EXPLORING THE SEVENTH GRADE STUDENTS’ EXPOSURE

TO YOUTUBE VIDEOS IN IMPROVING LISTENING SKILL AT

SMP NEGERI 1 PARIGI

DHEA MULYANI
A 121 16 119

SKRIPSI

Presented as a Partial Fulfillment of the Requirements for

The Degree of Sarjana at the English Education Study Program
Language and Art Education Department
Teacher Training and Education Faculty
Tadulako University

ENGLISH EDUCATION STUDY PROGRAM

DEPARTMENT OF LANGUAGE AND ART EDUCATION
FACULTY OF TEACHER TRAINING AND EDUCATION
TADULAKO UNIVERSITY

2021
MENGEKSPLORASI KETERAMPILAN SISWA KELAS TUJUH
TERHADAP VIDEO YOUTUBE DALAM MENINGKATKAN
KEMAMPUAN MENDENGAR DI SMP NEGERI 1 PARIGI

DHEA MULYANI
A 121 161119

SKRIPSI

Diserahkan sebagai Pemenuhan Persyaratan untuk Gelar Sarjana

Program Studi Pendidikan Bahasa Inggris
Jurusan Pendidikan Bahasa dan Seni
Fakultas Keguruan dan Ilmu Pendidikan
Universitas Tadulako

PROGRAM STUDI PENDIDIKAN BAHASA INGGRIS

JURUSAN PENDIDIKAN BAHASA DAN SENI
FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN
UNIVERSITAS TADULAKO
2021
iii
iv
 MOTTO

“Don‟t limit yourself, discover new areas of expertise”

― Sunday Adelaja

v
 ABSTRACT

Dhea Mulyani A12116119. Exploring the Seventh Grade Students’ Exposure

to YouTube Videos in Improving Listening Skill at SMP Negeri 1 Parigi,
under the supervision of Mukrim.

This research aims to explore the seventh-grade students‟ exposure through

YouTube Videos in improving listening skills at SMP Negeri 1 Parigi. The
researcher used the cluster sampling technique in taking the sample from the
population. It was 128 students. The total sample was class VII B consist of 34
students. The researcher applied quantitative descriptive research. The researcher
used a questionnaire to collect the data by using the Goggle form. The formula
was adopted of hatch and faraday. The result showed that most of the students
have high exposure to using YouTube videos. They used YouTube videos in
learning listening skills. The students choose some interesting channels to access
good videos for improving their listening comprehension. There are some videos
that the students prefer to watch such as English with Lucy, Kampung Inggris Lc-
Language Center, Harry Potter for the movie, and English song. YouTube video
improves the students‟ listening skills because they have much vocabulary from
the music they heard, movies they watch, and video explanations from English
with Lucy. If they read some English words, they know how to pronounce the
words that are familiar to them since they listen the word from videos on
YouTube. The students get interested, enjoy and get a motivation to learn English.

Keywords: Exploring, Exposure, YouTube Videos, Improving, Listening Skill.

vi
 ABSTRAK

Dhea Mulyani A12116119. Eksplorasi Paparan Video Youtube Siswa dalam

Meningkatkan Keterampilan Mendengarkan Siswa Kelas VII SMP Negeri 1
Parigi, binaan Mukrim.
Penelitian ini bertujuan untuk mengeksplorasi paparan siswa kelas VII terhadap
Video YouTube dalam meningkatkan keterampilan mendengarkan di SMP Negeri
1 Parigi. Peneliti menggunakan teknik cluster sampling dalam pengambilan
sampel dari populasi. Terdapat ada 128 siswa. Jumlah sampel adalah siswa kelas
VII B 34 siswa. Peneliti mengaplikasikan penelitian deskriptif kuantitatif. Peneliti
menggunakan kuesioner untuk mengumpulkan data dengan menggunakan
formulir Goggle. Rumus yang digunakan diadaptasi dari hatch dan faraday. Hasil
penelitian menunjukkan bahwa, pertama, sebagian besar siswa memiliki eksposur
yang tinggi dalam menggunakan video YouTube. Mereka menggunakan video
YouTube dalam belajar keterampilan mendengarkan. Para Siswa memilih saluran
yang menarik untuk meangakses video yang bagus untuk meningkatkan
pemahaman mendengarkan mereka. Ada beberapa video yang mereka pilih untuk
ditonton seperti English with Lucy, Kampung Inggris Lc-Language Center, Film
Harry Potter, dan lagu bahasa Inggris. Video YouTube meningkatkan
keterampilan mendengarkan siswa karena mereka mendapat banyak kosa kata dari
video yang mereka dengar, film yang mereka nonton dan video penjelasan dari
English with Lucy. Jika mereka membaca sebuah kata berbahasa Inggris, mereka
tahu cara menyebutkan kata tersebut karena terdengar akrab sejak mereka
mendengarkannya dari video di YouTube. Para siswa tertarik, menikmati, dan
mendapat motivasi untuk belajar bahasa Inggris. Dengan kata lain, penggunaan
video YouTube dapat menigkatkan keterampilan mendengarkan siswa.

Kata kunci: Eksplorasi, Eksposur, Video Youtube, Peningkatan, Keterampilan

Mendengarkan.

vii
 ACKNOWLEDGEMENTS

In the name of Allah, the most Gracious, the most Merciful.

By saying Alhamdulillahi Rabbil „Aalamiin, first of all, let us send all

praises to Allah subhanahu wa ta‟ala, the Beneficent, the Merciful, and the Lord

of the world. Blessings and salutation be upon to our beloved prophet, Nabi

Muhammad sallallahu alaihi wasallam, the most honorable prophet and

messenger. To begin with, the researcher always thanks Allah subhanahu wa

ta‟ala for His never-ending blessings, bounty, grace, guidance, praise, honor,

mercy, and health bestowed given to the researcher in her life, not to mention

during the preparation of the proposal, conducting the research until finishing

writing this skripsi as a partial fulfillment for the degree of Sarjana Pendidikan in

the English Education Study Program of Tadulako University. Words are

insufficient to describe her gratefulness and appreciation to Him in the whole

process of the researcher‟s life, including this skripsi accomplishment. Without

Him, the researcher would not have been able to undertake this daunting task.

Furthermore, during the preparation of accomplishing this skripsi, supports

and help from some stakeholders that take part in the researcher‟s life. In this

occasion, the researcher would like to give special thanks to them.

First and foremost, the researcher sends her deepest gratitude to her beloved

parents, Tadjri Umar and Hapsa Laudjeng. Firstly, the researcher would like to

thank her father for raising her with full of love and affection, for always

viii
supporting and be available to listen, and for always strengthening and willing to

share laughs and tears during the researcher‟s life, especially in the process of

achieving the researcher‟s bachelor degree. Secondly, the researcher would like

to send her sincere gratitude to her one and only role model since day one, her

mother, for her supports in silence. Lastly, the researcher also owed thanks to her

eternal companions, her annoying yet lovable brother, Muhammad Gymnastiar for

the endless supports, endless fights and plenty of loves given to the researcher.

