Using English Youtube Video As inspiration to Improve The Ability

Students Noun Vocabulary at Madrasah Tsanawiyah Al Istiqamah Belinyu

2022/2023

THESIS PROPOSAL
Submitted to be proceeded as the thesis
By:
APRISIA ZILFI
1813005

TARBIYAH FACULTY
ENGLISH EDUCATION STUDY PROGRAM

INSTITUTE OF ISLAMIC STUDIES

SYAIKH ABDURRAHMAN SIDDIK
BANGKA BELITUNG
2022
 KEMENTERIAN AGAMA REPUBLIK INDONESIA
INSTITUT AGAMA ISLAM NEGERI (IAIN)
SYAIKH ABDURRAHMAN SIDDIK
BANGKA BELITUNG
Alamat :Jln. Raya Petaling KM 13 Mendo Barat – Bangka 33125 Telp. (0717) 436649, Fax. (0717) 439132, E-mail stain32_sasbabel@yahoo.com

BORANG THESIS

Student Name : AprisiaZilfi

ID : 1913005
Major : Tarbiyah
Study Program : English Education Study Program
Main Problem :
Using English Youtube Video As inspiration to Improve The Ability Students Noun
Vocabulary at Madrasah Tsanawiyah Al Istiqamah Belinyu

A. Background of the Study

A rich vocabulary enhances an interview, allows one to see the humor in word
play, shores up what an individual wants to say, and, especially, wants to write. It is
clear that a large and rich vocabulary is the hallmark of an educated individual.
Indeed, a large vocabulary repertoire facilitates becoming an educated person to the
extent that vocabulary knowladge is strongly related to reading proficiency in
particular and school achievment in general.1Vocabulary is an important element in
second language acquisition. It is an element that links the four skills of language like
listening, speaking, reading and writting all together, that is why it is undeniable that
vocabulary has been considered the crucial component of learning a foreign language.
“Without grammar very little can be conveyed, without vocabulary nothing can be
conveyed.”
Beside those four language skills above, there are four aspects that support them
such as : grammar, vocabulary, spelling and pronunciation that must also be taught in
English teaching and learning process2

1
Beck,L Isabeck. McKeown,Margreta. And kucan Linda,Bringin Words to Life(New York;The Gulford
Press)p.1
2
Edward,david alen and Rebbeca M, Vallete. Classroom Technique, Foreign Language and English as a second
Language, ( New York:Harcourt Brave Javanovich 1997),
 This is how the linguist David Wilkins summed up the importance of
vocabulary learning. Vocabulary is the first step to be taught before teaching other
aspects of the language because vocabulary as one of the most aspects and becomes a
central part of the foreign language learning.
Teaching vocabulary is a complex task because it includes how to teach it
effectively. A good teacher should use by appropriate technique and practices of
certain word uses, so that the objectives can be achieved. Concerning the appropriate
techniques, a teacher must choose suitable method to teach vocabulary. As Gaims and
Redman (2003, p. 73) suggested some techniques of language of vocabulary teaching.
Covering, visual aids, verbal explanation, and contextual guesswork. In using visual
aid technique, a teacher can use movie or English video.
In using animated video in the classroom, Richards and Renandya (2002, p.
366) explain three stages of activity that the teacher should do:
1. Previewing activities. This is the preparing stage. The teacher will have a
role to prepare students to watch the animated video by connecting students
background knowledge to the material and stimulating students’ interest. In
this stage, the students are told by the teacher that they will watch a video
that contains the vocabulary in their surroundings.
2. Viewing activities. This is the main stage because it involves playing and
replaying the animated video. The students are asked to focus on watching
the video and take a note for the vocabulary. The students watch carefully
in order not to miss the important visual clues.
3. Post-viewing activities. This is the last stage that asked the students to have
some practices. The teacher will distribute the practice to know how
students’ understanding.
After knowing how the procedure of teaching by using video, the writer also
tries to figure out the advantages of teaching by using video. Wang (2014) explains
some advantages while teaching using video, they are: (1) students can directly get involved
in the lesson because the video shows background information of the material, (2) by using
video, the teacher has a lot of choices of activities in the classroom, (3) students can learn
directly through video because they see how language is used and hear differences of the
word pronunciation. In using video in the classroom, a teacher must consider the content of
the video. The selection must consider the material of the video, the difficulties of video,
 and the level of the video. It all must be considered based on the students’ condition.

