Students’ Experiences In Mastering English Language Vocabulary Through The Youtube Channel Volka English

Wiranto, Agus (2026) Students’ Experiences In Mastering English Language Vocabulary Through The Youtube Channel Volka English. Undergraduate Thesis thesis, UIN K.H. Abdurrahman Wahid Pekalongan.

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Abstract

Vocabulary is a foundation of English mastery, and many learners now meet new words on YouTube. Even so, few studies have looked at how learners themselves experience vocabulary learning on the channel Volka English. This study aimed to explore how students experience mastering English vocabulary through that channel and how their stories of that experience unfold across the four stages of Kolb’s (1984) experiential learning cycle. It used a qualitative approach with narrative inquiry as the research design (Clandinin & Connelly, 2000). Two students of the English Language Education Study Program who had earned a B+ in the Extensive Listening course were selected through purposive sampling. Diary entries and semi-structured interviews collected over two weeks served as field texts, which were read holistically and then categorically through the four stages of Kolb’s (1984) experiential learning cycle, namely concrete experience, reflective observation, abstract conceptualization, and active experimentation. The field texts were also read for time, social conditions, and place, and the story of each participant was retold and then compared across the two participants. The findings show that both participants experienced Volka English as an approachable channel that made vocabulary feel manageable, although each moved through the cycle in a different way. One relied mostly on the presenter’s clear and slowed speech, while the other relied on images, on-screen explanations, and synonyms. Both replayed the videos on purpose and came to see that knowing a word means knowing how it is used, but they tried the words out only in small and mostly private ways. Challenges included drifting attention, vocabulary that sometimes felt too demanding or was underestimated, limited chances to use the words with feedback, and a pre-test feature that went almost unnoticed. These findings suggest that Volka English works best as a rich starting point for the learning cycle, and its value grows when learners add deliberate attention, repetition, and opportunities to use the words in speaking or writing.

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