Secondly, the researcher would like to extend her appreciation to her

patient and warm-hearted supervisor, Mukrim, S.Pd., M.Ed., Ph.D who always

gives guidance and helps the researcher countless times in the process of

achieving the researcher‟s bachelor‟s degree, and always responds also

understands the researcher‟s condition when it comes to guidance. The

researcher‟s deepest gratitude also goes to her excellent reviewer, Dr. Ferry Rita,

M. Hum for the endless supports and advise during the researcher‟s college life

and in the process of accomplishing this skripsi. Last but not least, to the

researcher‟s supportive and kind-hearted second reviewer, Zarkiani Hasyim,

S.Pd., M.Pd who always help and guide the researcher during her research, not to

mention the countless advise given to the researcher.

The researcher is also tremendously thankful to Rector of Tadulako

University, Prof. Dr. Ir. Mahfudz, MP., Dean of Teacher Training and Education

Faculty, Dr. Ir. Amiruddin Kade, M.Si., Head of Language and Art Education

Department, Dr. Hj. Sriati Usman, M.Hum., and Coordinator of English

Education Study Program, Dr. Hj. Rofiqoh, M.Ed., for the contribution and

ix
attention. Special gratitude also goes to all of lecturers in English Education Study

Program in which the researcher has an amazing experience with them; thank you

so much for the great knowledge.

Furthermore, the researcher would like to devote her deepest thanks to the

principal of SMP Negeri 1 PARIGI, Ikbal Abdul Azis Maro S.Pd for allowing the

researcher to conduct the research. Then, great appreciation is addressed to the

English teacher, Inda Agustin, S.Pd., for the helpful assistanceduring the research.

Also, special mention goes to the entire students especially for the students in

class VII B, thank you for your meaningful help, support, and active participation.

The researcher also sends all of her gratitude and love to her best friends

during four years campus life. The member of Bangke Squad; Alda Handayani

S.Pd, Aprianto S.Pd, Aan Wilein J.S Penga S.Pd, Devi Safitri S.Pd, Auliyah

Rahman S.Pd, Agnes Mapawangga, Andi Mariam, Jihan Nabila and also Rini

Urbaningrum and Zikra Samidi for all the laughs, sorrows, love, meaningful help,

care, partnership, support, and show to the researcher the real meaning of

friendship. The researcher thanks for togetherness, love, and motivation for the

researcher to finish her study.

In addition, the biggest thanks are addressed to the special people who

always help and support the researcher during completing her skripsi this goes to

her beloved campus‟ lyfe mates Dangerous Class, especially Febi Nursamsi, Putri

Indriana, S.Pd, Nadhilah Safria Nur S.Pd, Desi S.Pd, Adrian Christianto Katili

S.Pd, Ayu Sukma Lestari S.Pd, devya Wulandari S.Pd, Adelia S.pd, Putu Stevani

Wulandari, for their willingness to listen to the researcher‟s story and willingness

x
to share problems and joy with the researcher for their help, love, care,

partnership, unforgettable moments, experiences and support during the study.

Finally, a million of thanks addressed to every single person who has been

involved in the completion of this skripsi and those who has not been mentioned

personally. May Allah SWT bless them all.

Palu, September 2021

Dhea Mulyani

xi
 TABLE OF CONTENTS

Page
TITLE i
APPROVAL PAGE iii
HALAMAN PENGESAHAN iv
MOTTO v
ABSTRACT vi
ABSTRAK vii
ACKNOWLEDGEMENTS viii
TABLE OF CONTENTS xii
LIST OF TABLE xiv

CHAPTER I: INTRODUCTION I
1.1 Background 1
1.2 Problem Statement 3
1.3 Objective of the Research 3
1.4 Scope of the Research 3
1.5 Significance of the Research 4
1.6 Definition of Key Terms 4

CHAPTER II: PREVIOUS STUDIES, REVIEW OF RELATED

LITERATURE, THEORITICAL FRAMEWORK AND HYPOTHESIS 5
2.1 Review Related Studies 5
2.2 Literature Riview 6
2.2.1 Definition of Listening 6
2.2.2 Types of Listening 7
2.2.3 The Importance of Listening Comprehension 8
2.2.4 The Ways in Improving Listening Comprehension 9
2.2.5 Elements of Listening 12
2.2.6 YouTube Audio Video 13
2.2.7 The Advantages of YouTube Video 15
2.2.8 The Disadvantages of YouTube Video 17
2.3 Theoretical Framework 17

CHAPTER III: RESEARCH METHOD 29

3.1 Research Design 29
3.2 Population and Sample 29
3.2.1 Population 29
3.2.2 Sample 21
3.3 Research Instrument 21

xii
3.4 Data Collection 22
3.5 Data Analysis 22

CHAPTER IV: RESULT AND DISCUSSION 24

4.1 Research Finding 24
4.1.1 Students exposure in Youtube Video 24
4.1.1.1 Accessing YouTube in Learning English 24
4.1.1.2 Watching YouTube for Improving listening Skill 25
4.1.1.3 Taking the time to Access YouTube 26
4.1.1.4 Using YouTube as a Training Tool 27
4.1.1.5 Using YouTube to Find Videos of listening 28
4.1.1.6 Using YouTube as a Complementary Media 29
4.1.1.7 Watching English movies on YouTube 31
4.1.1.8 Listening to English songs on YouTube 31
4.1.1.9 Watching learning videos on YouTube 32
4.1.1.10 Watching English Language YouTuber Channels 33
4.1.2 YouTube Channels for improving listening skill 34
4.2 Discussion 36

CHAPTER V: CONCLUSION AND SUGGESTION 38

5.1 Conclusion 38
5.2 Suggestion 39

REFERENCES 40
APPENDICES 44

xiii
 LIST OF TABLES

Table 4.1 Frequency of acessing YouuTube 25

Table 4.2 Frequency of Accessing YouTube for improving listening skill 26
Table 4.3 Frequency of Taking the Time to Access YouTube 27
Table 4.4 Frequency of Using YouTube as a Training Tool 28
Table 4.5 Frequency of Using YouTube to find Videos of Listening Skills 29
Table 4.6 Frequency of Using YouTube as a Complementary Media 30
Table 4.7 Frequency of Watching English movies on YouTube 31
Table 4.8 Frequency of Listening to English songs on YouTube 32
Table 4.9 Frequency of Watching learning videos on YouTube 33
Table 4.10 Frequency of Watching English-language YouTuber channels 34

xiv
 CHAPTER I

INTRODUCTION

1.1 Background

Listening is one of the language skills that has an important role in teaching

and learning process. Listening is more than just hearing words. In other words,

listening provides the oral input that serves as the basis for language acquisition and

enables learners to interact in spoken communication. Without learning listening,

people might not be able to speak, read and write. Teaching listening of foreign

language is the most difficult one. Foreign language students do not have native

speakers‟ competence in using their background knowledge. Listening is also more

difficult than reading because a reader can cast an eye back over misunderstood

phrase, but the listener gets no second time. English is a compulsory subject in

Indonesia, which must be taught starting from junior high school level until

university level involving the teaching of listening. The problems which are faced by

students in learning listening may be caused by many factors, such as: teachers,

students, teaching technique and teaching material.