B. Limitation of the Study

Based on the background and identification of the problem above, the
researcher limited the research problem. The limitation of research focused on Using
video Youtube As Inspirations To Improve The Ability Students Noun
Vocabulary.
C. Problems of the Study
Based on the limitation of the problems above, the writer formulated the problems as
follows:
1. How is the vocabaulary the Student Vocabulary mastery
D. Object The Study
Based on the problem formulation, this study aims to looking for whether Using
English Video help the student increase their Vocaburay Skill.

E. Hypotesis Study
The hypotheses of study were as follow :
H0: There is no correlation between Using Video as Inspiration to Improve The
Ability students vocabulary .
Ha: There is correlation between Using Video as Inspiration to Improve The
Ability students vocabulary.
F. Significances of the Study
Her research is expected to be useful for the English teachers, students, public
and the future researchers who want to improve Their Ability Vocabulary
1. For the English Teachers
This Study, Could be the new method or new starategyin teaching Students to
Improve the Ability Vocabulary Student. And make the learning process being
interesting and funny.

2. For the Students

Hoped this Strategy could inspired them in finding and learning new
Vocabulary and expected developethe improvement of their ability Vocabulary
 3. For the future Researches
This study hoped to give new method to the researches and develope new
techniques in teaching vocabulary. So it can be Example to preperation as english
teacher.

G. Previous Related Study

There are several previous studies that have conducted similar research with the
problems English Video as Inspiration to improve the ability students vocabulary
1.The first study was conducted by Elyah Grathia The Effect of Using English Video
On students Vocabulary Mastery at SMP PSKD 6 Depok. This study is an
experimental research that consists of two classes, the experimental class and control
class. The research was done on April 2016 until May 2016.Based on the result of the
research, it was concluded that the use of English Video on student ' vocanulary
Mastery at SMP PSKD 6 Depok. The writer suggest using English video is one of the
effective technique to improve students' vocabulary, especially in teaching English in
eighth graders.
2. The second study was conducted by Erna thitis Ismawati with the title OPTIMIZING
YOUTUBE VIDEOS TO ENRICH STUDENTS’
This research was carried out at SD Negeri Sanggrahan Surakarta. It was conducted
from April up to June 2010. The subject of the research was the fifth grade students of
SDN Sanggrahan Surakarta in the academic year of 2009 / 2010. The research method
was Action Research and it was conducted in two cycles. In collecting data, she used
interviews, observation, diaries, document, and test. Having collected the data, she
analyzed them both qualitative and quantitative data.This research also showed that
there is an enrichment not only in the students’ vocabulary but also the quality of
teaching-learning process. It can be stated that the vocabulary is increased and the
situation became alive when the researcher optimizes the YouTube videos as an
appropriate media in teaching vocabulary. Therefore, it is recommended that the
English teacher should be active to create an interesting atmosphere because YouTube
videos can build up the students’ interest and make the process in teaching and learning
learnable and enjoyable.
The third study conducted by KHALED ALI. M. ALIKURTEHE Dr. MOHAN
RATHAKRISHNAN, And DR. HARIHARAN A/L N KRISHNASAMY. The tittle of
"Improve Vocabulary through Watching Videos".This study investigates the
 vocabulary learning throughout movies. In addition, it focuses how movie impact on
listening and speaking fluently. Furthermore, it also enhances the writing and reading
by subtitle moves shows. In this study we focus the college and university in libya the
research used primary and secondary data. The research also analysis data through
questionaries’ among 50 respondents. Libyan students are participated in the study
from university level.
H. Theoretcal Framework
A. Vocabulary
1. General Concept of Vocabulary

Mastering vocabulary helps the students to express their ideas clearly, obviously,
and without repeating their ideas in conversation. When the students learn about
vocabulary, the first thing that they remember is a word. But, every body has different
view of vocabulary; to have the same view the writer tries to convey some definitions
of vocabulary from some experts.

According to Evelyn Hatch and Cheryl Brown,“Vocabulary is one of language

elements is considered as a list or set of words for a particular language or a list or set
words that individual speakers of language might use”. 1It means that vocabulary is a
group of words that the speakers used in their daily conversation. This is in line with
Yang Zhihong who defines vocabulary as the stock of words used in language. 2 In the
other word, vocabulary is the word that is learned by the students in second language
learning. Those words can be a single word or more than single word.Words can be
divided into four types, they are:

High frequency word, Academic word, Technical word and Low frequency word. 3 The
further explanation as follows:

a. High frequency word

These words occur very frequently in all kinds of uses of the language. They are
needed in formal and informal uses of the language in speech and in writing.
Basically, these words consist of function words (a, at, four, etc) and content
words (noun, verb, adjective etc).
b. Academic word
Academic words do not occur so often in other kind of language use. Less than
2% the running words in conversation are from academic word list. The words in
academic word list are very important for learner who will use English for

