Enhancing the Students’ Grammar Comprehension by Utilizing
the Video-based Instruction
Yella Dezas Perdani
Language Center, Computer Science Department, Faculty of Humanities, Bina Nusantara University, Bandung Campus,
Jl. Kebon Jati No.218, Kb. Jeruk, Kec. Andir, Kota Bandung, Jawa Barat, Indonesia 40181
ABSTRACT
The study investigated the impact of VBI on student grammar
comprehension. The purpose of the study was to examine the ef-
fectiveness of VBI in enhancing students’ grammar comprehension
as well as the students’ perspectives on using VBI in the classroom.
This study employed a quantitative pre-experimental one-group
pre-test and post-test research design. A pre-test, post-test, and
questionnaire were used to answer the research questions. It was
conducted at one university in Indonesia, with the participation of
forty students. The result showed that VBI could enhance students’
grammar comprehension as the post-test score of the students was
higher than their pre-test score. It indicated that the video-based in-
struction provided students with quality instruction. Moreover, four
students’ perspectives after VBI implementation were presented.
First, the VBI provided was informative that it assisted them to
comprehend the grammar materials. Second, VBI was easy to be
accessed at any time and from anywhere. Third, VBI given was
interesting material. The final point was that VBI met the video
quality expectations. To sum up, this learning media effectively
improves the students’ grammar comprehension.
CCS CONCEPTS
• Applied computing; • E-learning;
KEYWORDS
Covid19, grammar proficiency, online learning, video-based instruc-
tion
ACM Reference Format:
Yella Dezas Perdani. 2022. Enhancing the Students’ Grammar Compre-
hension by Utilizing the Video-based Instruction. In 2022 14th Interna-
tional Conference on Education Technology and Computers (ICETC 2022),
October 28–30, 2022, Barcelona, Spain. ACM, New York, NY, USA, 6 pages.
https://doi.org/10.1145/3572549.3572600
1 INTRODUCTION
Presently, a coronavirus pandemic has spread worldwide, also
known as the Covid19 pandemic. According to [1], the Covid19
virus has reached almost every country worldwide and disturbed
practically all sectors of human life, such as the economy, health,
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https://doi.org/10.1145/3572549.3572600
and education. They also stated that this pandemic situation puts
many countries worldwide in a recession state and struggling with
rising unemployment.
Moreover, an increasing gap in this recent outbreak of the Covid-
19 pandemic also happens in the education sector. Reference [2]
reported that the situation had created educational fusses such as
teaching and learning disruptions, lessening access to education
facilities like schools and universities, and student debts because of
their parents’ economic condition. Moreover, there are differences
in the education arrangement that was initially face-to-face inter-
action in the classroom before the Covid19 pandemic to completely
non-classroom learning that most lecturers and instructors use
online learning by using applications such as WhatsApp, YouTube,
and Google Forms applications [3]. It is also stated by [4] that there
is a substitute condition that the teaching-learning process needs
to be transferred from face-to-face classroom activity to online
classroom activity to avoid the spread of the virus.
Then, because the students should stay at home and forbid com-
ing to school, many lecturers use technology to ensure the con-
tinuation of the teaching-learning process during the Covid-19
pandemic. According to [2], there is an urgent need for lecturers
and students to adopt technology and increase their digital skills
to continue the teaching-learning process. In Indonesia, the edu-
cation policy comes from the Ministry of Education that there is
a change from usual learning to distance learning because both
lecturers and students are forbidden to go outside in pandemic
situations. As a result, the learning tools are also changed, such
as curriculum syllabus, lesson plan, teaching techniques, and me-
dia. The challenge must be improving since the covid19 pandemic
when lecturers and students cannot meet face-to-face and do the
teaching-learning process in the classroom. Based on the finding of
[5] and [6], some challenges are faced by the lecturers and students
in the teaching-learning process with online way. The most com-
mon problem is the unsteady network caused by the difficulty in
listening and understanding the lecturers’ explanations. The lousy
internet connection happens both to the lecturers and students.