Based on Kurikulum 2013, the target of teaching and learning English at

SMP/MTs is to enable the learners to achieve the functional level to communicate

orally and written. To reach the target, the junior high school students have to master

the four skills of English. According to many researchers, listening is one of the

1
 2

important skills that should be mastered because it helps students to improve other

English skills. In daily life, people listen more than they read, speak or write. The

second grade students of junior high schools have to master the listening skills so that

they can understand some instructions from their teacher in the English teaching and

learning process. As a result, the students can finally respond the teacher well.

YouTube is seen as an online media in which trainers and learners learn

through videos anywhere and anytime as long as there is available internet connection

(Educause, 2006). In learning English, YouTube videos can be used to improve

vocabulary, accents, pronunciations, listening, reading, writing, and speaking

(Chhabra, 2012). Moreover, YouTube implementation in classrooms will provide

students with better comprehension of the lesson (Khalid & Muhammad, 2012).

Subsequently, YouTube is an audio-visual material has lots of benefits in teaching

listening. By using YouTube, students additionally can get a good quality of speech

or conversation, and learn listening by themselves either inside or outside classroom.

In addition, through listening section in YouTube, students get other skills which are

target culture and knowledge. Unfortunately, students might not understand one or

two words used in videos presented by the researcher, there could also be some

problems concering the copyright or privacy invasion. Given the benefits of YouTube

videos as described above, the researcher attempts to explore the exposure to

YouTube videos in improving listening skill by seventh grade students at SMP

Negeri 1 Parigi.
 3

1.2 Problem Statement

Referring to the above explanation, this research was guided by two research

questions below:

1. To what extent do the seventh-grade students at SMP Negeri 1 Parigi

exposure to YouTube Videos in improving their listening skill?

2. If they do, what YouTube Channel do they watch in improving their listening

skill?

1.3 Objective of the Research

Research objective is really important in this research because it is simply the

description of what the researcher hopes to achive in the study. Based on the

explanation, the objectives of this research were to find out the extent of the seventh

grade students at SMP Negeri 1 Parigi in using YouTube Videos to improve their

listening skill, and to identify YouTube channels that the students watch in improving

their listening skill.

1.4 Scope of the Research

This research focused on exploring the use of YouTube Videos by students at

SMP Negeri 1 Parigi. As well, she focused on finding out YouTube Channels that the

students accessed in improving their listening skills.

 4

1.5 Significance of the Research

The result of this research was expected to give a contribution in teaching and

learning process especially in listening. In other words, it gave significances for

students, teachers and other researcher. Firstly, for the teacher, this research provided

inputs for teachers about their students‟ exposure to YouTube Videos in learning

English, particularly in improving their listening skills. Therefore, it helped them to

design materials that were interesting for their students. Secondly, for the students,

this research provided them information about the benefits of YouTube videos in

improving their listening skill, that ultimately impacts on their speaking skill too.

Lastly, for other researchers, this study gave them inputs of students‟ exposure of

YouTube Video in improving their English ability outside schools.

1.6 Definition of the Key Terms

The researcher presents the definition of some terms in this research in order

to support the difficulties of the reader in understanding the terms.

1. Exploring is the way we investigate or search out something research.

2. Exposure is the fact of experiencing something or being affected by it

because of being in a particular situation.

3. YouTube video is a website or application for sharing and watching

videos that are shared by various parties.

4. Listening is the ability to identify and understand what others are saying

5. Improving is making something or somebody to be better than before

 CHAPTER II

RELATED STUDIES, LITERATURE REVIEW AND THEORETICAL

FRAMEWORK

2.1 Related Studies

A number of research has shown the use of YouTube Audio Video in teaching

English skills, particularly listening skill. The first study was conducted by

Almurashi, (2016) entitled “The Effective Use Of Youtube Videos For Teaching

English Language in Classrooms as Supplementary Material at Taibah University in

Alula”. This study concluded that YouTube could be a good material to incorporate

English lessons and can also help with understanding the lesson. It was found that the

use of YouTube can play a vital role in helping pupils understand their English

lessons,improve their performance, and advance their understanding of English.

Additionally, the multimodal text in YouTube can play a leading role in helping

learners understand their English lessons. Moreover, this paper included a number of

recommendations according to the study findings.

The second study was written by Alkathiri (2019) under the tittle of

“Students‟ Perspectives towards Using Youtube in Improving EFL Learners‟

Motivation to Speak”. A questionnaire was administered to students to assess the

attitudes of students towards using YouTube to improve their motivation to speak and

practice language in class. Furthermore, this intervention is being tested on a single

5
 6

classroom. Thus, this group is representative of the ELL population since it will be

comprised of ELLS, but the participants may not be reflective ofthe types of students

who are in ELL classes in undergraduate programs across the country. Thus, the

demographic features of these individuals will be summarized so that readers have

the opportunity todetermine whether the population that they are responsible for

educating is similar to the populationassessed in the present study. Moreover,

participation in English speaking lessons using YouTube videos increased student

confidence about their English-speaking abilities. It is therefore reasonable for

educators to continue to use YouTube and other video media as a part of instruction

in the ELL classroom because this motivates students to learn and to practice their

speaking skills aloud with confidence.

Based on the two research studies above, the similarity between the two

previous research and the recent researcher is how students used YouTube video in

theirs daily life and also theirs perspectives of YouTube video in improving theirs

English skill.

2.2 Literature Review

2.2.1 Definition of Listening

Listening is the abitility of identifying and understanding what others are

saying. It is categorized as receptive skills. Receptive skills are the way in which

people extract meaning from the discourse they see or hear. Cameron (2001) states
 7

that listening is the receptive use of language, since listening is to make sense of

speech, the focus is on the meaning rather than on language.

However it does not mean that listening skill is a passive skill because

learners should be actively engaged in listening tasks and activities. Listening

involves understanding speaker‟s accent or pronounciation, his grammar and his

vocabulary, and grasping his meaning. Brown (2001:249) emphasizes, “Listening is

not a one-way street. It is not merely the process of undirectional receiving of audible

symbols. One facet – the first step – of listening comprehension is the psychomotor

process of receiving sound waves through the ear and transmitting nerve impulse to

the brain.” In short, a good listener is capable of doing these four things

simultaneously.

