mood booster every time I

felt sad, alone, and stress. Even though you are far away but your songs,

laugh, and love always comfort me and cheer me up. Especially for my

ultimate bias, Jungkook, Taehyung, Min Yoongi Jeonghan, Mingyu, Jeon

Wonwoo, and Dokyeom thank you for always being my best idol figure!

Saranghae ♡

13. I wanna thank me. I wanna thank me for believing in me, I wanna thank

me for doing all this hard work I wanna thank me for having no days off. I

wanna thank myself for never quitting I wanna thank me for always being

a giver and tryna give more than I receive. I wanna thank me for tryna do

more right than wrong I wanna thank me for just being me at all times. The

researcher realizes that this thesis is far from perfect but the researcher

hopes this thesis can be beneficial, especially for the researcher and the

reader. May Allah always give his blessings to all of us. Aamiin.

Makassar, 28 May 2023

The Author

The Researcher

xi
 TABLE OF CONTENTS
page

THESIS......................................................................................................................i
APPROVAL SHEET……………………………………………………………...ii
STATEMENT OF ORIGINALITY..........................................................................ii
MOTTO ....................................................................................................................ii
ABSTRACT ............................................................................................................iv
ABSTRAK ............................................................................................................. vi
ACKNOWLEDGEMENT .....................................................................................viii
TABLE OF CONTENTS .......................................................................................xii
CHAPTER I.............................................................................................................. 1
INTRODUCTION .................................................................................................... 1
A. Background.................................................................................................... 1
B. Research Question ......................................................................................... 7
C. Objectives of the Research ............................................................................ 7
D. Significance of the Research ......................................................................... 8
CHAPTER II ..........................................................................................................10
LITERATURE REVIEW.......................................................................................10
A. Some Pertinent Ideas ...................................................................................10
1. Video as a Teaching Media .........................................................................10
2. The Benefits of YouTube Video .................................................................13
3. Challenges of YouTube video .....................................................................15
4. Teachers’ Perception of Using YouTube ....................................................16
B. Conceptual Framework ...............................................................................21
CHAPTER III .........................................................................................................22
METHODOLOGY .................................................................................................22
A. Research Design ..........................................................................................22
B. Place and Time of study ..............................................................................22
C. Instrument of the research ...........................................................................22
D. Data Collection ............................................................................................24
E. Data Analysis...............................................................................................26
CHAPTER IV.........................................................................................................28
FINDINGS AND DISCUSSION ............................................................................28
A. Findings .......................................................................................................28
CHAPTER V..........................................................................................................47
CONCLUSION AND SUGGESTION ...................................................................48
A. Conclusion ...................................................................................................48
B. Suggestion ...................................................………………………………48
REFERENCE .........................................................................................................38
APPENDICES........................................................................................................40

xii
 CHAPTER I

INTRODUCTION

This chapter shows the introduction of this study. It contains the

background of the research, research questions, objectives of the research, and

significance of the research. The background of the research presents the general

information related to the researcher’s topic and the reasons why the researcher

chooses that topic. The objectives of the research show the aims of the research.

The last part of this chapter is about the significance of the research in which the

researcher presents benefits from this study.

A. Background

A great inclination towards the use of technology and its introduction

into the curriculum has gained significance in recent years. In particular,

because of the increasing focus on communicative strategies, the use of video

as an audio-visual material in foreign language teaching classrooms has

increased rapidly and it is evident that the use of video is a great help for

foreign language teachers to encourage and promote the target language

(Cakir, 2006). According to Hemei (1997), being a rich and valuable resource,

video is well-liked by both students and teachers. Video is an audio-visual

media that displays images and sound. Currently, the use of video is one part

that is often used by teachers in teaching and learning (Sadiman, 2009).

In this modern era, teaching English is increasingly diverse, including

anything from manual media or visual media such as chalk, marker, and

blackboards and including internet-based media and technologies such as

xiii
 2

audio-visual. In the lesson of English teaching and learning, as well as

teacher preparation Teachers' tools can make it easier for students to

understand the learning material. Furthermore, teachings the method used by

the teacher to deliver the lesson can attract students' attention so that the

learning process happens. According to Jacobs et al. (2002, p. 240), the media

can be seen as media, widely understood, anyone, material, or events that form

conditions that allow students to acquire knowledge, skills, and attitudes.

Learning media is a tool used in the process of learning. The goal is to

make it easier for teachers to present material to students. Furthermore, the

presence of media learning can support learners in preparing for and accepting

the material because it can be used with their students at home. Learning

media must be packaged as well as interesting as possible for students to feel

comfortable following learning at school. According to Harji (2010), the video

gives a better contribution to the teaching and learning process in studying

English vocabulary. Locatis and Atkinson (1990) found that the application of

media is to some degree special but in many cases, it must be guided by both

common standards of learning and the setting in which these standards are

utilized, for the directions utilized of media programs are planned intentioned

to create the teaching-learning environment more curious and more active.

Several studies suggest that there are several benefits to the

implementation of video. Additionally, Harmer (2001) stated that when using

video films, students do not only hear the language, but they see it too. So,

students can improve their listening and speaking skills with the video usually
 3

the teacher uses video to improve their listening skills by stopping the video

then students will practice speaking according to what they see and hear, so

students will also be more trained. In addition, it gives the potential to create

something memorable and enjoyable, the classroom is quite beneficial.

Furthermore, video use in the classroom can be highly interactive, requiring

the use of critical thinking and dialogue. According to Schwartz and Hartman

(2007), video footage itself can be designed to provide students with special

opportunities to see, engage, do, and say. In the context of using video

informally in the classroom, we discovered that the same segment of video

footage, when carefully examine with the guidance of the teacher, can be used

to support multiple teaching goals. For example, we often have a short

segment of video (carefully selected to illustrate important concepts), then ask

students to interpret what they see, providing different possible understandings

as well as justifying their own. It is proven that watching a video that is

suitable with the theme could attract students’ attention and improve their

vocabulary mastery.

According to Devanti (2018), the use of video as a medium can improve

students’ active participation and vocabulary mastery. It is proved that

watching a video related to the subject can collect students' attention and

improve their vocabulary mastery. Previous research has almost entirely

focused on the advantages or benefits of using video medium in teaching and

learning English, with a specific focus on students. However, more research on

teachers' perceptions of the use of video in the classroom is needed, so that in

 4

the future, teachers can anticipate some of the challenges that arise when

teaching with video. Furthermore, some of the benefits of using video can

enable educators to use video medium as a more effective classroom teaching

material, allowing students to improve their learning abilities. Rahmawati

(2018) discussed students’ perception on the of video as teaching media. The

findings of this research showed that using video as teaching media can make

the students feel happier and enthusiastic in learning because they think that

video is enjoyable. On the other hand, participants stated that videos as

teaching media make them not sleepy in the classroom because the video was

attractive. Besides that, there are some problems in applying video as teaching

media. Some of them are the technical problems on the projector and internet

connection, problems on video content and duration, and the problems on

lecturers’ classroom management. Then, it could increase students’ attention,

make the lesson easier, and facilitate language skills as long as the teacher is

selective in choosing the right audio-visual aids.

In both of the related studies, There are some weaknesses in the previous

research. Firstly, the previous studies focused on the use of audio-visual media

in teaching English based on students’ perceptions. Secondly, the previous

studies discussed audio-visual media that is also related to technology. Thirdly,

the previous study found that audio-visual media is very helpful for English

teachers and students in English classes. However, there were differences

between this present study with the previous studies; the number of

participants, the place of the researcher conduct the study, how the researcher
 5

conduct the study, and the previous studies did not focus on the benefits and

challenges teachers face in using audio-visual media by English teachers’

perception. Thus, these differences can get different findings from the two

previous studies.

Several teachers especially at Makassar used video medium in the

teaching and learning process, there were two English teachers. Currently,

some teachers use video in learning to teach and learn vocabulary for their

students. Based on pre-survey results, the researcher discovered that there were

several challenges faced by teachers in the millennial era when trying to

improve and change teaching styles in the classroom through the use of video

as a media.

