TUTORS’ PERCEPTIONS OF USING YOUTUBE ENGLISH CLIPS FOR VOCABULARY MASTERY AMONG YOUNG LEARNERS (A CASE STUDY AT BUMI NENG MOM COMMUNITY)

Abstract

This study examined how English tutors used YouTube clips to support vocabulary learning among young learners at Bumi Neng Mom Community and how the tutors evaluated the medium in their teaching practice. The study responded to the growing use of digital video in English instruction and the limited attention given to tutor practices in non-formal learning environments. A qualitative case study was conducted with two English tutors who regularly taught children and incorporated YouTube English clips into their lessons. Data were gathered through classroom observations and semi-structured interviews, then organised through descriptive and thematic analysis. The findings indicate that the tutors integrated YouTube through purposeful clip selection, pre-viewing preparation, guided viewing, post-viewing reinforcement, and classroom management. Narrative-based and song-based clips were used in different ways, with the former supporting contextual interpretation and the latter encouraging repetition and recall. The tutors perceived the clips as useful for pronunciation, vocabulary memorisation, participation, and classroom engagement. Nevertheless, learners could become more attentive to animation, music, rhythm, or lyrics than to vocabulary meaning. The study concludes that YouTube is most useful as supplementary media when tutors provide explicit guidance, repetition, explanation, contextual practice, and opportunities for later vocabulary recycling.