3
I.S.P Nation,Teaching Vocabulary: Strategis andTechniques
 academic study either in upper secondary school or in universities or technical
institutes. The example of academic word is word in academic writing such as in
geography text, laboratory manuals, academic article, etc.
c. Technical word
The text contains some words that are very closely related to the topic and the
subject area of the text. Most technical words occur only in one specialized area,
but some technical words occur in other areas, some with the same meaning and
some with different meaning. For example by-pass and neck occur very frequently
in medicine and are technical words in that area. They also occur outside that area.
d. Low frequency word
Low frequency words are diverse group. They include (1) words that are not quite
frequent or wide range enough to be high frequency word (abort, absorb,
accelerate, acid, etc), (2) technical word from other area (one person‟s technical
vocabulary is another person‟s low frequency vocabulary), (3) word that just
occur rarely.

2. Kinds of Vocabulary
Here are the types of vocabulary in teaching English as a foreign language in specific
references in nation vocabulary divided such a word.

a. Receptive Vocabulary: Knowing a word involves being able to recognize

it when it is heard (What is the sound like?) or when it seen (What does it
look like?) and having anword will occurrence. This includes being able to
distinguish it from word with a similar form and being able to judge if the word
form sounds right or look right.

b. Productive Vocabulary: Knowing a word involves being able to pronounce

the word, how to write and to spell it, how to use it in grammatical pattern
along with the word in usually collocates with it, it also involves not using
the word too often if it is typically a low frequency word and using it in a
suitable situation using the word to stand for the meaning it represents and
being able to think of suitable substitutes for the word often if it is
typically a low frequency word and using the word to stand for the meaning
it represents and being able to think of suitable substitutes for the word if
there any . 4Aeborsold and Field Classified Vocabulary into two terms there
are:
4
I.S.P Nation,Teaching Vocabulary: Strategis andTechniques
 a) Active Vocabulary refers to items the learner can use appropriately
in speaking or writing and it is also called as productive vocabulary,
although, in fact, it is more difficult to put into practice. It means that
to use the productive vocabulary, the students are supposed to know
how to pronounce it well, they must know and be able to use
grammar of the language target, they are also hoped to familiar with
collocation and understand the connotation meaning of the words.
This type is often used in speaking and writing skill.
b) Passive Vocabulary refers to a language items that can be recognizes
and understood in the context of reading or listening and also called
asreceptive Vocabulary. Passive Vocabulary or comprehension
consists of the words comprehended by the people, when they read
and listen.5
From the explanation above, we know that every expert in every book is different
in classifying the kinds of vocabulary, because every person has their own
different ways in showing and telling their opinions and ideas. It means that
vocabulary has two kinds of function and content words.

3. Problem in Teaching Vocabulary

When the teacher teaches vocabulary in the classroom, it is not easy as somebody
thinks; there are many problems occurred. According to Penny Ur in her book there
are some problems in teaching vocabulary namely, discipline, correcting written
assignment, interest, effective learning for all, material, individual awareness, and
participation. For further explanation as follows: 6

a. Discipline: to control discipline problem in the class is very difficult.

When vocabulary teaching learning activity begun many students
didn‟t care about the material. The teachers have to control this
condition in order to create effective teaching learning process.

Correcting written assignment. The students should know the written

form of the word, in English a word with different written is different
5
joAnn AeBorsland MaryleeField,From Readerto ReadingTeacher(New York:
CambridgeUniverstyPers,1997),p.139
6
Penny Ur, A Course in Language Teaching: Practice and Theory,
(Cambridge:CambridgeUniversity,2003),p.65.
 meaning. When they do this mistake; it is a fatal mistake.That
problem should be solved by the teacher by providing the written form of
the words.
b. Interest. Some students sometime get bored in learning vocabulary; it
should be solved by delivering various methods in it. The teacher
should be creative in teaching vocabulary.
c. Material. Sometime the teacher can not find a suitable material
according to the student‟s need. It is important to find suitable
material in order to use the time effectively by teaching the
appropriate vocabulary.
d. Individual awareness. There are many students in the classroom and
they are different each other. The teacher should know each
characteristic, as much as most of the students don‟t aware about the
material that should be learned by them. They don‟t care about it. It
is teacher‟s obligation to guide the learners to keep attentionin
learning vocabulary.
e. Participation. In teaching learning process the students are expected
to be active in every single act. But in the fact only some of them
active in the classroom, most of them are shy, lazy, bored, etc. it
should be solve by using interesting method that increase student‟s
interest in learning vocabulary.

f. Participation. In teaching learning process the students are expected

to be active in every single act. But in the fact only some of them
active in the classroom, most of them are shy, lazy, bored, etc. it
should be solve by using interesting method that increase student‟s
interest in learning vocabulary

Those problems usually occurred in teaching learning process, it must be solved in

order to create effective result of teaching learning activity. To solve the problems the
teacher should use the principle of vocabulary that mentioned above. When the
principle of vocabulary can be conducted well in the classroom, teaching learning
vocabulary can be more effective and fun for the students.

