STRATEGIES AND CHALLENGES IN USING YOUTUBE CAPTIONS THROUGH PROBLEM-BASED LEARNING (PBL) ACTIVITIES TO FOSTER STUDENTS’ READING SKILLS

Abstract

The development of digital technology has brought significant changes in the field of education, especially in English language learning. One of the widely used and easily accessible learning media is YouTube, particularly through the use of captions that provide both visual and textual input. This study aims to explore the strategies and challenges in using YouTube captions through Problem-Based Learning (PBL) activities to foster students’ reading skills. The sample of this study consisted of one English teacher and 70 students of grade X at SMK Negeri 1 Percut Sei Tuan. This study employed a qualitative research method with data collection techniques including observation, questionnaires, interviews, and documentation. The data were analyzed using the interactive model proposed by Miles, Huberman, and Saldaña (2014), which includes data reduction, data display, and conclusion drawing. The results showed that students applied various strategies such as reading captions while watching videos, identifying keywords, understanding vocabulary, and engaging in group discussions during PBL activities. In addition, several challenges were identified, including limited vocabulary, difficulty in following caption speed, and divided attention between visual and textual input. Despite these challenges, both teacher and students showed positive perceptions toward the use of YouTube captions, as it enhanced students’ reading comprehension, vocabulary development, engagement, confidence, and motivation. This study contributes to the development of more interactive and meaningful English language learning through the integration of digital media and Problem-Based Learning.