Based on the definition above, the researcher concludes that word “listening”

may have different meaning in each person. However, listening is a concious activity

that is done by focusing on effort to hear, understand and interpret the sound and it is

requiring concentration of mind.

2.2.2 Types of Listening

Listening is an activity that needs students‟ comprehension. Furthermore, to

understand what the students listen, it requires focusing of out thoughts upon one

particular problem. A person who incorporates listening with full concentration is

actively listening. Every body may listen to something directly in daily life with or

without chance to give their response. Anderson. A. and Lynch (1998) distinguish
 8

listening into two: Reciprocal listening and non-reciprocal listening. Reciprocal

listening refers to listening tasks where there is the oppurtunity for the listener to

interact with the speaker. While non reciprocal listening refers to listening tasks or

one way listening such as listening the radio.

There are tree types of listening offered by Helgesen, M. and Brown (1995)

based on the outcome, namely:

1. Listening for the main idea/Listening for gist/global listening. It is listening skill

for understanding the general meaning.

2. Listening for specific information/listening for detail/focus listening. It is also

important. It involves understanding the task and focus in catching the

particular/certain information.

3. Listening between line/understanding inferences. Understanding inferences is the

most difficult skill in listening activities. It does not imagine the meaning that is

given, even though the specific words are not used. It means the listener need to

understand the sequence of the story in order to draw the inference of the story.

Listening is considered an active action between the speaker and the listener

in order to get main purpose of the communication itself. In listening process, the

listener does not only hear what the speaker is saying but also also understand about

it. Besides, the listener has to evaluate and respond what is being said by the speaker.
 9

2.2.3 The Importance of Listening Comprehension

Listening activity is important in daily life. It is an important part in

communicating to others in order to convey the messages. In communication, people

spend much time in listening. Even, it is the most frequently used by people in

communication.

There are some statements regarding the role of the listening according to

some experts as follow:

1. Paul Renkin in Cox (1999:151) states that people are involved in communication

through writing 9%, 16% through reading, 30% through speaking, and 45%

through listening.

2. Similarly, Burns and Broman (1975) states that people engage in communication

about 11% through writing, 15% through reading, 32% and 42% through speaking

listening respectively.

3. Wilt in Guo and Will (2008:3) states that people listen 45% of their time they

spend in communication, 30% of their time for speaking , 16% for reading, and

9% through writing.

The facts above show that listening is essential for people to gain meaning

from others and to respond it. Listening becomes the basic of language skill, since

from listening people build foundation of speaking, reading and writing.

 10

2.2.4 The Ways in Improving Listening Comprehension

Harmer (2005) states that there are six principles of listening activities that

can be applied in teaching listening by the teacher. He further eloborates as follows:

Encourage students to listen as often as posible.

1. The more students listen, the better they get in listening. Not also better in

listening, they will get better at understanding pronounciation and use it

appropriately themselves

2. Help students prepare to easy to listen. To give the prediction to the students about

what is coming, teacher may give picture, discuss the topic or read the question in

advance in order to make the students engaged with the topic and some task

following .

3. Once may not be enough. When teacher plays an audio track for the first time, the

students will only get the general topic and idea for what the speaker sounds alike.

So it is important to play the recording material again to give them chance to pick

up the things they will miss the first time and also to study the language features

on the tape.

4. Encourage the students to respond to the content of listening, not just to the

language. The most important part in listening sequence is that the teachers are

able to determine the meaning of what is being said, what is entended, and what

impression it makes.

5. Different listening stages demand different listening tasks. Teacher of English

should create different listening task based on the materials difficulties. For the
 11

first listening, teacher may focus on detailed information, language use, and

pronounciation.

6. Good teacher exploit listening texts.Teacher should make listening activity as an

important event in teaching and learning processes rather than just an exercise in

the classroom.

Therefore, it can be concluded that in teaching listening the teacher should

prepare everything well not only the materials but also the everything that can help in

teaching and learning process. Teaching listening in junior high school must be

prepared well to make sudents interested and enjoy learning.

In English as a Foreign Language (EFL) contexts, Extensive Listening (EL) is

defined as a language teaching and learning approach that encourages language

learners to be exposed to a large amount of easily comprehensible and enjoyable

materials presented in the target language over an extended period.According to

Waring (2008), EL is a way of improving listening fluency by practicing listening to

easy texts. Because many of the characteristics of EL resemble those of Extensive

Reading (ER), EL is considered the oral equivalent of or the sister of ER (Lynch,

2009; Waring, 2011). Mayora (2017) adapts five general principles of ER that could

be applied to EL – quantity, comprehensibility, learner-centeredness, meaning-

orientation, and accountability.Recent works on EL have taken into account the

unique characteristics of listening and spoken language by integrating listening with

other skills or learning techniques to make it more doable and fruitful. In recent years,

discussions on EL include viewing as one of its variety of activities. The viewing

 12

activity and its variants make the listening experience more diverse and authentic

(Renandya & Jacobs, 2016) and help learners comprehend spoken language better

because they receive input from more than one mode.

2.2.5 Elements of Listening

In learning listening, learners also should master sub-skills (elements) of

listening because they will be good listeners and will not get difficult in studying

English. The elements of listening will be explained as follows:

1. Stress: Stress is really important in constructing meaning. The stress in English

falls randomly. It can be at the begining, in the middle or at the end of the words.

There is at least four properties stress that is important in English as proposed by

Basri (2004).

2. Culminative Property: it means that in a word of more than one syllable, there is

always a sylablle that is uttered with a greater degree of force than other syllables

in the word. Such a syllable is called the stressed (tonic) syllable.

3. Demarcative property: it means that stressed syllable is normally the initial, the

final, or the pre-final syllable.

4. Rhythmic property: it means that the syllables are stressed at regular interval.

Quantity sensitivy means that stress is sensitive to the prominence of segments.

5. Intonation: intonation in English concerns with the statement , question, or may be

request and depends on the rise and fall of the sentence. Normally, statements and
 13

request end with falling intonation while question with a rishing intonation. The

intonation also can distinguish the meaning.

6. Understanding: Understanding can be received if we get the point of someone‟s

said. It is asserted by Krashen as cited by Rost (2002:93), “Humans acquire

language in only one way – by understanding messages, or by receiving

„comprehensible input‟ ...” Thus, it is important to have best understanding in

learning listening in order to gain the message in someone‟s speaking.

Listening is the concious processing of the auditory stimuli that has been

perceived through hearing. However, a person who receives and understands

information or an instruction, and then chooses not to comply with it or to agree to it,

has listened to the speaker, even though the result is not what the speaker wanted.