Based on pre-survey, at the high school where the researcher took this

research, the teacher used a video that was ready to use according to the

material by downloading from YouTube and the video also was used by the

teacher to teach English classes. The YouTube video is an example of an

animated video that a teacher could use in the classroom. The teacher only

downloads and then applies the video. It is very simple for the teacher to teach

in the classroom by using a YouTube video. Video is one of the most widely

used media in the classroom, especially for high school students learning

English. According to a previous interview with one of the teachers, video has

both benefits and challenges. According to the teachers, using video also gives

a more interesting impression and video helps to create more effective

teaching. Moreover, some teachers continue to teach using printed materials,

 6

books, or guides rather than videos. It is hoped that by studying or reading this

research, the teacher will prioritize the use of video as a learning media in the

classroom. Furthermore, the school's teacher explained that there were some

difficulties in using video. Furthermore, the school's teacher explained that

there were some difficulties in using videos, such as technical issues with the

cable or a projector that did not turn on. As a result, the researcher looked into

the benefits and challenges of using video in the teaching and learning process

from the teacher's point of view.

One of the challenges is that teachers must use supporting devices such

as LCDs and projectors when using this video. The computer lab and LCD

projector at this high school are fully functional, but the teachers have not

successfully made use of them. Meanwhile, teachers rarely use LCD projectors

because they are difficult to set up. It is only used to display images and videos

through PowerPoint presentations. In addition to the challenges mentioned

above, teachers sometimes still find it difficult to use this video medium

because they assume that their abilities and experience are not effectively

implemented so when they face difficulty, such as resolving hardware

problems in the classroom to support learning with videos, they can become

confused and time-consuming Furthermore, teachers face difficulties when it

comes to finding video content that is suitable for their students. Because there

are so many video materials and different types of videos available, the teacher

must spend a significant amount of time searching for videos that are most

suitable for the students.

 7

The researcher is interested in choosing this study because they believe

that video medium has a positive impact on increasing learning motivation.

Besides, researcher observe real phenomena when teachers teach with and

without videos. Because using this video has shown that students are more

interest in learning than traditional methods. The researcher then gathers

information from a teacher that, while using this video medium has benefits

for him teaching in class because it can build students' learning motivation in

class, the teacher also faces challenges such as facilities that are not always run

smoothly. Finally, the researcher does a study with the title “The Benefits and

Challenges of Using Video as a Teaching Medium in Mts Al-Hidayah:

Teachers’ Perception”.

B. Research Question

This research is meant to answer the following questions:

1. What are the benefits of using video as a teaching medium based on

English teachers’ perceptions?

2. What are the challenges faced by teachers in using video as a teaching

medium in the classroom based on English teachers’ perceptions?

C. Objective of the Research

Based on research question, the purpose of this study are:

1. To find out the benefits of using video based on the perceptions of

English teachers.

2. To find out the challenges of using video based on the perceptions of

English teachers.
 8
D. Significance of the Research

This research is aim to give positive advantages for some parties such as

teachers, students and next researches.

1. Teachers. The researcher hope that the teachers can know about the

benefits and also the challenges of using video as teaching medium.

Based on this reading or their experience teaching with video, they

can face the benefit and challenges of using video. This study can help

teachers decide whether or not to use video as a teaching medium.

Furthermore, the researcher hopes that this research will help teachers

better understand and learn about the benefits of using video as a

teaching medium. Finally, the researcher hope that teachers will shift

from the traditional method of using printed materials or books to

using videos.

2. Students. The result of the research would give contribution for the

students to be more interesting in learning English by using video as a

teaching medium. When implementing video medium in the

classroom and students are motivated to learn information to fulfill

their tasks. It means that video still has roles in students’ learning in

English classrooms, so they can build a great interest and motivation

to learn English.

3. The next researcher. This research is expect to serve as a reference

for future research. More research on teaching media and video usage

strategies for teaching and learning can be conduct. Following the

reading of this research, future researcher will be able to determine the

benefits and challenges of using video as teaching media based on

teacher perceptions.

4. Institution. This research may help institutions in better facilitating

teachers' needs in overcoming challenges, such as meeting the needs

 9
of Wi-Fi, LCD, and projectors, which are more fulfilled in using video

as a medium for teaching and learning. It is hope that this research

will facilitate educational institutions in paying more attention to

materials that must be used for classroom teachings, such as media

and tools.
 CHAPTER II

LITERATURE REVIEW

This chapter presents a review of related literature, which deals with some

pertinent ideas and conceptual frameworks.

A. Some Pertinent Ideas

1. Video as a Teaching Media

In this part, the researcher presents the definition of video in

teaching, characteristics of video in teaching, types of video in teaching, the

benefits of using video as teaching media, and at last, this section discusses the

disadvantages or problems of using video as teaching media.

a. Definition of Video

Video is a recording of moving pictures and sound, especially as a

digital file and DVD (Cambridge dictionary). According to Riyani (2007),

media instructional video is a media or tool that presents audio and visual

containing learning good messages that include concepts, principles,

procedures, theory application of knowledge to help the understanding of

the material learning. It means that video is audio visual media that can

display moving images together with corresponding sound and present

information that is educative containing process, explain concepts,

principles and theory affect the attitude of application knowledge to help

the understanding of a learning materials.

Moreover, according to Heinich, Molenda, and Russel (1989), the

primary meaning of video is the display of pictures on a television or type

10
 11

screen. Based on their book entitled "instructional media and the new

technologies of instruction" any media format that employs a screen to

present the picture portion of the message can be referred to video. The

images of video are composed of dots of varying intensity on the screen.

The sound that accompanies the video image is recorded magnetically on

the videotape just as in audio recording. Originally the video was

synonymous is a video that broadcast television, but the concept has

expanded dramatically in recent years with the current development of

new technologies that are connected to television sets, video recorders,

video games, internet video, and many other kinds of media that are still

emerging. This kind of new media services continue to multiply because it

tends to be cheaper and more efficient to transmit information for teaching

and learning activities.

b. Characteristics of The Video

To produce video as teaching media that can improve motivation and

effectiveness use, Riyani (2007) stated that the developers need to

consider the characteristics of video as teaching media namely video is

able to manipulate the display of images in accordance with the demands

of the message to be conveyed. Video creates objects in the form of sound

and image means the object can be stored in a given period. The appeal of

video is abcantain student attention longer up to 25 to 30 minutes. Video

as teaching media the object contains an image, updated information,

warm and real-time.

 12

Based on the above description, it can be concluded that when

selecting video as learning media, the characteristics of the video must be

identified to support the use of teaching tools. Characteristics of video as a

learning media also include the ability to show images with variable sizes,

images that can be manipulated and combined with sound, motion

animation, and text speed that can be adjusted to aid students'

understanding of the material. Furthermore, the goals of using flexible

video that can be used individually or in groups make it easier for students

to learn through video in a variety of classroom situations.

c. The Types of Video

One of the Internet services that contain information around the world

is YouTube. YouTube was founded by Chad Hurley, Steve Chen, and

Jawed Karim and officially launched in June 2005 Burgess & Green

(2009). YouTube also provides a video that helps to enhance the English

teaching and learning process. According to Jalaluddin (2006) said that

YouTube is a website that shares various kinds of videos like video clips,

music videos, movie trailers, and other content namely video blogging,

short original videos, and educational videos. YouTube is considered the

researcher as an alternative strategy to enhance students' speaking skills.

After watching a YouTube-based video, it is expected that students can

get the ideas to speak from the real environment of the speaker so that

students will have an opportunity to do an imitative, responsive, intensive,

interactive, and extensive performance. Heriyanto (2015) also stated that

 13

YouTube videos are limited in length, which makes them suitable for

constricted classroom time. It means that YouTube can be one of the

teaching media that can be used in the classroom.

In addition, Wagner (2007) argued that YouTube-based materials

allow learners to master pronunciation, and sound discrimination, and

comprehend what is being said to them through the graphic and

illustration means used in the videos. YouTube is a useful technique that

can be used to develop students speaking skills Silviyanti, 2014; Watkins

& Wilkins (2011). Besides being motivating and interesting, YouTube

allows students to listen carefully, pronounce words properly, and

organize their ideas while speaking.

2. The Benefits of YouTube video

YouTube has several advantages for the teaching and learning process.

According to Jalaluddin (2016), those advantages are as follows:

1. YouTube videos are very useful media that can be accessed outside

and inside the classroom. It is because YouTube video is online-based

and can be accessed everywhere within the area with an internet

connection. So, offers flexibility in learning and enables the teacher to

assign the students to explore more related videos outside the

classroom.

