VISION JOURNAL

http://jurnaltarbiyah.uinsu.ac.id/vision

THE EFFECT OF LINGOHACK YOUTUBE VIDEO ON THE STUDENTS’

ABILITY TO COMPREHEND REPORT TEXT AT MAS PLUS AL-ULUM MEDAN
Dinda Meidilla Br. Bangun
Department of English Education, UINSU
Email: dindameidilla@gmail.com

Keywords
Keywords: Lingohack YouTube
Video, Effects, Reading
Comprehension
Abstract
The goal of this study was to see if a Lingohack YouTube
video had a substantial impact on students' ability to
comprehend report text at MAS Plus Al-Ulum Medan. This
study was carried out by the use of quantitative research and a
quasi-experimental design. The participants in this study were
MAS Plus Al-Ulum Medan eleventh-grade students. There
were 139 students in total, but the researcher chose 34
students for the experimental class and 34 students for the
control class, totaling 68 individuals in the sample. The
researcher utilized multiple-choice exams as the instrument
for gathering information. The instruments were a pre-test and
a post-test, which were administered before and after the
treatment, separately. In the experimental class, the researcher
used Lingohack YouTube videos, while in the control class,
no Lingohack YouTube videos were used. The study's
findings were substantial, with the experimental class’pre-test
average score was 56,17 and post-test average scores of 79,7,
whereas the control class’ pre-test average score was 61,17
post-test average scores was 69,7. The outcome of the t-test
calculation revealed that t-observed was 2,63 and t-table was
1,66 with the level of significance α: 5%. It meant that t-
observed was greater than t-table (2,63 ˃ 1,66). It may be
determined that the Lingohack YouTube video has a
substantial impact on the eleventh-grade students of MAS
Plus Al-Ulum Medan's reading comprehension of report text.

Faculty of Tarbiyah and Teacher Training, 1st Floor

Jalan Willem Iskandar Psr V Medan, 20731
Telp. 061- 6622925 – Fax. 061 – 6615685
INTRODUCTION
One of the types of texts that learners must study and interpret is a report text.
According to the 2013 Curriculum, one of the basic English learning skills that students in the
eleventh grade has to be able to manage is the ability to understand the meaning of a report
text, oral or written, that relates to people, animals, things, indications and phenomena of
natural and social events correlated with other subjects in the eleventh grade. (Menangkap
makna dalam teks ilmiah faktual (factual report), lisan dan tulis, sederhana, tentang orang,
binatang, benda, gejala dan peristiwa alam dan sosial, terkait dengan mata pelajaran lain di
kelas XI). Furthermore, there is usually a question regarding the paragraph that is included in
report texts on many English examinations or tests for senior high school students, or when
they take an examination for university or anything similar. As a result, learners must be able
to grasp the report language thoroughly.
Despite the significance of the ability to grasp report text, MAS Plus Al-Ulum students
still struggle to comprehend report text. They have difficulty comprehending the report
material they are reading. The first issue is a lack of interest and passion for reading. The
absence of enthusiasm for reading makes the reader unmotivated to read the full material. As
a result, the reader's enthusiasm and curiosity play an essential role. While comprehending a
text, readers need have specific components in the content being read.
The second obstacle is that learners lack sufficient vocabulary, making it difficult for
them to evaluate the text's context. The more unfamiliar terms learners encounter in a book,
or the more difficult the vocabulary, the more prone they are to misunderstand what they
have already read. The learner's fluency, which is still impacted by their mother tongue, is the
third factor. Inaccurate fluency makes it difficult for the reader to identify the words they
have read from the text. In short, there are several obstacles that students experience when
learning to read, and it is the teacher's job to reduce these factors.
The teacher should provide learners with fresh learning material that keeps up with
technological advancements in order to pique their interest and enthusiasm for learning how
to interpret text. YouTube videos are one of the most often utilized educational media.
YouTube is the most recent industrial and media innovation, ensuring that creating and
maintaining a YouTube channel is just as exciting and inventive now as it was in the early
days of broadcasting, when the sky seemed to be the barrier. YouTube has the ability to
deliver the material that users want to watch (Ciampa, 2015, p. 9). Teachers can use YouTube
to look for educational resources. "Because YouTube gives you exactly what you want, when
you want it" (Miller, 2010, p. 3). As a result, YouTube has provided you with everything you
require. YouTube might be used for media learning as well as entertainment. YouTube, for
example, has a number of videos to support the teaching - learning activities, including
different sorts of tutorials, video teaching and learning procedures, video forms of learning
content, and so on. Indonesia has recently emerged as one of the world's top YouTube
viewers, with the majority of these users being adolescents still in school. Various YouTube
videos can help educators in delivering the lesson.
In this situation, the author wishes to introduce the BBC Learning English Lingohack
video, which can be found on YouTube. These Lingohack videos are primarily about reports
or news from across the world that are fascinating or informative. People that watch
Lingohack videos become engrossed in the visuals and utilize their minds critically to grasp
the report from the video by answering some of the film's questions. The Lingohack video
also includes a list of vocabulary words that are pertinent to the topic being covered. Students
will be able to study some new terms and understand their meanings, which will improve
their comprehension.
The writer formulated the problem of this research as follows: “Does Lingohack
YouTube video significantly affect students’ ability to comprehend report text at MAS Plus
Al-Ulum Medan?”
According to the conditions defined above, the author believes that teachers can use the
Lingohack video to improve their students' ability to comprehend report text. Therefore, the
writer is interested to conduct the study entitled “The Effect Of Lingohack Youtube Video On
The Students’ Ability To Comprehend Report Text At Mas Plus Al-Ulum Medan”.