2.2.6 YouTube Video

YouTube is a video–sharing website on which users can upload, share and

view videos. It is created in 2005, and it was founded by Chad, stevechen, and Jawal

Karim, who were employees in PayPal Company. YouTube began as a venture

technology with us 11.5 million investments. The domain name is

www.youtube.com, and then it is developed and grew rapidly as more than 100

million video views per day. YouTube is classified as the third most visited website

on the internet. YouTube launched a new design to simplify its interface and

increasing the time users spend on the site. YouTube is an online video repository

where digital video files are stored and exhibited without a charge. According to the
 14

latest statistics on the usage of YouTube in India, it has more than 60 million users

who spend around 48 hours every month viewing videos and more than 70 % of the

YouTube viewers are aged below 35. According to Brunner (2013) YouTube is a top

rated video website mainly among students. Its wide array of content from all over

the world makes it a tremendous resource for the teachers to teach one of the most

important yet often ignored skills in language learning, particularly in listening skill.

YouTube videos can be used in a various ways to teach listening skill in the

classroom. It also depends on the instructor how it is going to be used in classroom.

There is no fixed way to use online resources in the class. But a well planned lesson

can make an effective and efficient learning. It is very important to plan the classes

meticulously to bring positive results in the students‟ listening skill. Karkera and

Chamundeshawari (2018:5) suggested some steps in using YouTube as a teaching

tool to improve listening skill.

1. Teacher Preparation

Thorough preparation is the key for a productive listening class. The teacher

should select a video which is suitable to the students‟ level and keeping in mind the

duration of the class. It is highly important to watch the entire video prior to the class

to check for any inappropriate language. The students would focus while listening

and watching the video if it is followed up by a task. A worksheet comprising of

comprehension questions based on the video should be prepared prior to the class.
 15

2. Pre-listening activity

Based on the topic of the speech the teacher can brainstorm ideas in the

classroom to see what knowledge the students might already have about the topic.

This will give the students an opportunity to predict what they are going to listen to.

3. While-listening

The work sheet can have two sections of questions, the first section

comprising of questions to listen for the gist and the second section can consist of

questions which require answers in detail. Questions can vary from multiple choices

to fill in the blanks.

4. Post-Listening

The discussion of the answers to the questions helps the teacher find out

students improvement in listening skills. After the discussion the teacher can review

the vocabulary learnt in the video. The students can be asked if they agree or disagree

with what they listened to. They can also express their views and opinions on the

topic or add on to the existing ideas in the speech.

2.2.7 The Advantages of YouTube Video

There are many advantages of using YouTube to teach English. One of the

biggest benefits for beginners is the YouTube video-texts. The students can follow

through as they watch the videos. This activity may improve their listening

comprehension (Chang & Chang, 2014) Other benefits proposed by them are as

follows:
 16

1. YouTube is very instrumental in teaching English, it is not space bound. It can be

used both inside and outside of a classroom.

2. It gives students exposure to authentic materials like native speakers‟

conversations in real life situations: interviews and documentaries.

3. Students not only learn the language but also learn more about the culture, habits

and lifestyle of people around the world: vloggers channels. This enables the

students to learn on their own accord.

4. Students can watch the videos and determine which pronunciation and

conversation skills need to be acquired and work on them.

5. Audios backed with videos motivate the students to pay attention and listen. It is a

great conversation starter. Students can question what they have viewed and

express their views and opinions. This gives them an opportunity to have

meaningful peer discussions.

Furthermore, in YouTube, students will find lots of real conversations. Oprah

Winfrey‟s talk shows for instance, it contains real conversation between Winfrey and

the guests. It gives students real experiences of listening to English native speaker,

especially in the upper-intermediate and advance level to train their listening skill.

Besides being able to be a mean of getting many sources of real conversations and

speeches, YouTube can be a vehicle for students to improve their listening skill by

studying inside or outside the classroom. The most important thing is because

YouTube Audio Video can be watched online and offline. Most of programs in
 17

YouTube Audio video have subtitles. Thus, students who intend to study and develop

their listening skill outside the classroom will feel easy to use YouTube audio video,

because students can easily check their correctness by looking at the subtitles after

they have listened.

2.2.8 The Disadvantages of YouTube Video

Using YouTube in teaching listening particularly for Junior high school

students has also some disadvantages. Soffar (2015) mentions some disadvantages of

YouTube. They are as follow:

1. YouTube is public. So, anyone can see the videos that someone post. As anyone

can post a video, there could be copyright infringement issues, and privacy

invasion.

2. If the children can access YouTube, it probably needs a parental block, beause

some videos can sometimes be inappropriate without warning. There is violence

on some of the videos. There are explicit videos and the teens are recording

violence to post on YouTube. In addition, students can face the problems in

understanding the language of videos.

3. The kind of language level used in the videos can be confounding for the students.

4. There could be copyright issues.

2.3 Theoretical Framework

The development of globalization era has given many impacts in many parts

of human life, including education. The education in 21 century or as we know as

 18

globalization era was influenced by many things like technology and language. The

language which is a media to learn in such many fields of education. As we know that

in many sources of book use international language. So as the student in 21 century

must be able to understand international language especially English because English

has become a global language. Listening is one of English skill. It is really

importance for the students to master it. it determines the successful of a

communication. Listening is perhaps the most critical element in language and

language learning since it is the key to speaking, and beyond that, reading and

writing. Particularly in the workplace, this skill is used at least three times more than

speaking, and four to five times more than reading and writing. Listening and

speaking are often taught together. However, for beginners, especially non-literate

ones, they should be given more listening practice than speaking practice. If the

students master the listening skill since they were in junior high school that help the

students easy to learn English easier and better in junior high schools. Listening skill

is a complex active skill of interpretation in which listeners matches what they hear

and what they have already known.

As we know that nowadays everyone uses the internet to access information

that they want to know. One of them is on YouTube. In the form of video, which is

including audio and visual information sometimes make people more interesting to

access it than another browser of the internet. Students also like to search information

on YouTube. So, this is one of the advantages of using the internet. Chang (2014)
 19

argues that students can watch the videos and determine which pronunciation and

conversation skills need to be acquired and work on them.

In this research, YouTube video becomes the focus. Brunner (2013) explains

that YouTube is a top rated video website mainly among students. The students feel

more comfortable to learn by using YouTube. YouTube has a lot of channels that can

be used by the student to get a lot of information that they need. The YouTube video

is rich of options and easier for understanding. Based on the explanation, this research

is conducted to find out the extent of the students in using YouTube videos to

improve their listening skill. The researcher took some students at SMP Negeri 1

Parigi as the sample in this research. She distributed a questionnaire to the students in

finding out the answers to the research question of this research. She will elaborate

the method of research in the next chapter.

 CHAPTER III

RESEARCH METHOD

3.1 Research Design

In conducting research, we need research design. Research design refers to the

strategy to integrate the different components of research projects in cohesive and

coherence way. In this research, the researcher used a quantitative descriptive

research. Specifically, the researcher used a survey research by administering a

questionnaire to collect data in answering the research questions. A descriptive study

determines and reports the way things are. Best and Kahn (2007) assert, “The term

descriptive research has often been used incorrectly to describe three types of

investigation that are different. In survey research, investigators administers a survey

to a sample or to the entire population of people to describe the attitudes, opinions,

behaviors, or characteristic of populations.