2. YouTube videos provide exposure to authentic English and offer

authentic examples of everyday English spoken by the people. It

 14

enables the students to have access to English which is spoken by

native speakers. Moreover, using authentic material will make the

students more confident in facing real-life situations.

3. Using YouTube videos promotes more autonomous learning styles

and student centers. The students will actively engage in their learning

and the role of the teacher just as the facilitator. Moreover, the

easiness of accessing various videos on YouTube gives the students

opportunity to discover knowledge by themselves without being

spoon-fed by their teacher. In addition, a video that combines both

pictures and audio makes the students easier to understand an abstract

concept.

4. Using YouTube videos in the classroom greatly attracts students’

attention, so it makes the classroom very interactive for language

learning. It is because they find the video interesting and challenging

to watch as it shows them how people behave while using the target

language they are learning.

5. Using YouTube videos in the classroom greatly attracts students’

attention, so it makes the classroom very interactive for language

learning. It is because they find the video interesting and challenging

to watch as it shows them how people behave while using the target

language they are learning.

6. Using YouTube videos allows the students to comment on any video

especially when they play it online. So, it even contributes to the other
 15

language skills development of the students. It seems that using

movies can help students learn English in a more enjoyable setting.

Because videos include graphics and music, that allow students can

understand the material immediately.

3. Challenges of YouTube video

1. YouTube is known to be a free site that does not restrict users to post

videos. This makes some videos to be of both violent and explicit

content. Certain videos on YouTube are not suitable for all children,

particularly teenagers. Even without warnings, these contents could be

shown to the children. However, by implementing a parental block,

parents will be able to safeguard their children from such content. Not

every video on YouTube comes from reliable sources. Some videos

are uploaded just for the sake of business. And all the popular videos

don’t necessarily contain the right information. Therefore, students

must spend some time researching the videos that process correct

information about the subject.

2. YouTube education completely relies upon an internet connection.

There is no means of accessing the YouTube study contents, there is

no access to the web. Moreover, using videos for a prolonged time

may cost a significant amount of cellular data. Not all students will be

able to afford this much data.

 16

4. Teachers’ Perception of using YouTube

The teachers and the YouTube video an important role in the teaching

learning process. The teacher is a facilitator, adviser, surrogate parent,

class disciplinarian, mentor, counselor, bookkeeper, role model, and

planner who can develop not only the students‟ ability in learning but also

the students‟ behavior. On the other side, YouTube video has a big

impact on classroom activities. The use of YouTube videos could be very

efficient to improve students’ speaking skills. Therefore, teachers and the

YouTube video become the most influential thing in teaching-learning

activities.

The teachers’ perception has a significant influence on the educational

system, especially in the teaching and learning process. The YouTube

video is a part of the learning process which certainly gives a good impact

on the students‟ speaking skills whenit was associated with the teachers’

perception. The teachers’ opinions can influence the learning procedures,

techniques, strategies, methods, materials, and classroom situations.

Rakhmat (cited in Dinah, 2013) stated that personal, structural, and

cultural factors influence perception. Personal factor contains needs,

experiences, motivations, hope, andsituations.

a. Definition of Teachers’ Perception

Perception is the act of perceiving, opinions, beliefs, attitudes, and

judgments toward something around the environment. There are various

definitions of perception. Some experts define perception as the process of

recognizing, organizing, and interpreting sensory information.

 17

Narrowly, perception is a conscious awareness response to objects and

events in the recipient's environment Norman (2002). According to

Healey, perception is connected to the human senses which produce the

signal of the environment from sight, hearing, touching, smell and taste.

The information of human Perception could be the shapes, colors, sounds,

and, some properties that can be found in an object.

The human eyes have the function as the window of their world. They

are the main means for humans to see and understand themselves and their

surroundings. The human ability to see, feel, and understand not only

contributes physically but also a contribution to the humans’ psychological

sense Barry (2002). Human transfer what they have seen through their

eyes to their feeling as a process of understanding. The humans’

perception and sensing ability became the source of their experience in

perceiving the information about something around them Demuth (2013).

They perceive the information based on their mindset, behavior, and

judgment.

b. Importance of Teachers’ Perception

Teachers are one of the most important personnel in an educational

system that is on the front line of education, heavily involved in various

teaching and learning processes, and also the final practitioners of

educational principles and theories. In the field of English Language

Teaching professionals, significant roles of teachers' perceptions have

been highlighted. Barcelos (2003) states that language teachers’

 18

perceptions influence what language teachers do in the classrooms.

Similarly, Yu in Srangkang and Jansen (2013) mention that teachers’

perceptions influence what teachers do both inside and outside the

classrooms. Therefore, teachers must be aware of what they perceive and

believe when conducting their daily teaching. This means that teachers’

perceptions are the basis for teachers to form a judgment or make

decisions. In addition, teachers' perceptions result in how teachers deal

with shortcomings in their teaching situations Moloi (2009). Jia (2004)

states in her study that some writers believed that as behavior is led by

thought, exploring teachers' perceptions and beliefs helps gain a deeper

understanding of teachers‟ behaviors in classrooms and provides guidance

for enhancing teachers' practices. Teachers have a primary role in

determining what is needed or what would work best with their students.

Findings from research on teacher perceptions and beliefs indicate that

these perceptions and beliefs not only have considerable influence on their

instructional practices and classroom behavior but also are related to their

students' achievement Anderson & Roth (1991). Thus, knowing the

perceptions and beliefs of teachers enables one to make predictions about

teaching and assessment practices in classrooms.

c. Factors of Perception

It has been noted that teachers' perceptions are coming from different

backgrounds. Robson (2002) argues that teachers might have been

influenced by the way they acquired work-related knowledge in their first

 19

occupations, although without direct observation of their practice, it was

impossible to confirm this. Ramazanis’s (2013) study finds that teachers'

perceptions depend on the language ability of their students. In addition,

Holt- Reynolds (1992) has suggested that teachers’ entry beliefs and

perceptions strongly influence both the way they view the theoretical

components of teacher training and the teaching behavior during the field

experience. Hsieh (2002) indicates that teachers' demographic background,

educational background, and career background had significant effects on

teachers' perceptions and beliefs about EFL learning. Factors that influenced the

perception system include individuals learning experiences, public opinions and

examples of other people, motivation for EFL learning, and knowledge of

educational theory. Based on Banduras (1995) theory of self-efficacy

which is related to teachers’ perception and belief, self-efficacy begins and

continues to grow up dealing with a variety of experiences and situations.

Furthermore, Richardson (1996) highlights three major sources of

teacher perceptions and beliefs: personal experience, experience with

schooling and instruction, and experience with formal knowledge of both

school subjects and pedagogical knowledge. According to Donaghue

(2003), teachers’ perceptions are derived from sources such as experience

and personality. Sia‟s (1992) study, shows that experiential activities, such

as teaching practicum or other mastery experiences seem to have a great

impact on the self-efficacy perception of teachers. Goker (2006) points

out, teacher efficacy is strongly influenced by unique features of the

 20

inherent cultures and by the cultural and social backgrounds of the

teachers.

To sum up, factors influencing teachers' perception can be from

personal experience, experience with schooling and instruction, experience

with formal knowledge of both school subjects, and pedagogical

knowledge that influence practices of teaching and learning, student’s

ability, and situation.

B. Conceptual Framework

This research looks into how teachers believe about using video in

the classroom as a teaching tool. Some teachers also used video in the

classroom asa teaching tool. However, this research identified the benefits

and challenges of using video as a teaching tool based on the perception of

the teachers. The teachers' perception is also important to be exposed in

this study because they have real experience of the use video as a teaching

tool in the classroom, so the teachers become an important participant on

this research. The following list outlines the research's conceptual

framework:
 21

English Language Learning

Teachers

Perception

Video

The benefits of using video as a The challenges of using video as a

teaching medium. teaching medium.
 CHAPTER III

METHODOLOGY

This chapter presents the research design, place and time of the study,

instruments of the research, procedure of collecting data, and the technique of

data analysis.

A. Research Design

The research design is important to help the researcher get valid data. This

research will use a descriptive qualitative research method. The research

respondent is the English Teachers at MTs Al-Hidayah Makassar. Qualitative

research is more exploratory in nature, relying on the gathering of verbal,

behavioral, and observational data that can be interpreted subjectively.