LITERATURE REVIEW

Reading
In a word, reading may be described as a process that connects a concept to a text and
ties it to the context of the text, analyzing the material, and giving an understanding from the
perception to the mind. Students required clear techniques during the reading process. As a
result, there were several aspects of reading comprehension that students needed to acquire.
Reading to discover fundamental information, reading to skim rapidly, reading to study
from the text, reading to integrate data, reading to attempt writing and reading to evaluate
writings, and reading for basic understanding are all examples of reading objectives,
according to Grabe and Stoller (2013, p. 7-8).
The benefits of readimg are not limited to students; everyone benefits from it. They
must read in order to get resources and insight about social events as well as nature on a
regular basis, because individuals who have nature as social beings require all of it. Reading
is highly beneficial for anybody who wants to live a more prosperous life by learning about
what is going on in the world through news, scientific writing, or even literary works.
Reading comprehension, according to Grabe and Stoller (2013, p. 11), is the capacity to
grasp or learn things through writings. Reading comprehension also refers to the
understanding of a text or the process of extracting meaning from a text. This means that a
reader must be able to discern the meaning of the text.

Report Text
Report text, according to Linda in Pestaria, Sinurat, and Napitupulu (2014, p. 29), is a
type of literature that provides information on natural and social events throughout the world.
A report text is a writing that describes the current state of affairs regarding certain natural
and social phenomena in our planet.
The steps of developing report text which was described by Anderson and Anderson in
Irsyad (2018, p. 22), the text generic structure of report text is as follows:
a) General Classification: In the general opening statement that introduces the study's
subject, a quick summary and definition might be provided.
b) Description: A series of paragraphs describing the subject. Each new paragraph defines
one function of the subject and begins with a theme phrase, followed by descriptive
sentences.
c) A conclusion that summarizes the details and signals the end of the piece (optional/not
always). It is only to make the text clear and to let the readers comprehend the text at the
conclusion of the text. Of most cases, the generic structure in a report language simply
explained the broad categorization and description.

