Video-Enhanced English Asynchronous Learning; Students' Voice


  • Faisal Rahman Universitas Sari Mulia
  • Nur Rahmadani Sari Mulia University
  • Dyan Fitri Nugraha Sari Mulia University



Video Material, English, Asynchronous Learning


Various studies investigated the use of video material in the English classroom. Several studies also observed the effectiveness of asynchronous learning, especially during the Covid-19 pandemic. Nevertheless, there are limited studies discussing the utilization of video material in asynchronous learning. This is quantitative research designed as a survey to obtain students’ perception of the utilization of video material in English asynchronous learning. This research points out that the students have a positive response to the utilization of video material in English asynchronous learning. They are convinced that English asynchronous learning with video is fun, efficient, effective, enjoyable, and easier to learn. The result also shows that the utilization of video material in English asynchronous learning has several benefits: it increases students’ comprehension of the learning material, increases students’ learning motivation, and helps the students enhance their vocabulary. Eventually, the students believe that the material can be explained well via video.


Download data is not yet available.


Anjani Tiara. (2019). Pengembangan Video Pembelajaran Screencast O-Matic Mata Pelajaran Matematika Berbasis Kurikulum 2013 pada Kelas VIII SMP Negeri 15 Semarang. 1–87.
Ary, D., Cheser Jacobs, L., Sorensen Irvine, C. K., & Walker, D. A. (2019). Introduction to research in education. Cengage Learning.
Bajrami, L., & Ismaili, M. (2016). The Role of Video Materials in EFL Classrooms. Procedia - Social and Behavioral Sciences, 232(April), 502–506.
Basri, M., Husain, B., & Modayama, W. (2021). University Students’ Perceptions in Implementing Asynchronous Learning during Covid-19 Era. Metathesis: Journal of English Language, Literature, and Teaching, 4(3), 263.
Khothori, R., & Suzanne, N. (2020). Students’ Perception on the Video Used by English Teachers as Instructional Media. ELITE JOURNAL : Journal of English Linguistics, Literature, and Education ELITE, 2(e-ISSN: 2580-9946 p-ISSN: 2580-9938), 127–142.
Lodico, M. G., Spaulding, D. T., & Voegtle, K. H. (2010). Methods in educational research : from theory to practice. Jossey-Bass.
Maneekul, J. (2002). se of authentic material and tasks to enhance English Listening Skill for undergraduate students majoring in teaching English at Faculty of Education, Chiang Mai University. Chiang Mai University.
Novantara, P. (2018). Implementasi E-Learning Berbasis Virtual Class Dengan Menggunakan Metode Synchronous Learning Pada Pembelajaran Di Universitas Kuningan. Buffer Informatika, 4(1), 1–7.
Rahman, F., Nugraha, D. F., & Rahmadani, N. (2022). LMS as Asynchronous Learning Platform on English for Academic Purpose ; Pharmacy Students ’ Perception. English Language Education Study Program International Conference, 38–42.
Santoso, P. B. (2019). Efektivitas Penggunaan Media Penilaian Google Form Effectiveness of Google Form Assessment Media on Ict. Prosiding Seminar Nasional, 1(September), 287–292.
Sugiyono. (2011). Metode Penelitin Kuantitatif / Kualitatif dan R&D. Alfabeta.
Verawardina, U., Asnur, L., Lubis, A. L., Hendriyani, Y., Ramadhani, D., Dewi, I. P., Darni, R., Betri, T. J., Susanti, W., & Sriwahyuni, T. (2020). Reviewing Online learning facing the Covid-19 outbreak. Talent Development and Excellenece, 12(3), 385–392.
Wang, Z. (2014). An Analysis on the Use of Video Materials in College English Teaching in China. International Journal of English Language Teaching, 2(1), 23–28.




How to Cite

Rahman, F., Rahmadani, N., & Nugraha, D. F. (2022). Video-Enhanced English Asynchronous Learning; Students’ Voice. Channing: Journal of English Language Education and Literature, 7(1), 1–6.
Abstract Views: 225 | File Views: 234