According to Mukhtar (2013), the descriptive qualitative method is a

method used by the researcher to discover knowledge or theory of the study at a

certain time.

B. Place and Time of study

This research focuses on what is the teacher’s points of view or

perception of the benefits and challenges of using video at MTs Al-Hidayah.

Therefore, this research will be conduct at MTs Al-Hidayah, Parang

Tambung, Kec. Tamalate, Kota Makassar, Sulawesi Selatan. This research

will be conduct in November until December 2022.

C. Instrument of the research

Research instruments refer to any kind of tools that use to collect or

acquiredata, also measuring and analyzing data that is relevant to the

22
 23

research. According to Creswell (2012), a research instrument is

assessing, monitoring, and recording data devices. This is important to collect

data and will serve to provide the answer to the research question which list

in the problem statement. In this research, the researcher uses interviews and

observation as the instrument for collecting data.

1. Observation

The observation Method is a method of data collection used to

gather research data through observation and sensing. The goal is to

look at observations and noted the phenomenon of what appears which

allows the occurrence of differences between the two groups that are

being researched (Sukardi, 2018).

Observation is a data-gathering technique that requires the

researcher to take to the field to observe things related to space, place,

actors, activities, things, time, events, goals, and feelings. But not all

need to be observed by the researcher, only things that are related or

highly relevant to the required data.

Researcher use interviews as additional interviews to get more

accurate details. The term instrument in qualitative research implies a

broader set of procedures and questions. The most common

instruments are usually structured, containing both close add open

questions, use to survey qualitative research, the protocol contains

questions about the research topic, and use as a guide in conducting

research. For example, what information the researcher wants to find

 and where it comes from.

These research observations aim to discover how things are visually

and the school components in them. Furthermore, observations are

carried out to learn about the local community's reaction to the

existence of MTs Al-Hidayah. It is also important to recognize the

relationships between citizens and school personnel with school parties

outside of the school. As a result of this observation, factors that hinder

the school's development will be defined.

D. Data Collection

There are several steps that the researcher does before observations:

1. The researcher will do the observation in 2 meetings.

2. The researcher introduces herself in front of the class.

3. Researcher help teachers in developing tools to be used during the

learning process.

4. The researcher began the observations.

5. Researcher help teachers in developing tools to be used during the

learning process.

6. The researcher began collecting data by using observation sheets to

evaluate teachers' performance in teaching English by using video.

There are several steps that the researcher does before interviewing the

participants:

1. First, the researcher contacts the participant and ask for their

willingness to become participants in this research.

2. Then, after participants accept the researcher’s request, the

researcher set a schedule for the interview.

3. Besides, the researcher interview the participants after the school

hours have been completed. This interview will conduct at the

place where the participants work.

4. To conduct the interview, the researcher makes interview

guidelines and uses the Indonesian language during the interview

to ease communication between the researcher and the participants

to avoid misunderstanding between the questions and the given

answers.

5. Before doing the interview, the researcher prepares several pieces

of equipment to support the interview session, such as an audio

recorder from a Smartphone and a print-out of the interview

guideline.

6. The researcher uses the recorder application aim to record the

results of the interview process and facilitate the researcher to

verbatim copy the data in detail by what the participants had said.

7. The in-depth interview run for around 15 minutes. This helps the

researcher to get deep information by discovering their

experiences in teaching using video as teaching media.

8. In the final steps, the researcher asks the participants if it is okay to

record the conversation during the interview process.

E. Data Analysis

1. Observation Analysis

The focus of observation is on teachers while using video in the

learning process. After collecting data using observation and

interviews, the researcher used the field note as observation data to

support the findings.

2. Interview analysis

In this case, the researcher analyzes the data in to understand and

collect the information needed to answer the two research questions.

The data analysis process will begin with transcribing the interview

results from four face-to-face interview participants. The researcher

then conducts a member check after transcribing the recording. Each

transcription will be returned to the participants, who will confirm that

all of the information in the transcription is correct. The researcher

made sure of the validity of the data gathered by doing member-

checking.

Following the member check, the researcher uses thematic analysis to

analyze the data. Thematic analysis is a data coding process. The

researcher analyzes the script of the recording while coding the data. It

means that the researcher continues to analyze what the participants

meant by their responses to each question. This activity was done by

collecting all of the statements that answered the research questions,

and then the researcher created a statement that defined the responses
of the participants. Each statement with the same meaning will

be colors differently by the researcher. The researcher then will group

answers of the same color found and incorporate them into Chapter 4.
 CHAPTER IV

FINDINGS AND DISCUSSION

This chapter presents the findings and discussion of the research. The

finding section contains all the data that has been collected during the research.

The discussion contains data that has been analyzed and discussed by the

researcher.

A. Findings

The research findings describe the data collected from interviews and

observation. The findings and discussion are based on the interview results from

the teacher's response. The findings of the interview and observation provide

answers to the questions raised in the first chapter.

Two English teachers in Mts Al-Hidavah were interviewed to provide

some information to find out the benefits and challenges of using video as a

teaching medium by teacher perception. All interview was divided into two

categories, those categories are: 1) Teachers’ perception of the benefits of using

video as a teaching medium. 2) Teachers’ perception of the challenges of using

video as a teaching medium. Each category was discussed in the following

discussion together with the quotes of the interview and the interpretation of the

quotes. Those categories were presented to answer the two research questions in

this research.
 29

1. The Steps on How English Teachers Implement he Video

After conducting the observation in the class, the researchers will explain

three phases of on how English Teachers Teaching English by using video.

Procedure teaching that uses by teachers when do activities teaching and

learning in the classroom, there are divided into three steps:

1. Pre-activity

In the classroom teacher A and teacher B before starting the lesson and

playing the video, the teacher makes sure the teaching and learning tools or

instruments are complete such as markers, erasers, laptops, LCDs,

projectors, and videos. In addition, the teacher also makes sure the

whiteboard is clear. Then the teacher makes preparations; the first is to say

greetings before starting the lesson. The second step is asking about the

condition, after greeting, asking about the condition of the students to

establish closeness with them and then asking the class leader to lead the

prayer before starting the lesson.

2. Main Activity

In this step, teacher chooses Active Viewing Technique to use in the

classroom to provide opportunities for students to watch the entire video and

after that ask them to distribute what they have viewed in written and

spoken forms. In this step teacher, start does presentations, before play the

video teacher has asked the student what their get from warming up that

teacher give related to the topic and give instruction to students to write

down their knowledge related about the topic in the whiteboard for
provoking the students to be active in the classrooms. The teacher also

gives appreciation, such as say thank you or give applause to students who

can answer the question to add students confidence and motivation to

active in the class. After that teacher starts playing the video to give a clear

example from the topic, there is two videos that wants to show to students,

the first video want to show is about things at class and school. And then

teacher gives some question to students about what information they get

from the video and then ask student give some example about things at

class and at school. The last in this step is teacher A asking the students to

conclude about the material that their learn to know their ability to

understand about the topic given after that teacher give follow up to

concluding the material to make students more understand about the

material. The differences between teacher A and teacher B is teacher B do

not asking students to concluding the material that have been teaching.

3. Post Activity

This phase is the last step; in this step the teacher also needs to apply

the right techniques to make teaching and learning activities meaningful in

the closing part of this stage. After students watching the video and

conclude the material, it's time to next step is practice, the teacher gives

several tests to students with clear instruction and still give follow up what

students should do after finish the test. This test also useful to find out how

well students can learn from the videos they watch. And after that give

evaluation, in this step is evaluation teacher asking students together in

correcting the test to make the class more active. And then after that

teacher gives expansion such as to give students a gift or homework that

related about the material that has learn to make students also active learn

at home and recall their memories about the lesson. The differences

between teacher A and teacher B is teacher B didn’t evaluates and

concludes the material before closing the class. The opposite, before

closing the class teacher A ask students what conclusion from the material

that they have to learn, and then teacher still give a conclusion about the

material before closing the lesson to make sure all the students understand

about the material.

In conclusion, there are three main phases of teaching and learning

activities in distributing videos. Each phase is carried out by teachers in

several ways that can encourage teachers to become active teachers and

better teachers.

2. Interview Findings

1. What are the teacher’s perceptions of the benefits of using video

as a teaching medium in English Classrooms at MTs Al-Hidayah?

The researcher gathered the data from the participants of this research.

