Using YouTube in Improving Listening Comprehension

Achievement at the Eleventh Grade Student of SMA Srijaya

Negara Palembang
(experimental research)

By
KMS M SANDI HIDAYATULLAH
2004410007

FACULTY OF TEACHING AND EDUCATIONAL SCIENCES

TRIDINANTI UNIVERSITY OF PALEMBANG
2022
 INTRODUCTION

1.1 Background of the Study

Listening is a process of listening to verbal symbols with full
attention, understanding, appreciation, and interpretation to obtain
information, capture content or messages, and understand the meaning of
communication that has been conveyed by the speaker through speech or
spoken language (Tarigan, 2008.p.128) .The purpose of listening is to
obtain information, collect data and provide an appropriate response to
everything that is heard (Tarigan, 2008, p. 59). Communication depends
heavily on listening. In foreign language classes, listening is also very
important (Nunan, 2002, in Richards & Renandya, 2002, p.238). Listening
serves as input for students during the language learning process. The
learning process cannot begin if students do not comprehend the input (Rost
1994, p. 141-142)

Every teacher needs to be aware of the connection between listening

skills and speaking skills. because when they hear, both the pronunciation
and the vocabulary are stored. Therefore, one of the most crucial abilities
for learning a foreign language is hearing. Our capacity as listeners
determines how well we can understand the speaker. daily activities,
listening is even more common than talking.

However, listening skills are rarely used in foreign language

classrooms. Listening tests are rarely used in school or college entrance
exams. As a researcher, I am aware that many schools and colleges in
Indonesia cannot afford to use the listening test due to a lack of testing
equipment. Aside from that, the listening test consumes a significant
amount of time.

YouTube according to (Miller, 2009: 3) is a video sharing

community which means that YouTube users can upload and view all kinds
of video clips online using any web browser. These videos can be in the
form of tutorials, entertainment and so on. Budiargo (2015) says YouTube
is the main online video the use of this site is as a medium for searching,
viewing and sharing videos the original to and from all corners of the world
through a web

Currently, we are aware of the quick development of technology.

The modern world also welcomed teaching resources and media. This
 motivated me to investigate whether using YouTube could help students
learn foreign languages more easily. As far as we can tell, today's students
all have headphones and like to watch YouTube videos. They now watch
YouTube on a regular basis. I want to investigate this, so. Can the practice
of watching YouTube be converted to something constructive, such as for
learning and practicing assignments, especially listening skills.

1.2 The Problem of the Study

1. Is it effective to use YouTube in improving listening comprehension
achievement at the eleventh grade student of SMA srijaya negara
Palembang ?
1.3 The Objective of the Study
1. The objective of study is to find out whether or not it is effective in
improving listening comprehension achievement at the eleventh grade
student of SMA srijaya negara Palembang

1.4 The Significance of the Study

After conducting this research. Researchers sincerely desire to benefit :
1.4.1 Student
1. It can improve their listening comprehension. so that they can
change their daily habits for the better Apart from that, it can
help them learn English well.

2. It can increase motivation to learn English. which makes

learning English enjoyable through non-boring media and
techniques As a result, attention, motivation, the livelyness of
discussion, and the number of questions asked can rapidly
increase.

3. This opens up the possibility of using YouTube content as a

learning tool for both course materials and homework
assignments. They can avoid common errors like corrupted or
missing files by uploading their work in order to save.

1.4.2 Teacher
 1. Added the option for teachers to use YouTube as a medium for
English learning especially to improve our students'
comprehension of lsitening skills

2. The results of this research are expected to make teachers aware

that listening ability is a very important factor for improving
students' English skills. and also to inform that students' habits
of using YouTube as an entertainment material can also be used
as a learning medium

1.4.3 School
1. The results of this study are expected to encourage schools to
allow the use of heandphones and the internet to be installed in
schools. because learning resources are downloaded using the
internet. and can be one of the best encouragement to be more
confident in building the internet in schools.