After that, as in [7] other challenges in applying online learning
are choosing a friendly learning platform, the student’s motivation
and engagement, and the time-consuming preparation to prepare
online learning materials. The lecturers should be able to develop
representative digital platforms, design appropriate materials, and
improve the quality of the teaching method. The change is applied
in every school and class, including English.
After that, the enlargement of technology in the constituents of
the learning model for delivering materials to the students is prolif-
erating from time to time, and more innovations from technology
also have arisen related to the presentation of information, one of
which is video-based instruction. It is made to produce movements,
combined with sound for audiovisual needs. In choosing a learning
ICETC 2022, October 28–30, 2022, Barcelona, Spain
model, video-based instruction is one of the practical solutions used
in the learning process, especially in the Covid19 pandemic when
the teaching-learning process is done online.
Moreover, technology implementation is also needed in every
English class, including English in Focus class. English In Focus
is an English class that emphasizes the development of listening,
speaking, reading, and writing abilities. In contrast, this course
does not emphasize learning grammar, despite the fact that under-
standing grammar is necessary for listening, speaking, reading, and
writing. In addition, because this course focuses on developing the
four language skills, the strategies, methods, and learning materi-
als also emphasize the development of these four skills. Grammar
skills should not be neglected either. Therefore, it is necessary for
students to have access to learning materials that can help them
comprehend the grammar they will use when they speak, read, and
write.
The video-based instruction used in the research was created
specifically for English in Focus students with the level of ability
and grammar material they needed to complete without the use
of previously available videos. Furthermore, the students in this
study had never previously received VBI treatment to improve their
English comprehension. No research has ever been conducted on
the application of VBI to improve students’ comprehension of gram-
mar material in the English in Focus class. Because of the reason
above, an experiment is necessary to determine the effectiveness
of video-based learning in improving students’ grammar under-
standing. This research aims to determine the use of video-based
instruction to improve the students’ grammar understanding in
English in Focus class. The research is intended to answer the ques-
tions 1. Does VBI improve students’ grammar comprehension? 2.
What do the students’ perspectives on the VBI implementation?
The research results will be helpful as a learning media for learning
grammar, particularly in English in Focus classes in one university
in Indonesia and other English classes in general. Additionally, the
research findings will contribute to the development of video-based
instruction as a part of technology-based learning models most
notably for English instruction.
2 LITERATURE REVIEW
2.1 Technology in language learning
The enlargement of technology in the constituents of the learning
model for delivering materials to the students is overgrowing from
time to time, and more innovations from technology also have
arisen related to the presentation of information, one of which is
video-based instruction. It is made to produce movements combined
with sound for audio-visual needs. In choosing a learning model,
video-based instruction is one of the practical solutions used in
the learning process, especially in the Covid19 pandemic when the
teaching-learning process is done online.
Technology has always played an integral role in the teaching
and learning environment. It is an essential part of a teacher’s pro-
fession that allows them to facilitate students’ learning. Technology
has the potential to alter the current method of language instruc-
tion significantly. By utilizing technology, students can take charge
of their education and gain access to a wealth of uncontrollable
Yella Perdani
information. Technology plays a significant role in engaging stu-
dents in activities and significantly impacts how teachers instruct.
If they do not incorporate technology into their lessons, teachers
will never be able to keep up with technology. In order to effectively
teach language skills, teachers must have complete knowledge of
these technologies [8]. Multimedia technology provides a sense