There is one category explained to answer the first research question.

Those categories served to know about teachers’ perception of the use of

video as a teaching medium. Next, the researcher asked the participants

about the benefits of using video as a teaching medium. All participants

agreed that video as teaching media was very useful and assisted students
 in learning activities. It shows that video as teaching medium contains a

lot of benefits for teaching and learning activities in English classrooms.

a. Using videos in the classroom improves the classroom atmosphere.

Extract 1

“I think by using video as teaching medium in class makes the

students enthusiastic in learning”.

(Teacher A)

Extract 2

“I personally prefer to use the video in learning, because it does not

make students feel boring and students become enthusiastic while studying,

and the classroom becomes active and alive. Using video makes the students

feel interested in learning the material, and it makes the children feel so

enthused and excited in the learning process”.

(Teacher B)

All participants said that the use of video in the classroom made the

students feel more interested and enthusiastic during the teaching-learning

process, and the classroom was alive and active. Also, the students felt more

excited with the material, and the teacher could get excited when teaching

using video. Besides, the class activities were more relatable for the

students.
b. Easier teacher to transfer information and the students will be easy

to understand the material.

Extract 3

"Anyway, I think video is also efficient, because video not only

shorten the time but also simple for us to learn anywhere. Especially when

teaching using video media is really help teachers explain material to the

students, in that the teachers will be easy to transfer learning material to

students, and the students will be easy to understand the material. In

addition, I chose videos from YouTube so that teaching with videos helps

students in many ways such as, students can listen to videos and get good

and correct examples, because native speakers in videos usually show real

examples for students to learn something new. And also using video as

teaching medium can improve student pronouncition”

(Teacher A)
Extract 4

“Teaching English by using video easier teachers present the material

clearly, thus students can understand the material which are thought by

teacher so that student can imitate. The video can also give an example to

the students on how the native speakers are speaking clearly, so the video

is able to guide students because the video contains real examples”

(Teacher B)
In interviews with English teachers, they stated that they using

YouTube videos to teaching, they said the purpose of learning media is to

help teachers explain materials to students more effectively. They believe

that using learning media helps in the transfer of learning materials from
 teachers to students, facilitating students to better understand the material.

They specifically mentioned the benefits of teaching with videos. According

to the participant, students benefit from videos in a variety of ways. At this

point, students can listen to the audio in the video to hear proper

pronunciation and intonation.

c. Helping teacher to provide exercise to students

Extract 5

"I like to teach by using video because teaching with videos will make

it easier for us teachers when giving exercises to students, students will

return to play videos to find the right answers and encourage them to try to

understand the material that has been mentioned again.”

(Teacher A )
Extract 6

" The use of video as a learning media is flexible, in the sense that

students can watch it whenever and wherever they want so that when

students are given exercises, they can also watch the video when they are

done”.

(Teacher B)

In interviews with English teachers, they stated that they teaching with

videos can assist teachers in providing students with exercises. Students

will find it easier to complete assignments or homework if they have

access to the learning videos provided by their teacher.

d. The contents of the material from the video as teaching media are

easily remembered by students.

Extract 7

“Video as teaching media can be used to train students listening skill.

Students will be familiar with the spoken language. So that teaching used

video will make the student become easier to understand the contents of the

material and also increase their listening skills”

(Teacher A )

Extract 8

“In my opinion, video as learning media is good, because video makes

students easy to remember the content inside, moreover, it is better if the

content is the good material”

(Teacher B)

Both Teacher A and Teacher B seem to agree on the benefits of using

video as a teaching medium, especially when it comes to language learning

and comprehension. They both point out the importance of using videos to

help students understand and remember the content. Teacher A states that

video can be an effective tool for teaching students how to listen. Students

become more familiar with how the language sounds in real-life when they

learing English by using video so it automatically will improves their

pronouncation skills
 In conclusion, Based on the interview results, there are four benefits of

using video as teaching medium. The first benefits using videos in the

classroom can improves the classroom atmosphere. The second benefits of

using video as teaching medium is also mentioned by two participant

(teacher A and teacher B) that using video as teaching medium helps

students listen and get real example from the video, and also teacher B

mentioned the other benefits using video as teaching medium is help

students to improve their pronunciation skills. The third is helping teacher to

provide exercise to students, two participants mentioned that teaching using

video helping teacher to give exercise to the students. Fourth is participant

has the same answer on the benefits using video as teaching medium. The

contents of the material from the video as teaching media are easily

remembered by students, ease the students to understand the material,

students able to imitate native’s speaking style because students can look

and also heard what the native speakers say and do, so students get many

ideas.

2. What are the challenges faced by teachers in using video as a

teaching media in the classroom based on English teachers’

perceptions?

The researcher gathered the data from the participants of this research.

There is four category explained to answer the second research question.

Those categories were served to know about the teacher’s perception of the

use of video as teaching media. Then the researcher asked the participants

about the challenges of using video as teaching media. The data gathered

about the challenges of using video as teaching medium was used to answer
 the second research question about the challenges of using video as teaching

media in English classes at Mts Al-Hidayah.

a. The challenge is on preparing the equipment.

Extract 9

"The problem is usually the function of the LCD projector not working

properly"

(Teacher A)

Extract 10

"The same problem LCD projectors and monitors are still the most

frequent because it will waste time. It happens when the projector is

broken so we can't watch the video and as happened today when we

wanted to start the class. Sometimes the type of teacher's computer does

not match the HDMI cable in the classroom, so that can make teaching and

learning activities will be disrupted"

(Teacher B)

Based on interview with two participants, they stated that the

challenges caused by a problem LCD projectors, which can waste time and

disrupt teaching and learning activities. Problems with projector operation,

projector and monitor connection, and problems with connection between

the teacher's computer and classroom equipment

b. Technical problems with the internet connection.

Extract 11

“The internet connection sometimes made the teacher-made YouTube

video delay. The background and the audio are not together. Not smooth.”.
 (Teacher A)

Extract 12

“Yes, the network is usually bad, so when I want to teach, I usually

download the video first at home. So, instead of being limited by network

issues when teaching, I teaching used offline videos.”

(Teacher B)

Based on interview with two participants, they stated the challenges teachers

had with internet connectivity when using teacher-created YouTube videos to

teach. Video delays, audio and video disconnected from synchronize, and poor

watching are all causes of problems. In response to these challenges, teachers

discussed their initiative in the second statement. They recognize the repeatedly

poor network quality and its impact on education. To deal with this, teachers

used a strategy that include downloading needed videos while at home.

c. The problems on the video itself.

Extract 13

“Other problems such as the duration of the video are too long that

make students less concentrating and make the spirit of learning are

weakened because of the duration of the video is too long, it will make the

learning atmosphere becomes boring”.

(Teacher A)

Extract 14

“Based on my experience, The challenges of using video as teaching is

teachers must also pay attention to the duration of the video so it will not

take a long time so forget about the duration of the class (over time)”
 (Teacher B)

Based on the interview above it can be concluded that, in this school

English teachers use video as a medium of learning to support teaching and

learning activities in the classroom. But the teacher also has problems in

choosing the appropriate video with the material to be delivered. So, this

can be a challenge when teachers teach them because teachers have to be

good people to manage it in the classroom based on their strategies.

d. Difficulty to find suitable video materials.

Extract 15

“For me, there are some challenges of using video as a teaching medium

especially before the teacher teaches. The teacher must check and prepare the

material. The teacher must be able to choose the suitable material. Moreover,

the electricity fan does not work. So it is a disturbing teaching process. Then

if teachers teach too long students will get bored.”

(Teacher A)
Extract 16

“I think the problem is the teachers face difficulty to find the suitable

material for their students.”

(Teacher B)

Based on interviews with two participants, both stated thoughts on the

preparation and selection of suitable teaching materials, technical

difficulties such as broken equipment such as electric fans, and the risk of

students getting bored if the teaching session is too long.

From some of the challenges that have been mentioned by teachers

above, it can be seen that there are four challenges faced by teachers. The first
challenge is technical problems with the projector, another challenge is

difficulty finding the suitable material.

Based on the result of the interview, all of the respondents have the same

answer about the challenges of using video as a teaching medium. The

respondents as teachers found four challenges faced by teachers using video

as a teaching medium. The first challenge is on preparing the equipment like

laptop, cable, LCD, etc. Another challenge is technical problems with the

internet connection. The teachers should download the material at home

before they teach. The third challenge is the problem with video itself.

