The using of videos from YouTube channel in the EFL classroom is imperative to fill the educational needs of the younger generation. Although resources from textbook have remained the standard for centuries, currently, with the fast pace of the development of technology, the usage of YouTube videos in teaching and learning has become a trend. There are a few studies conducted on students’ perceptions of using YouTube to learn the English language. The objective of this research was to investigate the students’ perceptions on the use of YouTube in learning English process at English Education Department, Universitas Negeri Makassar Indonesia. Data were collected using a questionnaire that collected background information of participants and a five-point Likert scale to gauge the students’ perception use of the YouTube in EFL classroom. Findings from this research indicate that the majority of students showed a positive perception toward and a willingness to use YouTube in the EFL classroom. It was also discovered that the students have used YouTube to help them completed their course assignments and study tasks. Hence, it can be concluded that the students preferred to use English YouTube videos to help them enhance their English language level proficiency.

.ibfiad-T,," itudy irveraigded thc Dultilirgu.l irlrructiorrl ',dd, oI The srrccess-of learning c€Irnot be separated aom the role of aD instudional model of leaming implemented by a teacher in tEaching' The h$uctioal mfoel is de6ned as a "-Lpt .r mi""orl 6ar guides teaciers'"ili tlr" #p: by-step lcaniDg procedures to achiev€ the objectives .r r*-.i -a-.r. ry€cific outcomes. In other words, the .,structro,ai model rs a concepnral fuTo..k of tt" g"t",'ut "'t Jlrg -d f""_ing proc.edures , i-"g.g O. sEtdenrs' leaming experienes to aclrieve the teamiag objecdves *or"-"ii"t""ry ftuit.a-ing prog;-*iifi'ao", not adopt a partietar model lr l tead^^t9 rSsucesl{l reu ing -dfi, il. the objectives "rril.n-g t"'u" "iii*"a (Ggrter etal., 1990 i"qrir"a trr"iom"i"nt &acher,s compctence (personal, social, pedagogical, intercultural' smotioral, and professional), i="r,i"g "-r"rr*, becaus€ it will bridge ard determino the success and Failure of rhe leamino orocess-and adrievement eftciattv in murtiringuar -a .-Jt"Jt-J rurg,-g" leaming as wer as ia psontren ,n:,r]-is (H"d-" & J.;;;. z600, 'nirlU-l u rro r. Bin-Tah,r & Rinanratrti. 2016).Mclt wsantren schmls have murtilingual teachers *{ro'are ;.p;;;; t".ct ing o" -uttilffi *[.i."i Lii ,rr", hced 6e complicated curric.ulum of oesantren which adotred hro or rhree kinds oi curricula ojxpns-ili"i#li |T.*'--eg:!""t curricurum, oeiec lrrrinisry or ruiigr* e-orr.i"-iorurn, and pesaarrea curriculum (BinTah4 20l l ) The three curricula were implemented separatity o, u "r.tuio a.y, difierent schedule, ana ,ritt aff.r"nt teacfer^s,. Likewiry in language curric.Ulum of pesantrcn, dre studenrs were compelea b lcam hard in fulfillrnent the need ofthose curricula. It means that the sbdents were dazed to 1""-L"g,rug". ,u"t ^ Indonesi4 Arabic, Enshsh. ard local languages bosed oo the three curricula io the differ"ot r"rr"aur", "io-i";#;il;;.:;ffi";";"fiLk.. The schools also &ced some obstacles in arranging the schedule -J ti,"y o".a"a more teachers to teach thos€ larguages. whereas most of their teachers^have thJmutttirgra c-np"trr.. to be empowered rn r-guug""t"Jlog m fulEll the ne.ed ofpesazrlez (Bin-Tahir, 2015a: 2015b..Based on rhe results of prelimhary studies in foreign languag es teaabin| a, pesantrer sdroots shows that the succcss or laaguage learnmg rs determined by the way of the &acher choices a fimiliar topic and simple dialogue that is absolutely used bv the studenrs in t&,eii dairy ri6 a. pesanren "ruit*.ari lrio-rrnir, zor r,laifurrlr--'pp.rifi uy 1:.T_t,13llr, ^ sant,ren wticy i1 ap-pi4"g EnbiO learniag in rhe fiid of science, e-Uii, b"-.j ii'Jigl* suDJects' and Indoneslan language in the field ofgeneral subjects or dre social *udies, white in dailv inteiactions]thev used dlose three languages it communication Clahir, 2015: Amri, et al., 2017.

Abstract-NVivo is the QSR International product that can be used for data analysis. NVivo multimedia based application has been widely used by researchers and scholars in western academic contexts. However, very little information is on the application of NVivo within Indonesian contexts. This paper aims to address the gap and contributes to a growing body of literature that explores the use of multimedia application tool for data analysis. The data for this analysis were taken from 10 participants as NVivo users. The findings of this study have implications for the success of similar applications and the ways to use NVivo for researchers, scholars and educators.

This research is aiming at giving a contribution to the lecturers’ knowledge on the design materials in using social media Facebook in teaching writing process to English Department students. Before conducted the developing module for Facebook-based writing instructional course, we surveyed and explored the student’s need. The stages of this research consisted of need analysis and document analysis. We conducted needs analysis to 141 English students and 2 lecturers of writing. Data were collected using need analysis questionnaire and interview. The analyzed documents in this research were lesson plan, syllabus and the existing textbooks. The data from questionnaire and interview were analyzed in quantitative and qualitative methods. The results concluded that: first, needs analysis is the basic of developing module for Facebook-based writing instructional course, in order that the material can be related to the students’ needs, levels and lecturers’ perception. The result of students need found urgent to develop module for facebook-based writing instructional course through the following criteria of interactive, self-contained, user friendly, online supporting, online social media, authentic, environmentally friendly, formal and informal environments, online evaluation, presented in visual  aids, support  and facilitate the students’  academic and non-academic writing activities, topics of the materials should be interesting which provides a cultural background of students, the materials should be implemented by applying vocabulary, reading texts, grammar and basic skills in writing process, implemented in beginner level (Writing 1), used in class and out- class and the materials globally/ international context. Second, the lecturers’ desires in teaching writing are to improve the students’ skill to comprehend the materials. Third, the existing materials are unsuitable for the students, they prefer learning facilitated by electronic social media, Facebook, so they will more motivate in write.

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