YouTube
One example of social media is YouTube. It has a video sharing function. On YouTube,
users may share, view, and search for a variety of videos. Teachers can access YouTube to
look for educational resources. Because YouTube gives you exactly what you want, when
you want it (Miller, 2010, p. 3). As a result, YouTube has provided you with everything you
require. YouTube might be used for media learning as well as entertainment.
Lingohack
Lingohack is a two- to four-minute video series about current events. These BBC
Learning English lingohack videos are available on a variety of platforms, including the BBC
Learning English website, the BBC Learning English mobile app, and YouTube. These
videos are easy to find, especially on YouTube, which has been quite famous recently and
which most people are familiar with, and which is also free. About 355 lingohack videos
have been published on YouTube.
The topic was covered in the lingohack video, which is both fascinating and
entertaining. There is a lot of news on many topics such as nature, fashion, science, animals,
technology, hobbies, and so on. Not only that, but lingohack videos encourage viewers to
understand the tale by posing a question before the video begins. The vocabulary list or
language in use in the Lingohack video concentrates on one subject that is in accordance with
the news.

Previous Study
There were a number of studies before that relate to this research. First, the research
which conducted by Hayikaleng, Nair, and Krishnasamy (2016, p. 391) entitled “Using
YouTube to Improve EFL Reading Comprehension Among Vocational Students”. A quasi-
experimental approach was utilized in her research. To begin, the experimental class had an
average score of 20,70, whereas the control class had an average score of 18,29. The results
of the t-test independent sample suggest that in the post-test, there was a significant
difference in the average score for reading comprehension (using LOTS questions) between
the experimental and control classes (t=9.09, df=65, p=0.00). This demonstrates that when
using the YouTube platform, the mean score rises. In addition, in the post-test, those findings
were given as an average score for reading comprehension (using HOTS questions). The
Experimental Group has a mean score of 10.76, while the Control Group has a mean scores
of 6.47. The mean score for reading comprehension (using HOTS questions) between the
Experimental Group and the Control Group improved significantly in the post-test (t = 28.56,
df = 65, p = 0.000), according to the results of the t-test of independent samples. It also shows
that after utilizing YouTube, the mean score rises.
There’s also research entitled “Improving the Understanding of Content on Reading for
TOEFL Through Youtube Videos” which was conducted by Sumardiono (2019, p. 32).
Collaborative action research was employed in this study. The results indicated that the
average pre-test score was 38,7, which increased to 72,5 in cycle I. In the end, the average
score in cycle II was 73,2. Meanwhile, other studies demonstrate that students can locate and
comprehend qualities such as professionalism, creativity, collaboration, and nationalism in
video and text.
Furthermore, in the research entitled ”The Effect of Audio-Visual Media On Students’
Reading Comprehension” conducted by Asrul, Daulay, and Amaniarsih (2020). The results
reveal that students who received audiovisual media treatment scored higher than students
who did not get audiovisual media treatment, with a value of t-table = 2,0000 t-observed =
6,1851. As a result, the null hypothesis (Ho) was rejected. It should be emphasized that
audio-visual media has a significant impact on pupils' reading comprehension abilities.
Based on the findings of these studies, it can be stated that YouTube videos and
comparable audiovisual material may be used to improve reading comprehension.

METHOD
Quantitative research with a quasi-experimental research design were used in this
study. The researcher was using pre-test and post-test in this study. The experimental and
control class were split into two groups. The experimental class were taught using Lingohack
YouTube videos in the learning process, whereas the control class were taught without
utilizing Lingohack YouTube videos in the learning process. Before starting the treatment,
the researcher distributed the pre-test to both the experimental and control groups. The pre-
test given to both classes was identical. Following the treatment, the researcher provided a
post-test for students in both classes to complete using the same test as before.
The research conducted in MAS Plus Al-Ulum Medan. The location of the research is
at Jl. Puri No. 154, Kota Matsum II, Medan, Sumatera Utara.
In this study, the researcher used statistical analytic tools to analyze quantitative data,
also known as quantified data, which is data that can be expressed in numbers. The purpose
of this data analysis is to distinguish between the improvement of students' competence to
comprehend report text when using Lingohack YouTube video in the learning experience
against the development when not using Lingohack YouTube video in the learning
experience.
Data collected analyzed once it has been gathered. The following is a method for
evaluating the data collected:
a. Normality Test
To assess whether the data in the sample is normally distributed or not, normality tests
are used. The Liliefors test was used to complete the ordinariness test in this study. When the
Lo has been determined, it will be compared against Lt α = 0,05. The following are some of
the liliefors' characteristics:
1) If L-observed (Lo) < L-table (Lt) denotes the data are normal
2) If L-observed (Lo) > L-table (Lt) denotes the data are not normal

