THE IMPACTS OF CREATING YOUTUBE VIDEO PROJECT TO FACILITATE STUDENTS’ CRITICAL THINKING

Dedeh Rohayati, Etika Rachmawati

Abstract


Nowadays, the education system has to meet the characteristics of 21st century skills, among others, the involvement of digital literacy, students’ centeredness, and critical thinking. This study depicts the impact of creating YouTube Video project to facilitate students’ critical thinking skill at which the qualitative case study is employed. Six third year students of English Department learning the topic of English for Medical are selected purposively. The interview questions analyzed thematically and documentation of YouTube Video processed descriptively using scoring rubric are utilized. The finding revealed that: (1) students were aware of the learning which is based on project and understand critical thinking; (2) students perceived creating YouTube video project in learning the topic of English for Medical as a tool to facilitate critical thinking skill; (3) students demonstrated their satisfactory improvement in English for Medical; and (4) students were aware of digital literacy to support their future career and lifelong learning. Meanwhile, the documentation of YouTube video shows that students’ video uploading onto YouTube were excellent in term of length, content accuracy, and presentation. Their works were weakened by their unfamiliarity of how to create an effective YouTube Video. Consequently, YouTube Video is unclear if it would be widely utilized, particularly, for those who intend to learn English for Medical. This implied that students’ critical thinking skill in creating a project needs improvement.


Keywords


critical thinking; English for medical; project-based learning; YouTube video

Full Text:

PDF

References


AbdGani, N. I., Rathakrishnan, M., & Krishnasamy, H. N. (2020). A pilot test for establishing validity and reliability of qualitative interview in the blended learning English proficiency course. J Crit Rev, 7(5), 140-143.

Alanazi, M.A. (2013). Using Electronic Writing to Promote Students' Writing. Eastern Ashington: Unpublished Thesis.

Artello, K. (2013). What they learned: using multimedia to engage undergraduates in research. Innovative Higher Education, 39(2), 169–179.

Bloom, B. S. (1956). Taxonomy of Educational Objectives, vol. I: Cognitive Domain. White Plains, NY: Longman.

Brinkmann, S. & Kvale, S. (2014). Learning The Craft of Qualitative Research Interviewing. Third edition. California: Sage Publication.

Brodahl, C., Hadjerrouit, S., & Hansen, N.K. (2011). Collaborative writing with web. 2.0 technologies: education students’ perception. Journal of Information Technology Education: Innovation in Technology, 10. http://www.jite.informingscience.ordocuments/Vol10/JITEv10IIPp073103Brodahl948.pd

Brunner, I. (2013). Using language learning resources on YouTube. International Conference for Language Teaching, 1-5.

Chaffee, J. (2014). Thinking Critically. 11th edition. Stanford: Cengage Learning http://www.amazon.com/ThinkingCritically-John-Chaffeecbook/dp/B00H7HT78A#reader1285430115

Chafee, J., McMahon, C. & Stout B. (2015). Critical Thinking Thoughtful Writing-A Rhetoric with Reading. Sixth edition. Stanford: Cengage Learning.

Dooly, M., & Masats, D. (2011). Closing the loop between theory and praxis: new models in EFL teaching. ELT Journal 65(1). pp. 42-51.

Facione, P.A., & Facione, N.C. (2011). Holistic Critical Thinking Scoring Rubric in Insight Assessment. Millbrae CA: The California Academic Press.

http://www.insightassessment.com/Resources/Teaching-Training-and-LearningTools/Holistic-Critical-ThinkingScoring-Rubric-HCTSR

Hermariyanti, K. & Ferawaty, P. (2016). Pengenalan webquests dalam pembelajaran bahasa Inggris. Faktor Jurnal Ilmiah Kependidikan 3(3), 235-240.

Hidayati, M., Indrawati, R.,and Loeneto, B. (2020). The correlations among critical thinking skills, critical reading skills, and reading comprehension. ENGLISH REVIEW: Journal of English Education, 9(1).

Jones, C. & Shao, B. (2011). The net generation and digital natives: the implication for higher education. http://www.heacademy.ac.uk/system/files/next-generation-and-digitalnatives.pdf, 22 March 2018.

June, S., Yaacob, A., & Kheng, Y. K. (2014). Assessing the use of Video YouTubes and interactive activities as a critical thinking stimulator for tertiary students: an action research. International Education Studies, 7(8). doi:10.5539/ies.v7n8p56

Kavaliauskiene, G., Suchanova, J., & Velickiene, D. (2012). Students’ reflection on writing in ESP. Santalka: Filologija, Edukologija, 20(2), ISSN 1822-430 print/ 1822-4318 online.

www.cpe.vgtu.lt/index.php/cpe/article/download/cpc.../pdf

Lubis, N., Lubis, A., Purba, N. B. (2020). Project-Based Learning collaborated with digital media for Indonesian EFL learners’ self-confidence and communication skill. Jurnal pendidikan dan Pembelajaran Terpadu. 2(1), 10-18.

Patton, A. (2012). Work that matters the teacher’s guide to project-based learning. London: Paul Hamlyn Foundation.

Pratama, E. & Abdullah, C.U. (2014). Cartoon story maker software, project-based learning assessment, and validity. Konferensi Linguistik Tahunan Atmajaya 12, 347-350.

Pratama, E. (2018). Using video blogging as an appropriate media for teaching English: bring a live classroom. English Journal, 12(1), 49-52.

Reichenbach, B. (2001). Introduction to critical thinking. New York McGraw-Hill.

Romagnuolo, A. (2015). Teaching in an e-learning environment: an Italian case study International Journal of Language and Linguistics, 3(6), 383-393. http://article.sciencepublishinggroup.com/pd f/10.11648.j.ijll.20150306.21.pdf

Saadé, R. G., Morin, D., & Thomas, J. D. E. (2012). Critical thinking in e-learning environments. Communications in Human Behavior, 28(5), 1608–1617. doi:10.1016/j.chb.2012.03.025

Saliba, R., Mussleman, P., Fernandes, M., & Bendriss, R. (2017). Promoting information literacy of pre-medical students through project-based learning: A pilot study. International Journal of Education and Literacy Studies, 5(4), 1-15.

Sharadgah, T.A.A. (2014). Developing critical thinking skills through writing in an internet-based environment. International Journal of Humanities and Social Science, 4(1), p.169-178.

Topps, D., Helmer, J., & Ellaway, R. (2013). YouTube as a platform for publishing clinical skills training videos. Academic Medicine, 88(2), 192–197.

Wahyudin, A. Y. (2016). The effect of project-based learning on L2 spoken performance of undergraduate students in English for business class. In Ninth International Conference on Applied Linguistics (CONAPLIN 9). Atlantis Press.




DOI: https://doi.org/10.25134/erjee.v9i2.4360

Refbacks

  • There are currently no refbacks.


Copyright (c) 2021 English Review: Journal of English Education