of realism. It performs exceptionally well, thereby processing and
enhancing students’ interest and motivation in their studies and
participation in-class activities [9].
2.2 Teaching grammar
Grammar is the center of language use; once the students can under-
stand and cover the materials taught, they will be able to improve
other skills. However, the debate comes on when and how to teach
grammar in the class [10] that the English teachers and instructors
consider some factors in teaching grammar. According to [11], there
are three principles of teaching grammar; grammar is integrating
the inductive and deductive methods into the teaching; using as-
signments to make a clear relationship between grammatical form
and communicative function; focusing on the improvement of pro-
cedural rather than declarative knowledge. Grammar is commonly
assumed to be a set of guidelines specifying the correct ordering
of words at the sentence level. Second, two types of grammar are
prescriptive and descriptive grammar [12]. Prescriptive grammar
is about saying what is right and wrong; meanwhile, descriptive
grammar is about the way people use language. In recent years, the
tendency has been descriptive grammar.
Comprehending grammar helps students to learn English easier.
It is in line with [13] that producing grammar is essential for EFL
students because it is a crucial step in becoming fluent in the Eng-
lish language. There are nine grammar challenges. Those issues
are a negative thought of grammar, an excess of students, a com-
plex grammatical element, a lack of effective individual learning
strategies, and little time devoted to review outside of class. Then,
[14] claims that grammar plays a critical role in all aspects of Eng-
lish proficiency that give meaning to those four English skills, and
learning grammar is not as simple as we believe. It is also in line
with [15] that English language instruction will be more effective
if we also understand grammar. It becomes a critical subject when
learning a foreign language. Reference [16] mentions that to under-
stand grammar materials, one needs to clearly understand why they
are used and how people employ the specific grammar elements in
their works. It is critical to show students examples of published
works in which writers use grammatical concepts to enhance their
works to help them understand how writers use these concepts to
enhance their works.
The difficulties are also found in teaching and learning the gram-
mar of English as a foreign language. Before the Covid19 pandemic,
the difficulty faced by the teacher in teaching grammar was the
lack of experience, the students’ expectations, the lack of facili-
ties, the negative assumption about the teaching grammar, and the
preparation of grammar lessons [17]. From the students’ perspec-
tive, grammar is difficult to understand because of the incapable of
language transfer, interference of adverbs, copulative verb, word
order, tense, overgeneralization, rule restriction, and incomplete
application of rules [18]. As in [19], it is found that his research
Enhancing the Students’ Grammar Comprehension by Utilizing the Video-based Instruction
that his participants face difficulty in understanding grammar and
its materials. Their difficulty is found in using word order, ellip-
sis, article, preposition, tense, verbs, pluralities, and comparative
construction.
2.3 Video based instruction Review Stage
Video-based instruction has become a trend of learning media in
the 4.0 era that it has become a learning tool and can help students
rationally describe learning material [18]. Using video as a teaching
tool and media makes it easier for students to comprehend the
lesson with clear illustrations without confusing the students. It is
proved by [19] who find that there is an improvement in students’
positive attitudes toward learning English by using video-based
instruction techniques. Their participants are motivated to learn
through video. Moreover, there is an improvement in the partici-
pants’ results between pre-test and post-test, and their post-test
score average is increased.
Moreover, [20] also mention an 80% improvement in their par-
ticipants’ scores after using video-based instruction as delivering
techniques. Then, [21] also discovered that their participants could
comprehend the material in the video more efficiently and be ac-
tive in expressing their opinion toward the materials given. No
need for installation and clear video quality also become the reason
video-based instruction does help students in learning. From that
previous research can be concluded that video-based instruction
