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.