3.2 Population and Sample

3.2.1 Population

Population is a group of people and things which are going to be

investigated. According to Fraengkel, Wallen and Hyun (2012:91), “Population is the

larger group to which one hopes to apply the results”. Population of this research was

the seventh grade students of SMP Negeri 1 Parigi, which consisted of four parallel

20
 21

classes : VII A, VII B, VII C, and VII D. Each class consisted of 30-34 students;

therefore, the total population was 128.

No Class Total Students

1 VIIA 32

2 VII B 34

3 VII C 31

4 VII D 31

Total 128

3.2.2 Sample

Fraengkel, Wallen and Hyun (2012:91) explain, “A sample in a research

study is the group on which information is obtained”. The sample was chosen by

using a cluster sampling technique. The researcher provided four pieces of paper with

the name of the classes and put them into a box. The researcher used cluster random

sampling technique due to the fact that the class was homogenous. The classes were

in the same level because they were not differentiated in major. The researcher

shaked the box and took out one of the papers and the class that came out became the

sample of this research. Moreover, the sample of this research was VII B that had 34

students. Thus the total sample was 34 students.

 22

3.3 Research instrument

The instrument of this research was a questionnaire. Questionnaire is a

research instrument consisting of a series of questions for the purpose of collecting

information from respondents. Questionnaires provide a quick and efficient way of

obtaining large amounts of information. The researcher used a Close-ended

Questionnaire and open-ended Questionnaire. The total of the Close-ended

Questionnaire was ten questions, and the total of the open-ended Questionnaire was

three questions. All respondents were asked exactly the same questions in the same

order. The researcher used online questionnaire using Google form. Moreover, the

questionnaire was written in Indonesia because it helped the students to easily

understand the purpose of the questions. This is the link of the Google form that the

researcher used in this research https://forms.gle/fakvq5ehqba2mjjh8

3.4 Data Collection

The researcher came to the school and made some discussion with the English

teacher. After that the researcher took the sample from the populations, she prepared

the Google questionnaire to help her collecting the data. In this regard, the researcher

used Whatsapp to share the link of Google form to the student. All 34 students

responded to the questionnaire given.

 23

3.5 Data Analysis

After collecting the data, the researcher analyzed the data of the questionnaire

from the students. The researcher analyzed the Close-ended Questionnaire by

calculating the data using the frequency formula. The data was calculated in the form

of percentage. In calculating the data, the researcher used formula adapted from

Hatch and Faraday (1982) as follow:

N
P= F X 100

P: Percentage
N: Number of responses
F: Number of respondents

For open-ended question, the researcher analyzed the data by counting the

frequency of responses from the students.

 CHAPTER IV

RESEARCH FINDING AND DISCUSSION

In this chapter, the researcher presented the research finding and discussion. In

the finding chapter the researcher presents the answers of the research questionsthat

guide this chapter. The questionswere (1) to what extent do the seventh grade

students at SMP Negeri 1 Parigi exposure to YouTube Videos in improving their

listening skill? (2) If they do, what YouTube Channel do they watch in improving

their listening skill?

4.1 Research Finding

4.1.1 Students’ exposure to YouTube Video

This section presents the students‟ responses on the questionnaire regarding

the students‟ exposure to YouTube videos in improving English listening skill. The

result of each statement is presented in the following sub-sections.

4.1.1.1 Accessing YouTube in learning English

Regarding to accessing YouTube for learning English, the students‟ responses

can be seen in the table below.

24
 25

Table 4.1 Frequency of Accessing YouTube

No Statement The frequency of students’ responses (%)

N = 34

Strongly agree Agree Disagree Strongly

disagree
1. I access 12 (35%) 21 (62%) 1 (3%) 0
YouTube to
learn English

Based on the table above, it shows that there were 34 students that responded

the statement of “I access YouTube to learn English”. In this regard, the students had

varied responses. The result showed that there were 12 students chose strongly agree

(35%), 21 students chose agree (62%) and there was a student (3%) chose disagree.

From this result, it can be concluded that many students were exposure to YouTube

in learning English.

4.1.1.2 Watching YouTube for improving listening skill

Regarding watching YouTube for improving listening skill, the students‟

responses can be seen in the table below.

 26

Table 4.2 Frequency of watching YouTube for improving listening skill

No Statement The frequency of students’ responses (%)

N = 34

Strongly agree Agree Disagree Strongly

disagree
2. I watch 8 (23%) 25 (74%) 1 (3%) 0
YouTube to
improve my
English listening
skill

Based on the table above, it shows that out of 34 students that responded the

statement of “I watch YouTube to improve my English listening skill”, 8 students

(23%) chose strongly agree and 25 students (74%) chose agree. Meanwhile, there

was a student (3%) chose disagree and none of them responded strongly disagree.

Seeing this result it can be stated that many students watch YouTube videos for

improving their listening skill.

4.1.1.3 Spending the Time to Access YouTube

In terms of taking the time to access YouTube for improving listening

skill,the students‟ responses can be seen in the table below.

 27

Table 4.3 Frequency of spending the Time to Access YouTube

No Statement The frequency of students’ responses (%)

N = 34

Strongly agree Agree Disagree Strongly

disagree
3. I spend the 4 (12%) 22 (65%) 8 (23%) 0
time to access
YouTube
every day

Based on the table above, it shows that out of 34 students that responded the

statement of “I spend the time to access YouTube every day”, 4 (12%) students chose

strongly agree, and 22 (65%) students chose agree. Meanwhile, there were 8 (23%)

students who chose disagree and none of them responded strongly disagree. From

the table above, it can be concluded that the students usually spend time for accessing

YouTube in daily basis.

4.1.1.4 UsingYouTube as a Training Tool

Concerning the use of YouTube as a training tool, the result of the students‟

answer is presentedin the table below.

 28

Table 4.4 Frequency of Using YouTube as a Training Tool

The frequency of students’ responses (%)

N = 34
No Statements

Strongly agree agree disagree Strongly disagree

4. I use YouTube as 6 (18%) 26 (76%) 2 (6%) 0

a training tool for
learning English
listening skills

The fourth question was “I use YouTube as a training tool for learning

English listening skills”. The information from the table above shows that there were

6 students chose strongly agree (18%), 26 students chose agree (76%), and there

were 2 students (6%) chose disagree. From this result, it indicated that the students

mostly took training for learning listening materials on YouTube video.

4.1.1.5 Using YouTube to Find Videos of Listening Skills

Based on the question of a video to listening music, the students‟ responses

can be seen in the table below.