b. Homogeneity Test
The homogeneity test is used to determine if the data from the two classes is
homogeneous. The Levene test is used to proceed with the homogeneity test. After obtaining
Fo, it will be compared against Ft = 0,05. The following are some of Levene's characteristics:
1) If F-observed (Fo) < F-table (Ft) denotes the data are homogenous
2) If F-observed (Fo) > F-table (Ft) denotes the data are not homogenous

c. t-test
The researcher collected data from both samples after conducting a normality and
homogeneity test, which is required before conducting a t-test, to determine the significant
impact of the Lingohack YouTube video on students' ability to comprehend report text at
MAS Plus Al-Ulum Medan eleventh grade students.

FINDING AND DISCUSSION

This study was conducted using experimental research methods. There were two
separate sample groups in this study: experimental class and control class. A reading
comprehension test with a perfect score of 100 was employed in this research. There were 10
multiple-choice questions in the test. The pre-test was given before the therapy was given,
and the post-test was given after the treatment was given. In the experimental class, the
researcher used Lingohack YouTube videos in the learning method, but in the control class,
the researcher did not use Lingohack YouTube videos in the learning approach.
After the study was completed, the researcher received data on the experimental and
control classes' pre- and post-test scores.
The average or mean pre-test score in the experimental class was 56.17, while the post-
test mean score was 79.70. The average or mean score grew by 23,53 from the pre-test to the
post-test. Pre-test scores were 50, while post-test scores were 80. Then, the pre-test score was
40 on average, while the post-test score was 80 on average.
The following chart displays the details of the experimental class students' scores:
Chart 1. Students' Pre-Test Score of Experimental Class

Score
10
30 2; 6% 1; 3% 3; 9%
3; 9%
40
50 1; 3%
60
70 4; 12% 8; 24%
80
90 6; 18%
100 6; 18%

According to the chart above, the pre-test resulted in a score of 40 for 23% of the
students. On the pre-test, this was the most often shown score, with 23 percent of the students
consisting of eight students. The highest score was 6 percent, which included two samples
and had a score of 100. Meanwhile, the lowest score was 10, had only one sample and a
percentage of 3%. The information has been arranged in order of lowest to highest score. The
data from students' post-test results will be displayed in the chart below.
Chart 2. Students' Post-Test Score of Experimental Class

Score
50 60 70 80 90 100
3; 9%
4; 12%
8; 24%

5; 15%
5; 15%
9; 26%

On the post-test, 26% of students got an 80, as seen in the chart above. On the post-test,
the most often shown score was 26 percent of the students consisting of nine students. The
highest score was 23%, with 8 samples and a score of 100. Meanwhile, the lowest score was
50, had five samples and a 15% percentage. In comparison to the pre-test, the students'
performance on this post-test has considerably improved. The lowest score, no less than 50,
demonstrates this.
The average or mean pre-test score in the control group was 61,17, whereas the post-
test mean score was 69,70. The average or mean score grew by 8,53 from the pre-test to the
post-test. Pre-test scores were 65, while post-test scores were 70. The average pre-test score
was 70, and the average post-test score was also 70.
The following chart demonstrates the details of the experimental students' scores:
Chart 3. Students' Pre-Test Score of Control Class