Teachers must pay attention to the duration of the video. The last is difficulty

to find suitable material (video), for example, the material is already suitable

but it the level of difficulty is too high, so it cannot be used for the students.

Moreover, it makes the teachers to spend more time and to have many

resources to find the appropriate materials

B. Discussion

This section presented the interpretation of the research results. This section

interprets study findings about the benefits of using video as a teaching

medium and what are the challenges of using video as a teaching medium.

This research included two meetings. Including observation and interview.

The study’s findings were obtained using qualitative methodology. The

results of the discussion were known from the interview answers from two

English Teachers. The researcher found that the video as teaching media was

very useful and assist teachers in teaching activities. It shows that video as

teaching media contains a lot of advantages for teaching and learning

activities in English classroom. This result supported by Devanti (2018), the

use of video as a medium can improve students’ active participation and

vocabulary mastery. It is proved that watching a video related to the subject

can collect students' attention and improve their vocabulary mastery. There

are also other researchers who found similar results according to Rahmawati

(2018) discussed about students’ perception on the use of video as teaching

media. The findings of this research showed that using video as teaching

media can make the students feel happier and enthusiastic in learning because

they think that video is enjoyable. All previous studies have almost entirely

focused on the disadvantages or advantages of using video media in English

language teaching and learning, with a particular focus on students. the

difference between this study and previous studies is that this study focuses

more on teacher perceptions.

The importance of social media in education is undeniable and

indispensable, especially the use of video platforms, which has become

pervasive in the 21century teaching-learning process. Towards this end, this

study investigated teachers’ perception of the benefits and challenges of using

video as a teaching medium. Norman (2002) According to Healey, perception

is connected to the human senses which produce the signal of the

environment from sight, hearing, touching, smell and taste. The information

of human Perception could be the shapes, colors, sounds, and, some

properties that can be found in an object. Thus, it is deducible that teachers in

MTs Al- Hidayah find it easy to use. More so, findings also indicated the

level of interaction of the respondents teaching using video in the classroom

improvesthe classroom atmosphere, students can listen and get real examples

from the video, helping the teacher to provide exercise to students, and

students are easily remember the material, and using video as teaching media

motivates students. For this reason, the benefits and challenges faced by

teachers in MTs Al-Hidayah during the English learning process can be seen

from the teachers' answers from the results of interviews conducted by

researchers on several teachers, as follows:

1. What are the benefits faced by teachers in using video as a teaching

medium in the classroom based on English teachers’ perceptions?

a. Using videos in the classroom improves the classroom atmosphere.

• Increased student interest and enthusiasm: The participants

mentioned that the use of videos helped to capture the students'

attention and made the classroom environment more engaging.

This increased interest and enthusiasm can contribute to a more

effective learning experience.

• Active and lively classroom: The participants noted that the use of

video made the classroom feel alive and active. Videos can provide

visual and auditory stimulation, creating a dynamic learning

environment that encourages student participation and interaction.

• Teacher enthusiasm: The participants also observed that the use of

video allowed the teacher to become more excited when delivering

lessons. When teachers are enthusiastic about the material, it can

have a positive impact on student engagement and motivation.

• Increase the interest of classroom activities: Videos can bring real-

life examples, scenarios and contexts into the classroom, making

classroom activities more relatable to students.

In conclusion, responses from participants show the benefits of

using video in the classroom. The benefits include improved student

interest, an active learning atmosphere, improved student and teacher

enthusiasm, and improved teaching accessibility.

 b. Using videos in the classroom easier teacher to transfer

information and the students will be easy to understand the material.

Both extracts clearly show that Teacher A points out the efficiency and

effectiveness of using videos as a teaching medium, especially when

teaching English. They believe that using videos can help both teachers and

students in a variety of ways. Time-saving and easily available: Videos can

effectively shorten the learning process and can be accessed from any

location, allowing students to learn at their own time. Improved an

explanation: Videos helps teachers in more effectively explaining materials,

making it easier for them to transfer knowledge to students. Improved

understanding: Because video provides both audio and visual helps to

support learning, students find it easier to understand the material when

provided using video. Real-life examples: Video content, especially on

YouTube, frequently features native speakers providing real-life examples,

which can be useful for students. Second, YouTube videos often have native

speakers giving real-life examples, which can help students learn new

concepts. YouTube is a useful technique that can be used to develop

students speaking skills Silviyanti, 2014; Watkins & Wilkins (2011).

Besides being motivating and interesting, YouTube allows students to listen

carefully, pronounce words properly, and organize their ideas while

speaking. Finally, the participant believes that using videos as a teaching

medium can help students improve their speaking pronunciation.

c. Using videos in the classroom helping teachers to provide exercise to

students.

Including videos into the teaching process can have a number of benefits

for both teachers and students. Here are some ways that using videos can

improve the learning experience. Because students can see and hear the

information at the same time, this can help them recognize difficult ideas

more easily. Videos can be more interesting than traditional teaching or

text-based materials. videos can capture students' attention, making the

learning process more enjoyable and interesting. Students can watch videos

several times to increase their understanding of the material.

d. Using videos in the classroom made students are easily remembered

the contents of the material from the video.

When asked about the benefits of using video as a teaching medium, all

of the participants agreed that students feel more easily remembering the

contents of the material from the video.

In interviews with English teachers, they agree on the benefits of using

videos as a teaching medium. The first participant believes that videos can

help students improve their listening skills and become more familiar with

spoken language, making it easier for them to understand the material they

are learning. The second participant agrees and states that videos help with

materials remaining, especially when the material presented in the video is

of high quality.
 In conclusion, both participants believe that using videos as teaching can

improve the learning experience by improving listening skills and

facilitating knowledge.

2. What are the challenges faced by teachers in using video as a teaching

medium in the classroom based on English teachers’ perceptions?

a. The challenge using videos in the classroom are preparing the

equipment.

Based on interview data conducted with two participants, each

participant had the same statement The challenge is on preparing the

equipment like laptop, cable, and LCD.

From interviews with English teachers, according to Participant 1, the

problem is usually caused by a malfunctioning LCD projector.

Participant 2 stated a more detailed response, stating that the most typical

problem involves LCD projectors and monitors. The problem is an

opportunity to waste time and disrupt teaching and learning activities.

They mentioned that the issue comes when the projector does not work,

avoiding video playback, as it did in their class that day. Troubles with

compatibility between the teacher's computer and the HDMI cable in the

classroom can also cause problems.

b. The challenge using videos in the classroom are technical problems

with the internet connection.

Based on the data interview done by two participants they have the

same statement about the problem with the internet connection.

 From interviews with English teachers, two participants stated that

regarding their internet connection and its impact on their teaching

experience. The first participant mentioned that the internet connection

caused delays in the teacher-made YouTube videos and that the audio and

background were not synchronized properly, making the viewing

experience less smooth. This indicates that the participant faced

difficulties due to the internet connection's inconsistency. On the other

hand, the second participant acknowledged the usual poor network quality

and explained that they adopted a solution to overcome this challenge.

They mentioned downloading videos in advance while at home. By using

offline videos, the second participant could avoid the limitations posed by

network issues during teaching sessions.

These experiences highlight the importance of a stable internet connection

for effective online teaching. Inconsistent or slow internet speeds can

disrupt the learning process and create difficulties for both teachers and

students. Using offline resources, such as pre-downloaded videos, can be a

practical workaround to ensure uninterrupted teaching when facing

network-related problems.

c. The challenge using videos in the classroom are The problems on the

video itself.

Apart from the problems with the use of video as teaching media

are the content and length of the video itself. Two participants have the

same statements about that. The problem on the video duration. Based on
 the data interview done by two participants, two participants have the

statement that the duration of the video is too long which makes the

student’s concentration decrease, so teachers must also pay attention to the

duration of the video.

d. The challenge using videos in the classroom are Difficulty to find

suitable video materials.

Another challenge is teachers must check the material before they

teach. Teachers should be able to choose good materials which can with

the topic and the not long in duration, so the student does not get bored.

