The Application of Video-based Learning to Develop Students’ Proficiency in Phrasal Verbs

Abstract

This study investigates the effectiveness of video-based learning (VBL) in enhancing students' proficiency in phrasal verbs, a challenging aspect of English grammar for non-native learners. Traditional teaching method often leads to ineffectiveness and limited engagement. Therefore, the use of educational videos was explored as a more interactive and motivating alternative. The experimental group consisted of 26 students who underwent pre- and post-tests focusing on both recognition and production of phrasal verbs. The test items were contextualized to support comprehension and reduce off-topic answers. In the literature review, prior studies by Tanihardjo (2019), Nadeak and Naibaho (2020), and Hairuddin et al. (2022) confirmed the positive effects of VBL on student learning outcomes, especially in motivation and comprehension. However, research by Tanihardjo and Stardy (2022) found limited effects when videos were not designed specifically for language learning, which highlighted the importance of targeted content. Within the 7- minute YouTube video of the English Phrasal verbs, only 25 out of 68 PVs were taken. A quantitative research design was employed using a paired sample t-test. Findings revealed a statistically significant improvement in the post-test scores with a rise of 9.39 points compared to the pre-test results. The study also shows that video-based learning proved to be a highly effective method for teaching phrasal verbs, particularly when videos are designed for language learning. The visual and contextual support provided by videos indeed helped learners understand and improve both recognition and production skills.