2. This research can inform the school to allow bringing gadgets

with the best connections at school so that students can be more
motivated in learning. In addition, the school can provide ways
to use gadgets wisely and the school can set wifi so that they
cannot open unwanted games and sites.
 LITERATURE REVIEW

2.1 The Concept of Listening

According to Rost (2002), listening is a process that includes
receiving what the speaker actually says, constructing and representing
meaning, negotiating meaning with the speaker and responding, and
creating meaning through involvement, imagination, and empathy.
Furthermore, according to Howatt and Dakin (1974) in Malkawi (2010, p.
771), listening is the ability to identify and comprehend what others are
saying. Understanding a speaker's accent or pronunciation, grammar and
vocabulary, and comprehension of meaning are all part of this process. A
good listener can do all four of these things at the same time. According to
Brown (2001), listening is a important skill that helps language learners
internalize linguistic information without which they are unable to produce
language.
Based on the definition given above, the researcher comes to the
conclusion that listening comprehension is a sophisticated, active, and
conscious process by which the listener can understand the message
contained in the speaker's utterance and interpret the function of specific
linguistic units within the immediate.Additionally, the listener can construct
meaning by using cues from contextual information and from prior
knowledge, while relying on multiple strategic responses.

2.2 The Concept of YouTube

2.2.1 The Definition of YouTube
According to (Miller, 2009: 3) YouTube is a video sharing
community which means that YouTube users can upload and view
all kinds of video clips online using any web browser. These videos
can be in the form of tutorials, entertainment and so on.According to
Budiargo (2015), YouTube is the main online video the use of this
site is as a medium for searching, viewing and sharing videos the
original to and from all corners of the world through a
web.YouTube according to Dr. Rulli Nasrullah is an internet-based
social media with video content, in which a person can provide
various information by creating a channel. The owner of the channel
is the audience that has an account. From each channel, users can
upload videos in various categories. The process of uploading the
 video is like an image on a television channel packaged in social
media.
Based on the definition given above , the researcher comes to the
conclusion that YouTube is one of the internet-based social media.
YouTube can make it easier for everyone who accesses it to find,
watch and share a variety of interesting information that is currently
trending. YouTube is a place of sharing videos from all over the
world, starting from educational videos, news, music, entertainment,
etc

2.2.2 YouTube Features in Learning

According to Helianthusonfri (2014 ) , YouTube has 9
features include :
1. Autoplay is a feature that functions to run the next video
automatically when the video being played has finished.
2. Annotasi is a feature links in the form of videos or boxes that are
in the video that is being played.
3. Set the video speed is a feature can make us speed up or slow
down the video.
4. Subtitle is a feature makes us understand the meaning of the
words from videos that use foreign language.
5. Subscribe is a feature helps us to easily follow the information
latest from favorite channel.
6. Streaming is a feature process of streaming or transferring data
from the server to the host where the data represents information
must be submitted in real time
7. Buffering the lag time that we feel when we want to access
something on the internet, especially video files such as on
YouTube, where we see a sign like an hourglass, circling for a
while until finally the file we want to access is successful.
8. VLOG (Video Blog) is a feature creative content created by a
person or youtubers to share life diary.
9. Download video is a feature allows us to download YouTube
videos which we can later watch offline.
Based on the definition given above, the researchers came to
the conclusion that the features used in learning. Including :
1. Making video recordings as teaching materials
2. Features on how to publish recorded videos on the Youtube
platform
 3. Features of using comments or chat on the Youtube platform to
interact with students
4. The feature of using video playlists on the YouTube platform to
interact with students
5. Knowledge feature about videos that have been published can be
shared on other social media

2.2.3 Advantages and disadvantages of using YouTube in English

According to (Lathifah & Prastowo 2020) , Advantages of
using YouTube in English, include :
1) YouTube site is provided free of charge,
2) YouTube can be accessed using a device or smartphone,
computer or laptop,
3) Access granted by Youtube is not limited by time,
4) there is a video upload service so that you can see sharing
learning tutorials,
5) YouTube provides many videos related to learning.
According to (Rasman 2021) Advantages and disadvantages
of using YouTube in English, include :
Advantages :
1. Data quotas are more effective. Participants' use of YouTube
consumes a smaller quota than our use of Zoom or Google
Meet.
2. Lecture videos are still available on the YouTube channel.
3. Can be executed classically in large quantities
4. Students are not overburdened with assignments, nor are
lecturers overburdened with corrections
Disadvantages
1. Not appropriate for discussing learning method models.
2. The internet connection of the service provider must be stable.
3. The teacher must be familiar with how the YouTube streaming
tool works.