helps students to comprehend the lesson. VBI is created and de-
signed directly by the lecturer who teaches to be adjusted to the
level of student ability.
2.4 English in Focus Class
The English in Focus course is designed for students with a BUEPT
score between 433 and 463 who wish to achieve the B1 or Intermedi-
ate level of written and spoken English. This class is a prerequisite
for the English Savvy course. As one of the university’s programs,
English in Focus course contributes to the graduate competencies
subdivided into employability and entrepreneurial skills, as well
as study program-specific outcomes, which students must have
demonstrated by the end of the course. The employability and
entrepreneurial skills include planning and organization, problem-
solving and decision making, self-management, teamwork, commu-
nication, initiative, and enterprise. Moreover, based on its course
outline, the English in Focus class covers thirteen topics per meeting
every week. Four meetings on the implementation of VBI were held.
Then, VBI is not included in the course outline’s list of learning
media. Therefore, it is important and crucial to determine whether
VBI can be a suitable learning medium for students with scores and
abilities comparable to those of the EIF class.
3 METHODOLOGY
3.1 Research Participants
The research population was all students in one University in In-
donesia who took English in Focus class as one which is the first
English class of two levels. The sample was one class that consisted
of 40 students, which was chosen by purposive sampling as these
participants were easy to access, and they could be reached when
additional data were required.
ICETC 2022, October 28–30, 2022, Barcelona, Spain
Figure 1: Research design [21]
3.2 Research Data collection techniques and
analysis
The research examined the students in one university in Indonesia,
who took English in Focus class. The nature of this study was
a pre-experimental one-group pre-test and post-test quantitative
research method. This method had only a single group that got the
treatment, consisting of a pre-test, a treatment, and a post-test for
a single group [21] (see Figure 1).
Furthermore, two data collection techniques were used: pre-test
and post-test and questionnaire [22]. First, each pre-test and post-
test consisted of 20 questions made by the English lecturers of
English in focus class. The test as tests could be used to diagnose
the students’ grammar understanding before and after the VBI im-
plementation. Both pre-test and post-test results were also part of
evaluation process for the students’ comprehension as it became
the assessment tool. Those questions were checked and validated
by a native speaker from the UK who an English Lecturer at one
University in Indonesia is. The tests were in the form of multiple-
choice test that it was the selected response assessment and the
most common test because it was easy to be managed and score
[13]. Multiple choice test is popular and valuable to standardize
the students’ ability. The questions were taken from the materials
presented in the video-based instruction. There were four materials
chosen, and each video contained one material. The second data
collection technique was a questionnaire as a systematic format of
frequently answered questions by reading the question and select-
ing the best answer or writing a brief response. The students used
the Likert scale [23] by selecting four responses that reflected their
feelings about each statement: strongly agree, agree, less agree-
able, and disagree. The questions focused on the students’ opinions
regarding the videos they watched.
3.3 Research procedures
The research was done in three stages: preparation, application, and
post-application (See Figure 2.). The video and both the test were
prepared and made in the preparation stage. Four videos were made
by an English lecturer who taught EIF and dubbed by an English
native speaker. Then, the pre-test and post-test were prepared based
on the four materials in the video, and there were 20 questions in
each of the tests. In the next stage, the pre-test, the videos, the post-
test, and the questionnaire were given to the students. Furthermore,
in the last stage, the result of both the test and the questionnaire
were collected, calculated, and coded. After completing the stages,
all the result was coded and analyzed by the triangulation method.
4 RESULT AND DISCUSSION
4.1 Students’ Learning Result
Video-based instruction is one learning medium that can help both
lecturers and students teach and learn. The discussion is divided into
ICETC 2022, October 28–30, 2022, Barcelona, Spain Yella Perdani