The first participant stated a few points related to the use of video as a

teaching medium. They stated that before the teacher starts teaching, they

must check and prepare the material, which can take time. Furthermore,

the teacher must be able to select suitable material, meaning the

importance of selecting it carefully that suits the specific requirements of

the students. A further issue was the fact that the electricity fan was not

working, which could disrupt the teaching process and cause discomfort

for both the teacher and the students. Finally, the first participant

mentioned that if teachers teach for a long duration of time, students may

become bored.

The second participant's perspective focused on the difficulties

teachers face in finding suitable resources for their students.

Both participants talked about some of the common challenges of using

video as a teaching medium, such as material preparation, accessibility to

resources, and the ability student to feel bored. These concerns showed the

importance of addressing these issues to make sure efficient video

implementation in the teaching process.

Based on the result of this study, showed that the perception of teachers

towards the usefulness of video for teaching-learning activities in MTs Al-

Hidayah was high. Specifically, the respondents indicated that using video

as teaching medium enhances their effectiveness in finding relevant

information about a concept and also increases their productivity in the

classroom within the shortest time frame also teaching using video can

increase student motivation in learning English.

In addition, after conducting interviews with two participants.

There were eight findings, four benefits, and four challenges. Using videos

in the classroom can improve the classroom atmosphere, It is easier for the

teacher to transfer information and students will be easy to understand the

material, Helps teachers to provide exercises to students, The content of

the video as learning media is easily remembered by students. In addition,

the challenges of teaching using this video are the challenge is on the

preparation of equipment, technical problems with an internet connection,

Problems with the video itself, and Difficulty finding suitable video

material.
 49

CHAPTER V

CONCLUSION AND SUGGESTION

This chapter is presented to summarize the research result. Besides, in this

chapter, the researcher also recommended to the people who related to the

discussion of this research.

A. Conclusion

After all the data is analyzed based on the research findings, the

researchers can write some conclusions. This study discusses teachers'

perceptions of the benefits and challenges of using videos as learning medium.

The findings show that teachers have implemented the use of learning

media in the classroom such as pictures and videos. As for the benefits of using

videos is that students become more interested and not easily bored, because

with the presence of images in the form of pictures and sound, students better

understand how to implement it in everyday life, the voice accent is also clearer

when hearing the voice of the native speaker. The use of video media can also

increase effectiveness of learning as well as the efficiency of learning time, and

can make learning more meaningful.

On the other hand, the use of video media also has challenges and

difficulties for teachers, such as teachers must find suitable and appropriate

material and find creative ideas to make videos that are interesting for students.

In addition, the challenges faced by teachers if they only take videos from

YouTube and other sources, teachers must double-check whether the video is

appropriate or not if given to students because considering that the school is

Islamic-based, not all images or spoken words are appropriate to be displayed.

 50
The finding of this research has answered two research questions. The first

research question is about the teacher’s perception of the benefits of using video

as teaching media. Then, the second research question is about the teacher’s

perception of the challenges of using video as teaching media. To conclude the

result of this research, the researcher presents the conclusion below:

First of all, the finding discovers that teachers find it easier to present

material when teaching using videos, and also teachers find that students feel

enjoyable and enthusiastic in joining the class when the lecturers used video as

teaching media. Based on their perception, video as teaching media gave them

so many benefits in teaching. Among others are, video as teaching media, when

teachers teach by using video it made students easily remember the contents of

the material. According to the answer from the teachers, students feel happy

when learning with video as teaching media because videos can make students

understand the detailed content of the material from the video that teachers give

in the classroom. On the other hand, when teachers teach by using video as

teaching media, it makes students can get real examples and also can improve

their skills and ability, such as; listening skills, critical thinking, vocabulary

mastery, and correct sentence.

Secondly, the findings discuss the challenges of using video as a teaching

medium. The findings show that the challenges faced by some English teachers

at Mts Al-Hidayah include four main problems. The first challenge is on

preparing the equipment like laptop, cable, LCD, etc. Another challenge is

technical problems with the internet connection. The teachers should download

the material at home before they teach. The third challenge is the problem with

video itself. Teachers must pay attention to the duration of the video. The last is

difficulty to find suitable material (video), for example, the material is already

suitable but it the level of difficulty is too high, so it cannot be used for the

students.
 51

B. Suggestion

After the finding has been exposed, this study proposes some suggestions

dealing with this research. The suggestions are intended for the teachers,

students, for school and the next researchers, and the institution. Thus, those

suggestion are described as follow:

1. For teachers

The result of the research suggests that teachers should prepare before

teaching. Besides, the teacher must be able to be creative in selecting the

materials so that the students can be interested to learn and easy to

understand the materials. Besides teachers should use various media to

help them transfer the materials easily. Teachers can use media like video.

Based on the results, teachers are more suggested to use video as a

teaching medium. Besides, teachers should also be able to use the media.

2. For Students

The students should be critical to their lecturers. If the videos used are not

related to the topics, students should tell the teachers. In addition, as

students, they can find a way to use the good and appropriate video as

teaching media, when they are being teachers in the future.

3. For school

Schools should provide more adequate complete facilities so that teachers

will be easy to deliver the materials and the students will be easy to

understand the materials.

 52

4. For the next researchers

The result of this study can be used as a basis for the next researchers. To

follow up on this research, the other researchers might use another

research instrument such as interviews and observation. Then, the data will

richer and more accurate. In addition, the researcher recommends other

researchers develop this research by adding additional information about

the factors and forms of code-switching to gain deeper and better data

results.
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APPENDICES
 Appendix 1. Observation Checklist

Observation sheet of teachers’ A in performance in teaching English by using

video as a teaching medium.

No. Phase Items Yes No

Preparing everything needed for learning activity √

1. Pre-Activity
(Preparation) Asking students condition and absent (teacher open √
the class by greeting and praying).
The teacher motivate the students to learn. √

Teacher introduces the material that will learn. √

Teacher explain the material. √

2. Main Activity
Teacher asking question to the students. √

Teacher asking students to conclude the material. √

Teacher checks the students understanding by √

asking question about the material.
3. Post Activity Teacher evaluates and concludes the material √
given.
Observation Checklist

Observation sheet of teachers’ B in performance in teaching English by using

video as a teaching medium.

No. Phase Items Yes No

Preparing everything needed for learning activity √

1. Pre-Activity
(Preparation) Asking students condition and absent (teacher open √
the class by greeting and praying).
The teacher motivate the students to learn. √

Teacher introduces the material that will learn. √

Teacher explain the material. √

2. Main Activity
Teacher asking question to the students. √

Teacher asking students to conclude the material. √

Teacher checks the students understanding by √

asking question about the material.
3. Post Activity Teacher evaluates and concludes the material √
given.
 Appendix 2. Interview Guideline

No. Research Question Category Question Items

1. Apakah anda menggunakan

video sebagai media
pembelajaran?

- Pada mata pelajaran apa saja

anda menggunakan video?

- Berapa lama durasi dari video

yang anda gunakan?

- Bagaimana pendapat pribadi

anda tentang penggunaan
video dalam pengajaran di
kelas?

1. Benefits 2. Menurut pendapat anda, apa

What are the benefits of
saja manfaat yang anda
using video as teaching
dapatkan ketika mengajar
medium based on menggunakan video?

English teachers’

perceptions?
2. Challenges 3. Menurut pendapat anda, apa
What are the challenges
saja tantangan yang anda
faced by teachers in
hadapi ketika mengajar
using video as a menggunakan video?

teaching medium in the

classroom based on

English teachers’

perceptions?
 In-depth Interview

For Teachers

Observer : Annisa Maharani

Topic : Teacher’s perception of using video as teaching medium.

Source : Teachers of MTs Al-Hidayah Makassar.

Appendix 3. Interview Coding

RQ 1. What are teachers perception on benefits of using video as teaching medium?

No Category Statements Translation statements

1. Using video in P1. "Menurut saya, dengan P1. “I think by using video as

the classroom menggunakan video sebagai teaching media in that class

improves the media pembelajaran di kelas will makes the children

classroom tersebut akan membuat anak- enthusiastic in learning”.

atmosphere anak antusias dalam belajar".

P2. “I personally prefer to use

P2. "Saya pribadi lebih suka the video in learning, because

menggunakan video dalam it does not make students feel

pembelajaran, karena tidak boring and students become

membuat siswa merasa bosan enthusiastic while studying,

dan siswa menjadi antusias and the classroom becomes

dalam belajar, serta kelas active and alive. Using video

menjadi aktif dan hidup. makes the students feel

Dengan menggunakan video interested in learning the

membuat siswa merasa tertarik material, and it makes the

 untuk mempelajari materi, dan children feel so enthused and

itu membuat anak-anak merasa excited in the learning

sangat antusias dan process”.

bersemangat dalam proses

pembelajaran".