B. Video
 1. General Concept to Video

High technology developments affect most of aspects in human‟s life, one

of them is education. Many education institutes use technology in order to gain
efficiency of their academic activity such as teaching, exercising, simulating, and
etc. One of high technology items that is used by education institute is video.

Video is a powerful tool in today‟s classroom. It provides strong context

to teach English. Meaning comes alive and it brings the outside world into the
classroom and gives your teaching “reality”. Video also provides all the
paralinguistic features of language that audio can‟t.

Nowadays, students are very much visual learners. Further, with the quick
spread of broadband internet access, it makes the use of video in the classroom
much more reliable. Video is a medium which is replacing print without a doubt;
video is the future for all of us involved in education. Now the classroom is wired
and connected. It‟s an exciting time to be both a teacher and a student. The world
is our classroom.

In teaching language, video is very useful. Many language elements are

delivered clearly by using video. One of language element that is suitable
delivered by video is vocabulary. By using video students get good understanding
in learning vocabulary, because video provides the sound, the picture, the writing
of word, and even the phonetic symbol of it.
There are many kinds of video we can use in teaching vocabulary, for example
Magic English Video that is provided by Walt Disney. Magic English Video is a kind
of educational video that is aimed to teach English vocabulary easily and vividly. This
video contents of several parts namely showtime, songs, playtime, and word play.7

In the show time part, this video provides a short story about changing season. The
students will learn a kind of seasons through interesting story, animation, and
sound or music. This activity not only gives one-way interaction but leads the
students to interact with the video by providing some option on monitor there are
(?) question mark, it means that the students have to answer the question that is
provided on the video, and the smile mark means that the students have to repeat
what the video said about the word.

In the song part, the students are given some options namely song, sing a long and

7
Disney, Disney Magic English: Changing Seasons, (Hong Kong: Grolier International.
2009), p.18-23.
 clip.In the song part, the students listen to a song by the title “Four Seasons Make
a Year”. Hopefully, the students remember four seasons in a year the written or
spoken form. In the sing a long, the students have to sing a song that they heard
before in order to check their pronunciation of the words. In the clip part, the
students will see a clip with a simple sentence that related to the topic.

In the play time, there are two options “Yes or No” and look and listen.In “Yes
or No” part the students will match the picture with the sentence, if it matches
each other the students have to click “Yes” button but if it doesn‟t they should
click the “No” button. In the look and listen part, the students will see a picture,
they should match it with the speaker utterance by clicking the green, blue or
yellow button.

In the word play, there are three options letter dance, magic words, and click and
speak. In the letter dance part, the students are given a letter for example “I”, it
can be night, light, fight and etc. They should find various words for that letter. In
the magic word part, the students are given incomplete word; they have to find
the missing letter by choosing the option of the letter that is provided in it. In the
click and speak part, the students are given a word in written or oral. They have to
repeat the word.

In sum up, magic English video is an interesting video in teaching vocabulary.

This video provides an interesting way to learn new word for the students, by
repeating, singing, saying and etc. Not only video about seasons Walt Disney
also provided the video with the various topics. (See appendix 1)

I. Research Method

a. Research Design

Research method is an important component because that is determine the quality of

research. Research could be define as a processed to collect the information. Kathori
stated that research methodology refers to the way to solve the problem research. It
might be understood as a science of studying how research is done scientifically. 8 In
addition, Singh states that research is known as a simple process of arriving as a
dependable solution to a problem through the analysis and interpretation data, the
planned and systematic collection.9

8
C. R. Kothari, Research Methodology Methods and Techniques, 2th Edition, (New Delhi: New Age
International, 2004), P. 8
9
Yogesh Kumar Singh, Fundamental of Research Methodology and statistics, (New Delhi: New Age
International, 2006), P. 8
 Research on the Using Englis Video As Inspiration to Improve Ability Noun
Vocabulary Student achievement using Mix method as a research design. The
characteristics of Mix Method involves the use of two methods namely qualitative
mehods in a single study (one study). The use of two method is considerd to provide a
more complte understandng of the research problem than the use of one of them.
b. Population and Sample

1. Population

In this study, researchers took the students as a population in this research.