2.3 Using YouTube to Improve Listening Comprehension Achievement

According to (Watkins, J., & Wilkins, 2011), this techniques that
can be done in listening learning, apart from that this can also improve the
speaking skills as well as at the same time, including:
2.3.1 Vlogging
 Vlogging is short for “video blog,” and blog is short for
“web log.” In essence, a vlog is an online diary in video form. A
number of notable vlogs have emerged on YouTube, and students
can be directed to them for extensive listening practice or for any
other listening lesson in which authentic English realia is needed. Of
greater use is the students’ regular maintenance of their own vlog.
This would entail them speaking before a web-camera for a limited
period of time, watching and evaluating their recorded before
deciding to post, and then watching and listening to the vlog replies
of their classmates or teacher

2.4 Hyphotesis
H0 :It is not effective to use YouTube in improving listening comprehension
achievement at the eleventh grade student of SMA srijaya negara
Palembang
Ha :It is effective to use YouTube in improving listening comprehension
achievement at the eleventh grade student of SMA srijaya negara
Palembang
 METHOD OF RESEARCH

3.1 Research Method

Research method that is used by the researcher in the study is
experimental research method. According to Ellis & Ormrod (2011),the
majority of studies on learning, growth, and educational practice back up
their findings with quantitative research. It has involved gathering
information that can either be easily converted into numbers or takes the
form of numbers. To find underlying trends and other patterns in the data,
these figures are tabulated and typically statistically analyzed. According to
Ellis & Ormrod (2011),view an experimental study is one in which the
researcher uses two variables (an independent variable and a dependent
variable), and measures the impact of a particular factor on both variables.

3.2 Variables of the Study

In connection with the study, experimental research was chosen
because the goal of this study is to reveal how teaching strategies—in this
case, using media (YouTube) as the organism variable—affect students'
listening comprehension achievement. This experimental study involves
two kinds of variables. Variable is something that varies from one case to
another.
The first variable is independent variable. The independent variable
of this study is YouTube as teaching media. The factors of this study's
measurement, manipulation, or selection are the teaching media in order to
ascertain how they relate to the phenomena that are being observed. The
teaching media that are used in this study are youtube
The second variable of this study is dependent variable. It is the
variable that is observed and measured to ascertain how the independent
variable will affect it. The dependent variable in this study is listening
comprehension achievement
3.3 Research Population and Sample
3.3.1 Population
In conducting research, it is critical for the researcher to
determine the people to be discussed in the research. The people are
 referred to as the population. According to Richard and Schmidt
(2002), a population is any group of items, individuals, or other
entities that share some common and observable characteristics and
from which a sample can be drawn. Thus , one can speak of
comparing test scores across a sample of a population of students.
Furthermore, Johnson & Christensen (2004) say that population is
the set of all elements. The population may be all the individuals of
particular type or a more restricted part of that group.In this
research, the population is of eleventh grade social studies students
at SMA Srijaya Negara Palembang in the academic year of
2022/2023. There are three classes in which each class consists of
32, and the total number of the students is 128 students students. like
the table below
No Class Total Student
1 XI IPS 1 32
2 XI IPS 2 32
3 XI IPS 3 32
4 XI IPS 4 32

3.3.2 Sample
After determining the population, a researcher should
proceed to the next step, which is determining the sample. because a
sample is any group of people chosen to represent a population
(Richard & Schmidt, 2002, p. 465). Furthermore, sample is also
known as the group from which information is obtained, preferably
selected in such a way that the sample represents the larger group or
population (Fraenkel & Walen, 1993, p. 556).In this research, the
researcher uses the eleventh grade social studies students which
consist of 64 students as the sample. The samples are class XI IPS 3
and XI IPS 4
No Class Total Student
1 XI IPS 3 32
2 XI IPS 4 32

3.3.3 Sampling
Sampling is the process of selecting members of a research
sample from a defined population, with the goal of accurately
representing that population. (Richard & Schmidt, 2002, p. 465).
Thus, cluster random sampling is a type of sampling in which
 groups rather than individuals are chosen at random. Furthermore,
the similarities of their characteristics are derived from their rapport
scores or average teacher scores.