2. Using video in P1 "Pokoknya menurut saya P1 ""Anyway, I think video is

the classroom video juga efisien, karena video also efficient, because video

easier teacher tidak hanya mempersingkat not only shorten the time but

to transfer waktu tapi juga memudahkan also simple for us to learn

information kita untuk belajar dimana saja. anywhere. Especially when

and the Apalagi ketika mengajar teaching using video media is

students will be menggunakan media video really help teachers explain

easy to sangat membantu guru dalam material to the students, in that

understand the menjelaskan materi kepada the teachers will be easy to

material. siswa, dalam artian guru akan transfer learning material to

mudah untuk mentransfer students, and the students will

materi pembelajaran kepada be easy to understand the

siswa, dan siswa akan mudah material. In addition, I chose

untuk memahami materi videos from YouTube so that

tersebut. Selain itu, saya teaching with videos helps

memilih video dari youtube students in many ways such as,

agar pengajaran dengan video students can listen to videos

membantu siswa dalam banyak and get good and correct

hal seperti, siswa dapat examples, because native

menyimak video dan speakers in videos usually

mendapatkan contoh yang baik show real examples for

dan benar, karena penutur asli students to learn something

dalam video biasanya new. And also using video as

menunjukkan contoh nyata bagi teaching medium can improve

siswa untuk mempelajari students pronouncition”

sesuatu yang baru. Dan juga

P2. “Teaching English by
dengan menggunakan video
using video easier teachers
sebagai media pembelajaran
present the material clearly,
dapat meningkatkan
thus students can understand
kemampuan pengucapan
the material which are thought
siswa."
by teacher so that student can

P2. "Pengajaran bahasa imitate. The video can also

Inggris dengan menggunakan give an example to the

video memudahkan guru untuk students on how the native

menyampaikan materi dengan speakers are speaking clearly,

jelas, sehingga siswa dapat so the video is able to guide

memahami materi yang students because the video

dipikirkan oleh guru dan siswa contains real examples”

dapat menirukannya. Video

 juga dapat memberikan contoh

kepada siswa bagaimana

penutur asli berbicara dengan

jelas, sehingga video dapat

memandu siswa karena video

berisi contoh nyata"

3. Using video as P1. "Saya suka mengajar P1. "I like to teach by using

teaching dengan menggunakan video video because teaching with

medium karena mengajar dengan video videos will make it easier for

helping akan memudahkan kami para us teachers when giving

teachers to guru ketika memberikan latihan exercises to students, students

provide kepada siswa, siswa akan will return to play videos to

exercise to kembali memutar video untuk find the right answers and

students. menemukan jawaban yang encourage them to try to

tepat dan mendorong mereka understand the material that

untuk mencoba memahami has been mentioned again.”

kembali materi yang telah

P2 "The use of video as a
disebutkan."
learning media is flexible, in

P2 "Penggunaan video sebagai the sense that students can

media pembelajaran bersifat watch it whenever and

fleksibel, dalam artian siswa wherever they want so that

dapat menontonnya kapanpun when students are given

 dan dimanapun mereka mau exercises, they can also watch

sehingga ketika siswa diberikan the video when they are done”.

latihan soal, mereka juga dapat

menonton video tersebut ketika

sudah selesai".

4. Using videos in P1. "Video sebagai media P1. “Video as teaching media can

the classroom pembelajaran dapat digunakan be used to train students listening

skill. Students will be familiar

made students untuk melatih kemampuan
with the spoken language. So that
are easily mendengar siswa. Siswa akan
teaching used video will make the
remembered terbiasa dengan bahasa lisan.
student become easier to
the contents of Sehingga pengajaran yang
understand the contents of the
the material menggunakan video akan
material”
from the video. membuat siswa menjadi lebih
P2 “In my opinion, video as
mudah memahami isi materi"
learning media is good,
P2 "Menurut saya, video
because video makes students
sebagai media pembelajaran
easy to remember the content
itu bagus, karena video
inside, moreover, it is better if
membuat siswa mudah untuk
the content is the good
mengingat konten yang ada di
material”
dalamnya, apalagi jika

kontennya adalah materi yang

bagus"
RQ 2. What are teachers perception on challenges of using video as teaching

medium?

No. Category Statements Translation Statements

1. The challenge P1."Masalahnya biasanya P1. "The problem is usually the

using videos adalah fungsi proyektor LCD function of the LCD projector

not working properly"

in the yang tidak berfungsi dengan

classroom are baik" P2. "The same problem LCD

preparing the projectors and monitors are still

P2. "Masalah yang sama
equipment. the most frequent because it will
proyektor LCD dan monitor
waste time. It happens when the
masih menjadi yang paling
projector is broken so we can't
sering terjadi karena akan
watch the video and as happened
membuang waktu. Itu terjadi today when we wanted to start
ketika proyektor rusak the class. Sometimes the type of

sehingga kita tidak bisa teacher's computer does not

menonton video dan seperti match the HDMI cable in the

yang terjadi hari ini ketika kita classroom, so that can make

teaching and learning activities

ingin memulai kelas.
will be disrupted"
Terkadang jenis komputer guru

tidak sesuai dengan kabel

HDMI yang ada di kelas,

sehingga dapat membuat

 kegiatan belajar mengajar

akan terganggu"

2. The challenge P1. "Koneksi internet P1. “The internet connection

using videos terkadang membuat video sometimes made the teacher-

in the YouTube yang dibuat guru made YouTube video delay. The
background and the audio are
classroom are tertunda. Latar belakang dan
not together. Not smooth.”.
technical audionya tidak menyatu. Tidak

problems with lancar.". P2. “Yes, the network is usually

the internet bad, so when I want to teach, I

usually download the video first

connection.
P2. "Iya, jaringan biasanya at home. So, instead of being

jelek, jadi kalau mau mengajar limited by network issues when

teaching, I teaching used offline
biasanya saya download dulu
videos.”
videonya di rumah. Jadi,

daripada dibatasi oleh

masalah jaringan saat

mengajar, saya mengajar

menggunakan video offline."

3. The challenge P1. "Masalah lain seperti P1. “Other problems such as the

using videos durasi video yang terlalu lama duration of the video are too

in the sehingga membuat siswa long that make students less

concentrating and make the
classroom are kurang berkonsentrasi dan
spirit of learning are weakened
 the problems membuat semangat belajar because of the duration of the

on the video melemah karena durasi video video is too long, it will make
the learning atmosphere
itself. yang terlalu lama akan
becomes boring”.
membuat suasana belajar

menjadi membosankan". P2. “Based on my experience,

The challenges of using video

P2. "Berdasarkan pengalaman
as teaching is teachers must
saya, tantangan dalam
also pay attention to the
menggunakan video sebagai
duration of the video so it
pembelajaran adalah guru
will not take a long time so
juga harus memperhatikan
forget about the duration of
durasi video agar tidak
the class (over time)”.
memakan waktu yang lama

sehingga lupa dengan durasi

pembelajaran (over time)".

4. The challenge P1 "Bagi saya, ada beberapa P1 “For me, there are some

using videos tantangan dalam menggunakan challenges of using video as a

in the video sebagai media teaching medium especially

before the teacher teaches. The

classroom are pembelajaran, terutama
teacher must check and prepare
difficulty to sebelum guru mengajar. Guru
the material. The teacher must
find suitable harus memeriksa dan
be able to choose the suitable
video mempersiapkan materi. Guru
material. Moreover, the
materials. harus bisa memilih materi
electricity fan does not work. So
yang sesuai. Selain itu, kipas it is a disturbing teaching

angin listrik tidak berfungsi. process. Then if teachers teach

too long students will get
Sehingga sangat mengganggu
bored.”
proses belajar mengajar.

Kemudian jika guru mengajar P2. “I think the problem is the

terlalu lama, siswa akan teachers face difficulty to find

the suitable material for their
bosan."
students.”
P2. "Menurut saya masalahnya

adalah guru menghadapi

kesulitan untuk menemukan

materi yang cocok untuk siswa

mereka."
APPENDIX 4

Interview Documentation