Score
10 20 30 40 50
60 70 80 90

4; 12% 1; 3% 1; 3%
4; 12%
1; 3%
6; 18%
4; 12%
7; 21%

6; 18%

According to the chart above, 20% of students scored 70 on the pre-test. Seven students
made up 20% of the students on the pre-test, and this was the most commonly shown score.
The sample with the highest score was 12 percent, which had four samples and a score of 90.
Meanwhile, the lowest score was 10, had only one sample and a percentage of 3%. The
information has been arranged in order of lowest to highest score. The data from students'
post-test results will be displayed in the chart below.
Chart 4. Students' Post-Test Score of Control Class

Score
40 50 60 70
80 90 100
1; 3% 2; 6%
6; 18% 4; 12%

5; 15% 7; 21%
9; 26%

According to the chart in the control class, 26% of the students earned a post-test score
of 70. On the post-test, this was the most often shown score, with 26 percent of the students
consisting of nine students. The highest score was 3 percent, which had only one sample and
had a score of 100. Meanwhile, the lowest score of 40 had two samples and a proportion of
6%. In comparison to the pre-test, some students' scores increased in this post-test, but there
were still children with scores below 50.
Furthermore, the chart below depicts the variations in mean scores between the
experimental and control groups.
Chart 5. The Mean Score of Experimental Class and Control Class
90
80
79.7
70
69.7
60
61.17
50 56.17
40
30
20
10
0
Experimental Class Control Class

Pre-Test Post-Test

The chart above demonstrates that the experimental class that used Lingohack YouTube
videos on the learning experience had a significant improvement. It can be seen from the pre-
test, that was 56,17, and the post-test, that was 79,7. However, in the control class, the pre-
test score of 61,17 rose to 69,7 on the post-test in the typical method. It did not show the
same level of improvement as the experimental group.

Normality Test
This study used the statistical formulation of the Liliefors test to perform the normality
test, and thus the outcome was computed using Microsoft Excel 2019. The purpose of a
normality test is to see if all of the data from the pre- and post-tests are normally distributed.
The results of the normalcy test are shown in the table below:
Table 4. 1 Normality Test Results
Liliefors Test (α = 0,05)
Result
Lo Lt
Pre-Test 0,142 0,151 Normal
Experimental Class
Post-Test 0,110 0,151 Normal
 Pre-Test 0,103 0,151 Normal
Control Class
Post-Test 0,139 0,151 Normal
For the pre-test in the experimental class, it shows that the Liliefors observation Lo=
0,142. And for the Liliefors table, with n = 34 and a significant level of 0,05 from the critical
value of Liliefors table value Lt = 0,151. It is known that the coefficient of Lo (0,142) ˂ Lt
(0,151). It means that Liliefors table has a lesser coefficient than Liliefors observation of pre-
test in experimental class. As a consequence, it's possible to conclude if the data is normally
distributed.
For the post-test in the experimental class, it shows that the Liliefors observation L o=
0,110. And for the Liliefors table, with n = 34 and a significant level of 0,05 from the critical
value of Liliefors table value Lt = 0,151. It is known that the coefficient of Lo (0,110) ˂ Lt
(0,151). It means that Liliefors observation of post-test in experimental class has a lesser
coefficient than Liliefors table. As a consequence, it is possible to conclude if the data
distribution is normally distributed.
For the pre-test in the control class, it shows that the Liliefors observation L o= 0,103.
And for the Liliefors table, with n = 34 and a significant level of 0,05 from the critical value
of Liliefors table value Lt = 0,151. It is known that the coefficient of L o (0,103) ˂ Lt (0,151).
It means that Liliefors table has a lesser coefficient than Liliefors observation of pre-test in
control class. As a consequence, it's possible to conclude if the data is normally distributed.
For the post-test in the control class, it shows that the Liliefors observation L o= 0,139.
And for the Liliefors table, with n = 34 and a significant level of 0,05 from the critical value
of Liliefors table value Lt = 0,151. It is known that the coefficient of L o (0,139) ˂ Lt (0,151).
It means that Liliefors observation of post-test in control class has a lesser coefficient than
Liliefors table. As a consequence, it is possible to conclude if the data distribution is normally
distributed.

