This study investigates the effectiveness of YouTube as a digital medium for improving listening comprehension among eleventh-grade students at MAS Miftahussalam Simeulue Timur, a rural Islamic senior high school. Employing a quasi-experimental design, the research involved 60 students divided into an experimental group, which received YouTube-based instruction, and a control group, which relied on textbook materials. Pre-test results showed comparable proficiency between the two groups. After a four-week intervention, the experimental group achieved a mean score of 78.90 (SD = 6.85), reflecting a significant gain of 16.50 points, while the control group improved moderately to 68.23 (SD = 7.01), with a gain of only 6.36 points. Statistical analysis, including paired and independent sample t-tests, confirmed that the experimental group’s progress was significantly greater (p < 0.001). Classroom observations further supported these findings, showing that YouTube fostered higher engagement, motivation, and confidence. Features such as subtitles, playback control, and authentic input enabled learners to interact more effectively with English. The study concludes that YouTube is a highly effective and low-cost tool for enhancing listening comprehension, even in resource-limited contexts. It highlights the potential of digital platforms to bridge educational disparities in rural schools while offering practical implications for teachers, curriculum designers, and policymakers.
Ridwan et al. (Thu,) studied this question.
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