3.4 Technique for collecting data

Data collection is an extremely important aspect of all research
endeavors because the conclusion of a study are based on what data reveal.
As a result, the type of data to be collected, the method of collection to be
used, and the data scoring must be carefully considered.Therefore, choosing
the types of data one will gather during the planning stage of an
investigation is a crucial choice for every researcher. An instrument is the
term for the tool the researcher used to gather data. The data collections are
described in more detail as follows:
In this research, the data is in form of quantitative data. It indicates
that a data point is implied when using a statistic or numerical data. (Gall et
al., 2003, p. 127) .Thus , Listening tests are used as a method of data
collection in this study. For the purpose of evaluating the efficacy of
teaching media (YouTube) for listening comprehension. Some items, which
came in the form of multiple-choice test were given to the students. The
results are presented as scores. It implies that the test item takes language
skill apart (Ngadiso, 2007, p. 13) Every student in both the experimental
received a total of 30 test items. Each listening comprehension test
(Multiple choice test) item contained four options (a, b, c, a d, and e). The
researcher can find out the group of students who are having high listening
comprehension achievement and those who are having low listening
comprehension achievement.The researcher develops his own research
instruments of listening comprehension test

3.5 Technique for analyzing data

The paired t-test was used in this study because it compared two
populations. According to (Roise, 2004) ,a paired t-test is used to compare
two population means in which observations from one sample can be paired
with observations from the other.Examples of where this might occur are:
1. Before-and-after observations on the same subjects (e.g. students’
diagnostic test results before and after a particular module or course).
2. A comparison of two different methods of measurement or two different
treatments where the measurements/treatments are applied to the same
 subjects (e.g. blood pressure measurements using a stethoscope and a
dynamap).
The procedure used to perform the paired t-test is:
Suppose a sample of n students were given a diagnostic test before
studying a particular module and then again after completing the module.
We want to find out if, in general, our teaching leads to improvements in
students’ knowledge/skills (i.e. test scores). We can use the results from our
sample of students to draw conclusions about the impact of this module in
general.
Let x = test score before the module, y = test score after the module
To test the null hypothesis that the true mean difference is zero, the
procedure is as follows:
1. Calculate the difference (di = yi – xi) between the two observations on
each pair, making sure you distinguish between positive and negative
differences.
2. Calculate the mean difference, d
3. Calculate the standard deviation of the differences, sd, and use this to
Sd
calculate the standard error of the mean difference, SE (d ) =
√n
d
4. Calculate the t-statistic, which is given by T = Under the null
SE ¿ ¿
hypothesis, this statistic follows a t-distribution with n – 1 degrees of
freedom.
5. Use tables of the t-distribution to compare your value for T to the tn- 1 .
This will give the p-value for the paired t-test.This will give the p-value
for the paired t-test.
Confidence interval for the true mean difference
The in above example the estimated average improvement is just over 2
points. Note that although this is statistically significant, it is actually quite
a small increase. It would be useful to calculate a confidence interval for the
mean difference to tell us within what limits the true difference is likely to
lie. A 95% confidence interval for the true mean difference is
Sd
d ± t¿ or, equivalently d ¿ x SE (d ))
√n
Where t ¿ is the 2.5% point of the t-distribution on n – 1 degrees of
freedom.
 Carrying out a paired t-test in SPSS
The simplest way to carry out a paired t-test in SPSS is to compute the
differences (using Transform, Compute) and then carrying out a one-sample
t-test as follows:

Analyze

Compare Means

One-Sample T Test

Choose the difference variable as the Test Variable and click OK

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