 29

Table 4.5 Frequency of Using YouTube to find Videos of Listening Skills

No Statement The frequency of students’ responses (%)

N = 34

Strongly agree Agree Disagree Strongly

disagree
5. I use YouTube 4 (12%) 22 (65%) 8 (23%) 0
to find videos
that contain
learning
English
listening skill.

The table above showed that the highest option was agree 22 (65%) from the

question “I use YouTube to found video that contain English listening skill”. The

result shows that there were 4 (12%) students who chose strongly agree, and 8

(23%) students chose disagree. This result shows that most of the students used

YouTube to find video for learning listening material.

4.1.1.6 Using YouTube as a Complementary Media

In terms of the statement of YouTube as media, the students‟ answer could be

seen in the table below.

 30

Table 4.6 Frequency of Using YouTube as a Complementary Media

No Statement The frequency of students’ responses (%)

N = 34

Strongly agree Agree Disagree Strongly

disagree
6. I use YouTube as 10 (29%) 21 (62%) 3 (9%) 0
a complementary
media tool to
access subject
matter to add
insight and
knowledge of
English listening
skills

Based on the table above, it shows that there were 34 students that responded

the statement of “I use YouTube as a complementary media tool to access subject

matter to add insight and knowledge of English listening skills”. In this regard, all the

students had varied responses choice. The result showed that there were 10 students

who responded strongly agree (29%), 21 (62%) students chose agree, and 3 students

(9%) chose disagree. From this result, it can be inferred that many students used

YouTube videos as a complementary media tool to increase their knowledge and skill

about listening skill.

 31

4.1.1.7 Watching English movies on YouTube

From the previous questions of watching English movie on YouTube, the

students‟ responses can be seen in the table below.

Table 4.7 Frequency of Watching English movies on YouTube

No Statement The frequency of students’ responses (%)

N = 34

Strongly agree Agree Disagree Strongly

disagree
7. I watch 5 (15%) 21 (62%) 8 (23%) 0
English
movies on
YouTube

The data from the table informed that there were 34 students that responded

the statement of “I watch English movies on YouTube”. In this regard, the result

shows that there were 5 students who responded strongly agree (15%), 21 students

chose agree (62%), and 8 of them opted to disagree (23%). This result informs that

many students watched English movies on YouTube.

4.1.1.8 Listening to English songs on YouTube

In relation to students‟ response about listening to English song on YouTube,

their responses are presented below.

 32

Table 4.8 Frequency of Listening to English songs on YouTube

No Statement The frequency of students’ responses (%)

N = 34

Strongly agree Agree Disagree Strongly

disagree
8. I listen to 9 (26%) 19 (56%) 6 (18%) 0
English songs
on YouTube

Based on the table above, it shows that from 34 students responding the

statement of “I listen to English songs on YouTube”, 9 students chose strongly agree

(26%). The rest of them picked options agree and disagree in that 19 students chose

agree (56%) and 6 students (18%) chose disagree. None of them chose strongly

disagee. From this result, it can be concluded that many students listen to English

songs on YouTube, as indicated by 28 students did it.

4.1.1.9 Watching learning materials on YouTube

Regarding to watching learning materials on YouTube, the students‟

responses can be seen in the table below.

 33

Table 4.9 Frequency of Watching learning materials on YouTube

No Statement The frequency of students’ responses (%)

N = 34

Strongly agree Agree Disagree Strongly disagree

9. I watch learning 11 (32%) 22 (65%) 1 (3%) 0
materials on
YouTube.

The table above shows that out of 34 students who responded the statement of

“I watch learning materials on YouTube”, most of them, 22 students responded to

agree option (65%). The other 11 students chose to respond strongly agree (32%),

and there was a student (3%) who disagree with the statement. Given this result, it

can be informed that most of the students prefer to watch learning videos on

YouTube

4.1.1.10 Watching English-language YouTuber Channels

In responding to watching English YouTuber Channels, the students provide

their preferences as displayed in the table below.

 34

Table 4.10 Frequency of Watching English-language YouTuber channels

No Statement The frequency of students’ responses (%)

N = 34

Strongly agree Agree Disagree Strongly

disagree
10. I watch 6 (18%) 22 (65%) 6 (17%) 0
English-
language
YouTuber
channels

The last question was “I watch English language YouTuber channels”. The

information from the table above shows that there were 6 students who chose

strongly agree (18%), 22 students chose agree (65%), and there were six students

(17%) chose disagree. Then, this result indicated that the students favored to watch

English-language YouTuber channels.

4.1.2 YouTube Channels for improving listening skill

YouTube is a complete media to use in English learning especially in

listening. There are lots of YouTube videos that are suitable for improving listening

skill. Based on their responses, the students were exposure to different YouTube

Channels that they think can improve their listening skill. Their answers are presented

in the table below.

 35

Table 4.1.1
The Result of the open-ended Questionnaire

No Youtube Channel Frequency Reason

1 Naila Farhana 3 The explanations are easy to
understand and the channel is good
2 English With Lucy 4 Because there are a lot of lesson about
English and it is fun
3 Easy English 2 Because the channel is easy to
understand and has good explanations
4 Mr.Radja 2 Fun and good explanation
5 Aarons English 3 Very entertaining and his lesson is
good
6 Easy ESL Games 1 Because the channel has a lot of
games that gives more vocabulary
7 Magdalenglish 1 Fun learning
8 Poetri Ardhifa 2 The material is related with the lesson
a school.
9 Kampung Inggris Lc - 3 Because the explanations are good
Language Center and easy to understand
10 Joesin Translation 2 Because the explanations and the
lesson were good
11 Yola Merina Media 1 The learning is easy and fun
12 Kampung Inggris Elf, 1 Easy, fun, and good
13 Ed Sheeran 1 The song gives more new vocabulary
14 Engliah Addict Mr. Duncan 1 The explanation is fun and easy to
understand

The data of the table above showed that there were 14 YouTube channels

used by the students in improving their listening skills. There were some reasons why

the students did not mention their favoured YouTube channel. The first, the students

just watched the YouTube video randomly without to see the channel. The second,

the students did not have access to open YouTube. Regarding the favourite channels,

English with lucy was the YouTube channel that most chosen by them with 4 students

favoured it. They argued that this channel has lots of English lesson and has fun
 36

lessons. The second higher position were Naila Farhana, Aarons English, and

Kampung Inggris Lc - Language Center. There were some reasons which made the

students to be interested on them. The explanations were good and make them easy to

understand, also they are very entertaining. The third position was Easy English, Mr

Radja, Poetri Ardhifa, Joesin Translation, in which2 students chose this channel as

their favorite in learning English. They thought that the material of these channels

were fun, well explained and related with the lessons at their school. The last list were

Easy ESL Games, Magdalenglish, YolaMerina Media, Kampung inggris ELF, Ed

Sheeran, and Mr. Duncan. Each channel was favoured by 1 student only. The

students thought that these channels were fun and easy to understand with good

explanations. Those channels also provide more new vocabulary.