Population is a generalization area consisting of objects / subjects that have

certain qualities and characteristics set by the researcher to be studied and then

drawn conclusions.10In this study, the population taken was all students

Madrasah Tsanawiyah Al Istiqamah Belinyu as many as 30.

The number of student information in the MA An-NajahPayabenuais shown in

table 1.

Table 1

The population of the research

NO Class Number of the

Students

1 XI A 30

2 XI B 28

Total 58
10
Sugiyono, MetodePenelitianPendidikan: PendekatanKuantitatif, Kualitatif, dan R&D,
(Bandung: Alfabeta, 2015), hlm. 80
 2. Sample

The sample is part of the total population selected for the data source.

Samples must be taken from part of the population and must be truly

representative.11In this study, the sample taken was from class XI Bstudents

of Mts Al- Istiqamah Belinyu

In this study, the technique used in sequential explanatory samples is a

saturated sampling technique, which is a sample squential explanatory

technique where all members of the population are sampled.

3. Place

Mts- Al Istiqamah Belinyu is located on Jl. Jendral Sudirman, Kuto Panji,

Belinyu. 25, The reason for choosing this place as a research location is

because the circumstances in the school are very suitable with the focus of

the problem on the research that researchers do.

a. Techniques of Collecting Data

A. Test

A test is a series of questions or similar tools that can be used to

measure the skills, abilities, knowledge, and intelligence possessed by

either an individual or a group. A performance test is a performance test,

which is a test used to measure a person's achievement after learning

something. The achievement test is given after the person in question learns

11
Sukardi, MetodologiPenelitianPendidikan: KompetensidanPraktiknya, (Jakarta: PT BumiAksara,
2009), P. 54
 things that are in accordance with what will be tested. 12 The achievement

tests conducted in this study were pretest and posttest.

B. Documentation

Documentation is required for the purposes of exploration and to

disclose administrative data and activity data that is documentation. 13

Documentation that researchers make as data this time is school profile,

original UAS value, and raport.

C. In Depth Interview

Is the process of obtaining information for research purposes by means

of face-to-face question and answer between the interviewer and the

respondent or the person being interviewed, with or without using an

interview guide in which the interviewer and informant are involved in a

relatively long social life

REFERENCES
12
Arikunto&Suharsimi, ProsedurPenelitian: SuatuPendekatanPraktik (EdisiRevisi VI), (Jakarta: PT.
RinekaCipta, 2013), P. 151
13
SaipulAnnur, MetodologiPenelitianPendidikanAlanisis Data KuantitatifdanKualitatif, (Palembang:
IAIN RadenFafah Press, 2005), P. 9
Arikunto&Suharsimi, ProsedurPenelitian: SuatuPendekatanPraktik (EdisiRevisi VI),

(Jakarta: PT. RinekaCipta, 2013), P. 151

Beck,L Isabeck. McKeown,Margreta. And kucan Linda,Bringin Words to Life(New

York;The Gulford Press)p.1

C. R. Kothari, Research Methodology Methods and Techniques, 2th Edition, (New Delhi:

New Age International, 2004), P. 8

Disney, Disney Magic English: Changing Seasons, (Hong Kong: Grolier International.

2009), p.18-23.

Edward,david alen and Rebbeca M, Vallete. Classroom Technique, Foreign Language and

English as a second Language, ( New York:Harcourt Brave Javanovich 1997),

I.S.P Nation,Teaching Vocabulary: Strategis andTechniques

joAnn AeBorsland MaryleeField,From Readerto ReadingTeacher(New York:

CambridgeUniverstyPers,1997),p.139

Penny Ur, A Course in Language Teaching: Practice and Theory,

(Cambridge:CambridgeUniversity,2003),p.65

Yogesh Kumar Singh, Fundamental of Research Methodology and statistics, (New Delhi:

New Age International, 2006), P. 8

SaipulAnnur, MetodologiPenelitianPendidikanAlanisis Data KuantitatifdanKualitatif,

(Palembang: IAIN RadenFafah Press, 2005), P. 9

Sukardi, MetodologiPenelitianPendidikan: KompetensidanPraktiknya, (Jakarta: PT

BumiAksara, 2009), P. 54
Sugiyono, MetodePenelitianPendidikan: PendekatanKuantitatif, Kualitatif, dan R&D,

(Bandung: Alfabeta, 2015), hlm. 80

Yogesh Kumar Singh, Fundamental of Research Methodology and statistics, (New Delhi:

New Age International, 2006), P. 8