Figure 2: Research procedures

Table 1: Test of Normality

Tests of Normality
Test Kolmogorov-Smirnova Shapiro-Wilk
Statistic df Sig. Statistic df Sig.
Result pre-test .110 40 .200* .976 40 .544
post-test .146 40 .031 .957 40 .136

Table 2: Paired Samples Statistics

Paired Samples Statistics

Mean N Std. Deviation Std. Error Mean
Pair 1 pre-test 63.35 40 16.952 2.680
post test 80.12 40 12.633 1.997

two sections; the first section explains the student learning results.
This section is to answer the first research question: Does video-
based instruction improve the student’s grammar comprehension?
The explanations begin by showing the result of the pre-test and
post-test. After getting the results of the pre-tests and post-tests, the
scores were counted and proceeded by using SPSS to know whether
the video-based instructions could improve the student’s grammar
comprehension. The tests conducted with SPSS were the test of
normality, paired sample statistic, paired-samples correlation, and
paired samples test.
The normality test was the first one that was carried out. The
normality test is a statistical procedure that establishes whether
the distribution of data within a set of data or variables is normally
distributed. It is helpful to determine whether the data collected are
normally distributed or representative of the population by using
the normality test.
Based on the test result (see Table 1.), the significance level (p)
for the Kolmogorov-Smirnov test is 0.2 (p > 0.05), indicating that
the pre-test data is normally distributed. The significance level
(p) for the Shapiro-Wilk test is 0.5444 (p > 0.05), indicating that
the data are normally distributed. Moreover, the significance level
(p) in the Kolmogorov-Smirnov test is 0.31 (p > 0.05), indicating
that the post-test data is normally distributed according to the
Kolmogorov-Smirnov normality test. The significance level (p) for
the Shapiro-Wilk test is 0.136 (p > 0.05), indicating that the data are
normally distributed.
The next test conducted is paired samples statistics (see Table 2.).
Based on the result of paired sample statistics, it is found that the
paired samples statistics table shows the descriptive value of each
variable in the paired sample. The pre-test has an average mean of
63.35 from 40 data. The distribution of data (Std. Deviation) obtained
is 16,952, with a standard error of 2,680. And then, the final test
has an average value (mean) of 72.00 from 40 data. The distribution
of data (Std. Deviation) obtained is 15,351, with a standard error
of 2,427. It proves that the final test on the data is higher than the
initial test, the distribution range of the final test data is also getting
smaller, and with a higher standard error.
Then, paired samples correlations are a parametric test used
to compare two tests done, pre-test and post-test (see Table 3.)
According to the test result, the correlation score is 0.901 and the
significance score is 0 out of 40 students. Because 0.901 is higher
than 0.005, the pre-test and post-test has correlated each other.
After getting the correlation score result, paired sample test is
also done (see Table 4.). The result shows that the mean differences
between pre-test and post-test is 16.77, the standard deviation is
7.8 and t-score is 135.96. moreover, the significance 2-tail is 0 that
is less than 0.005. It means that the video-based instruction has
given good instruction to the students that their post-test scores
get higher. In short, based on the data found, VBI is effective in
improving the students’ grammar comprehension.
Enhancing the Students’ Grammar Comprehension by Utilizing the Video-based Instruction ICETC 2022, October 28–30, 2022, Barcelona, Spain

Table 3: Paired Samples Correlations

Paired Samples Correlations

N Correlation Sig.
Pair 1 pre-test & post test 40 .901 .000

Table 4: Paired Samples Test

Paired Samples Test

Paired Differences t df Sig. (2-tailed)
Mean Std. Deviation Std. Error Mean95% Confidence Interval of the
Difference
Lower Upper
Pair 1 Pre -16.77500 7.80364 1.23386 -19.27073 -14.27927 -13.596 39 .000
Post