4.2 Discussion

This research was conducted to explore the seventh grade students‟ exposure to

YouTube Videos in improving listening skill at SMP Negeri 1 Parigi. The researcher

used questionnaire as the instrument to collect the data. Based on the result of this

research, most of the students have a high exposure to YouTube video. The overall

score of strongly agree was (22.05%), Agree (65%), and Disagree (12.95%). It

was related to Brunner (2013). He said that YouTube is a top-rated video website

mainly among students. The reasons of the students used YouTube because YouTube

was closer to access in this modern era. The student highly enjoyed it due to the fact
 37

that YouTube was fun and easy to understand. It was more reasonable due to the fact

of previous study of the research. Alkhatiri (2019), found that YouTube and other

video media as a part of instruction in the ELL which motivated students to learn and

to practice their English.

The high exposure of the student could be seen in the table 4.3. The question was

“I spend the time to access YouTube every day”. Most of the students agreed that

they spent a lot of their time to access YouTube in improving their listening skill.

There were some reasons from the students to access it because they could access

YouTube everywhere and anywhere. The student also had many free times because

they just have online learning at school right now.

There were some students who spent much of their time to use YouTube for

entertaining and learning. Those students used some channel such as music and

movie channel for learning English. The students got esier to understand the stress of

the words because they listened the actor from the movie. It was good in improving

students‟ pronunciation skill, particularly stress aspect; stress is very important in

listening skill (Basri, 2004).

Regarding the YouTube Channel that they most favored, it was found that

English with lucy was the YouTube channel that was most chosen by the students.

One of the reasons is that this channel provides interesting English lessons and they

were fun. It was in line with Latifah (2018) who state that the owner of “English with

Lucy” Channel, Lucy Bella Earl, has inspired the English learners to learn English in

a fun and easy way. It also indicated that YouTube video is beneficial to be used for
 38

learning English listening. Additionally, Chhabra (2012) claims that in learning

English, YouTube videos can be used to improve vocabulary, accents,

pronunciations, listening, reading, writing, and speaking. Thus, it could be stated that

YouTube video is suitable to be used in improving students‟ English proficiency,

especially their listening skill.

Nevertheless, the researcher found some problems and weaknesses of YouTube

video during conducting research at SMP Negeri 1 Parigi. First, learning English

through YouTube videos need an internet connection. It is difficult for students to

always provide internet quota because it requires a high cost. It also difficult for them

access YouTube videos in learning English because some of them live in the place

that have bad internet connection. Second, even though the internet is in their hands

and has an opportunity to access YouTube. They did not use it to learn English but

they prefer to watch other videos that not related to improve their listening or English

skills.

Therefore, the researcher will give some suggestions to students in improving

their English skills especially listening. First, YouTube video can be a tool to learn

English. Many videos can be accessed to improve your listening skills such as videos

about learning English, English with lucy, Tips and trick to improve listening skills

and so on. If the learning video is boring, there are movies and song in English that

can improve listening ability and English skills. Second, the school should provide an

internet connection for students to access learning videos on YouTube. The teacher
 39

can supervise their students while access YouTube and give them a limitation that

they just watch learning videos or download a learning video.

 CHAPTER V
CONCLUSIONS AND SUGGESTIONS

5.1 Conclusions

Based on the result of the research, the researcher concludes that the students

access YouTube to learn English especially listening skill. The students spend their

time for accessing YouTube every day because YouTube videos have a

complementary media tool to increase their knowledge and skill of listening. The

students choose some interesting channels for providing a good video in English,

watching English movie and listening English music on YouTube. Some of the

learning videos accessed by the students are English with Lucy, Kampung Inggris Lc-

Language Center and so on. English movie namely Harry Potter becomes a favorite

movie on YouTube that the students access in daily basis.

5.2 Suggestions

Based on the conclusion above, there are some suggestions that might be

helpful for the teacher, the students and other researcher. First of all, the English

teachers are expected to give more exposures of listening to their students in learning

English. Based on the result of this research, the teachers are suggested to use

YouTube video as media to teach listening skill. Secondly, the students should realize

their weakness and should do a lot of practice to improve their listening skill. They

should practice their listening skill inside and outside the classroom through watching

40
 41

YouTube video with channels that suit with their interest that facilitate them in

learning English. Lastly, for other researchers, this research may give a reference for

them regarding the students‟ exposure to YouTube Videos and can investigate the

benefits of this activity toward their English proficiency. There are some channels in

YouTube that improve the listening skill of students such as English with lucy,

fastrack IELTS, learn English with TV series etc. English movie also becomes the

best way to improve the students‟ listening skills. It is suitable for students who get

boring fast in learning. The English movie also can be accessed in YouTube such as

Queens Corgi, Harry Potter, and so on.

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APPENDIX
 47

ANGKET

a. Jawablah pertanyaan berikut sesuai dengan instruksi yang ada.

Instruksi: Pilihlah jawaban (sangat setuju, setuju, tidak setuju, sangat tidak
setuju) atas pernyataan disebelah kiri yang sesuai dengan
pengalaman anda.

Pernyataan Respon
Sangat Setuju Setuju Tidak Sangat Tidak
Setuju Setuju
1. Saya mengakses
youtube untuk
belajar Bahasa
Inggris
2. Saya menonton
youtube untuk
meningkatkan
ketrampilan
mendengar
Bahasa Inggris
3. Saya
menyempatkan
diri untuk
mengakses
youtube setiap
hari
4. Saya
menggunakan
youtube untuk
 48

mencari video
yang
mangandung
pembelajaran
keterampilan
mendengar
Bahasa Inggris
5. Saya
menggunakan
youtube sebagai
sarana media
pelengkap
mengakses materi
pelajaran untuk
menambah
wawasan dan
pengetahuan
keterampilan
mendengar
Bahasa Inggris
6. Saya menonton
film
berbahasaInggris
di YouTube
7. Saya
mendengarkan
lagu-lagu
berbahasa Inggris
 49

di YouTube
8. Saya menonton
video
pembelajaran di
YouTube
9. Saya menonton
kanal-kanal
YouTuber yang
berbahasa Inggris

b. Jawablah pertanyaan berikut sesuai dengan pengalaman anda.

1. Apakah Anda menonton program YouTube berbahasa Inggris? JikaIya,

sebutkan alasan anda.
Jawaban:……………………………………………………………………
……………………………………………………………………………
…………………………………………………………………………….
2. Apakah nama kanal youtube berbahasa Inggris yang anda sering
kunjungi?
Jawaban:……………………………………………………………………
……………………………………………………………………………
…………………………………………………………………………….
3. Mengapa anda memilih kanal tersebut?
Jawaban:……………………………………………………………………
……………………………………………………………………………
…………………………………………………………………………….
……………………………………………………………………………
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