aEnglish Education Department, Faculty of Language Education and Arts, Universitas PGRI Semarang, Semarang 50125, Indonesia
*Corresponding author, e-mail:
festihimatu@upgris.ac.id
Abstract
The main focus of this study is YouTube’s control over young learners’ language behavior. This study aims to identify a form of YouTube language that is particularly discordant with the cultural identity of Indonesians and to investigate its impact on the language usage patterns of high school students. This research produced a formula describing how YouTube’s language dominates and affects young English learners’ language behavior. This research employs two theoretical frameworks. The first framework is Gramsci’s theory of Hegemony, which examines the existence of power relations. The second is framing theory, which delineates the technical aspects of hegemonic framing in YouTube content intended for young learners. This study used qualitative, descriptive, and phenomenological approaches. We gathered data on these phenomena by delivering a questionnaire to parents. We also conducted interviews with school teachers and kindergarten students who were the focus of the study. This research aims to find out how this YouTube Hegemony is framing young English learners’ language behavior. The research outcomes showed that almost every parent who participated admitted that their children’s English language behavior is significantly influenced by YouTube language. The language used on YouTube can potentially dominate young English learners’ language skills, thus, over time, leading to young learners developing language abilities that relate to the content they see.
Keywords
domination, English young learners, hegemony, language behaviour, language framing