Homogeneity Test
After the normality test was finished, the homogeneity test was performed. The test's
objective is to check if the variances in both groups' data are similar. Simply said, the goal of
this test is to determine how similar the samples in both groups are. In this study, the
homogeneity test was performed using Microsoft Excel 2019 with the f-test two-sample for
variances. The results of the homogeneity test are shown in the table below:
 Table 4. 2 Homogeneity Test Results
Levene Test (α = 0,05)
Result
Fo Ft
Pre-Test 1,003 1,78 Homogenous
Post-Test 1,07 1,78 Homogenous
In the pre-test, it indicates that the coefficient of Fobserved = 1,003 was compared with
Ftable, where Ftable is settle on significant level 𝛼 = 0,05 and the numerator df = N = 34 and the
denominator dk = 33. Then, the F table was 1,78. So it could be determined that the data were
homogenous because Fobserved < Ftable (1,003 < 1,78).
In the post-test, it shows that the coefficient of Fobserved = 1,07 was compared with Ftable,
where Ftable is settle on significant level 𝛼 = 0.05 and the numerator df = N = 34 and the
denominator dk = 33. Then, the F table was 1,78. So it could be determined that the data were
homogenous because Fobserved < Ftable (1,07 < 1,78).

The Calculation of t-test

After verifying the data for normality and homogeneity, the t-test is the next step in
generating a hypothesis. In this study, the t-test is calculated using statistical formulation. The
impact of using a Lingohack YouTube video as a learning medium is determined using the t-
test.
The formula of the t-test is:
x 1−x 2
t observed =

√
2 2
( n1−1 ) s 1+ ( n2−1 ) s2 1
n1 +n2 −2 (n )
1
+
1
n2

The description of this formula as follows:

x 1: mean score of experimental class
x 2: mean score of the control class
2
s1: variant of experimental class
2
s2: variant of the control class
n1 : the number of experimental class
n2 : the number of the control class.
Then the calculation of the t-test is:
 79,7−69,7
t observed =

√ (
( 34−1 ) 257,48+ ( 34−1 ) 239,3 1 1
34+34−2
+
34 34 )
10
t observed =

√8496,84 +7896,9
66
( 0,058 )

10 10 10
t observed = = = =2,63

√ 8496,84 +7896,9
66
( 0,058 )
√ 14,4 3,79

In the post-test, the statistical data of the experimental and control groups indicated that
tobserved was larger than ttable (2,63 > 1,66; p = 0.05). The Alternative Hypothesis (Ha) was
approved, as may be concluded.

Testing Hypothesis
The following were the fundamental hypothesis tests used in this study:
1. If tobserved > ttable, the hypothesis will be accepted.
2. If tobserved < ttable, the hypothesis will be rejected.
According to the previous calculation, tobserved was more than ttable. The following is the
detail:
tobserved > ttable (p = 0,05; df = 66) 2,63>1,66 (p = 0,05; df = 66)
As a result, the alternative hypothesis (Ha) is accepted at the level of the significance
0,05 for two tailed test and the degree of freedom (df) 66, (gotten from, N1 + N2 -2 = 34 + 34
- 2 = 66). It is feasible to conclude that there is a substantial impact of Lingohack YouTube
video on the students' ability to comprehend report text at MAS Plus Al-Ulum Medan,".

CONCLUSION
According to the previously described data collection and data analysis, the Lingohack
YouTube video has a significant effect on students' reading comprehension in the report text.
The experimental class's pre-test mean score was 56,17, and after treatment, the post-test
score was 79,7. The pre-test average score for the control group was 61,17, while the post-
test score was 69,7. tobserved was higher than ttable (2,63 > 1,66) at the 0.05 significance level. As
a consequence, the alternative hypothesis (Ha) has been accepted, whereas the null
hypothesis (Ho) has been rejected. Finally, the study's research question has been answered,
and the Lingohack YouTube video was successful in enhancing students' reading
comprehension of the report text.

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