4.2 Students’ perspective
In the second section of the discussion, collected student perspec-
tives on VBI are presented. The first perspective from the students
was that the video-based instructions were informative. Based on
the questionnaire result, ten students strongly agreed that they
could understand the materials in the video well. Twenty-eight
students agreed, and only two students disagreed. After that, ac-
cording to the students, the video-based instructions helped them
comprehend the grammar materials, especially present tense, modal
auxiliary, present perfect, and past tense. Sixteen students strongly
agreed that the four videos were appropriately double used to ex-
plain the grammar materials and the rest agreed. Nineteen students
strongly agreed that they understood the grammar more through
the video-based instructions. Twenty students agreed, and only one
student disagreed. Besides, based on the open questions of the ques-
tioner, it was found that the student thought that "the video-based
instructions given were good and understandable" (student 24), and
other students thought that "The videos and materials are quite
good and very helpful in learning" (student 13).
Based on the students’ questionnaire results, comprehending
grammar helps students learn English easier. It is in line with [12]
who argued that producing grammar was essential for EFL students
because it was a crucial step in becoming fluent in the English
language. There are nine grammar challenges they found; negative
grammar thoughts, an excess of students, a complex grammatical
element, a lack of effective individual learning strategies, and lit-
tle time devoted to review outside of class; VBI could be used to
help students in learning grammar. Then, [16] also claimed that
grammar played a critical role in all aspects of English proficiency
that gave meaning to the other four English skills. She argued that
learning grammar was not as simple as people believed based on
her research result. It is also in line with [17] who claimed that
English language instruction would be more effective if the stu-
dents also understood grammar. It became a critical subject when
learning a foreign language. Her research findings indicated that
students struggled with grammar concepts such as tenses, plural-
ity, article, preposition, and pronoun. Additionally, several factors
contributed to students’ difficulties with grammar, including nega-
tive interlanguage and intralingual transfers in the form of adverb
interference, copulative verb interference, word-order interference,
tense-form interference, overgeneralization, ignorance of rule re-
striction, and insufficient application of rules. It can be concluded
that the materials in the video-based instructions were understand-
able and helped the students to acknowledge the grammar material,
especially present-tense, modal auxiliaries, past tense, and present
perfect tense, as grammar is challenging to be comprehended.
The second opinion from the students was that the video-based
instructions were accessible as it was found that 15 students
strongly agreed that the video was easy to be accessed and could
be played anytime and anywhere. Moreover, 19 students strongly
agreed that they could easily play old videos outside the classroom,
25 students agreed, and only one student disagreed. It is in line with
[19], who found an improvement in students’ positive attitudes to-
ward learning English after using video-based instruction as their
learning media. Their participants were motivated to learn through
video. Then, [20] and [21] also revealed that their participants could
comprehend the video’s information better and were more engaged
in giving their opinions about the video’s content. Students could
learn from video-based instruction because they did not need to
install anything.
The third perspective was that the video-based instructions were
interesting material. Based on the questionnaire data, it was found
that 11 students strongly agreed that the video provided Given was
interesting because there were relevant explanations and examples.
Twenty-four students agreed, and five students disagreed. Refer-
ence [19] also discovered that the implementation of video-based
instruction made the students feel better about learning English.
Their participants’ results also got better scores after the implemen-
tation of VBI.
The last perspective was that the video-based instructions met
the expectations regarding the quality of the video. Fifteen students
strongly agreed that the videos could be heard well, and the rest
agreed. Doubt students strongly agreed that the quality of the four
videos is good. It can be seen clearly and not blurry, 26 of the
students agreed, and only those students disagreed. Moreover, 17
ICETC 2022, October 28–30, 2022, Barcelona, Spain
students agreed that the tax in the video could be read well, 21 of
them agreed, and only two of them disagreed.
5 CONCLUSION
The findings of this study aid in the development of digital video-
based instruction technology-based learning models at one uni-
versity in Indonesia. The result shows that VBI can be used to
help students to comprehend grammar materials. Moreover, the
VBI implemented are informative, easy to be accessed, interesting
material, and have good video quality. The development of this
learning model is also in line with the mission to be ready of the
development of teaching techniques and media in the Industrial
Revolution Era 4.0, which is based on digital technology.
The research was limited to a single group and a pre-
experimental research design. A two-group sample with different
learning media would better explain the disparity between the
groups’ results. It is also limited by the data collection method that
interviews could be conducted to gain a deeper understanding of
students’ perspectives. Finally, it is recommended to English lec-
turer and researchers to use VBI not only for grammar materials,
but also another topic. And to get deeper insight of the VBI used in
the class, experiment research can be done.
ACKNOWLEDGMENTS
The author gives acknowledgments to Bina Nusantara University
for the contributions and support extended for the completion of the
study. Additionally, we would like to thank Bina Nusantara Univer-
sity Research and Technology Transfer Office (RTTO) for providing
a financial assistantship for the conference and publication.
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