THE USE OF YOUTUBE VIDEOS TO LEARN ENGLISH VOCABULARY

OUTSIDE THE CLASSROOM: A CASE STUDY OF 3 ESL FORM FOUR

STUDENTS IN A SECONDARY SCHOOL IN MALAYSIA

AMIR HAMDZAN HAMZAH (M20221001135)

FETRISAH @ PATRICIA A/P PETER SIGUMANI (M20221000988)

UVARANI RETNAM (M20221001403)

A RESEARCH PROPOSAL

SUBMITTED AS A GROUP ASSIGNMENT FOR

A MASTER’S DEGREE IN EDUCATION

(TEACHING ENGLISH AS A SECOND LANGUAGE)

COURSEWORK MODE

COURSE CODE: BBR60104

QUALITATIVE RESEARCH

FAKULTI BAHASA & KOMUNIKASI

UNIVERSITI PENDIDIKAN SULTAN IDRIS (UPSI)

2022
1 INTRODUCTION
The Malaysian Ministry of Education envisions that by the end of their secondary school, all
Malaysian students will have learnt the key skills of English: listening, speaking, reading and
writing (Malaysia Education Blueprint, 2013). The students are expected to be able to
communicate effectively in various situations, suitable to their level of English which is B2
and C1 levels according to the Common European Framework of Reference (CEFR) levels of
achievement. In order to do that, their level of vocabulary also must achieve at least B2 levels
because vocabulary is an element that is present in each of the key language skills.

When discussing vocabulary, distinction must be made between ‘vocabulary’ and

‘vocabulary learning’. First of all, according to Bai (2018), vocabulary refers to the total
number of the words in a language and all the words of a given dialect. Vocabulary is
expressed in terms of a combination of words, hence Lukasova et al in 2017 posit that
“Words are the building blocks of a language”. Bai (2018) argues that when a learner’s
vocabulary is limited, it will narrow the learner’s scope of thought and they will face many
difficulties in communication.”. This shows the importance of vocabulary mastery by ESL
students in order for them to master the language. Next, vocabulary learning does not only
mean knowing the meaning of words (Shamsan et al, 2021). In the study, the researchers
cited Hurd and Lewis (2008) who argued that vocabulary learning is a “cumulative process
that depends on identifying the word form, meaning, and its usage in different
circumstances.” The definition of vocabulary learning is important in this study because it
helps the study to be more focused and accurate in its aim to understand students’ perception
on the link between using Youtube and learning vocabulary. .

Vocabulary learning happens both in the classrooms and outside the classroom. In the
classroom, many teachers use online learning tools to augment classroom teaching. This
practice increased exponentially after the outbreak of COVID-19 pandemic when the teachers
were forced to deliver their teaching via online platforms when the schools were ordered to
be closed (Zhou et al, 2020). When they use online teaching frequently, the teachers had to
explore online teaching tools. One of the easiest tools to use is Youtube which is a platform
that has an abundance of videos for learning and teaching English. This is confirmed by Jhia
(2019) who reported that YouTube has become the most widely used instructional resource
for different teaching and learning goals.With the new-found belief by teachers that online
and teaching tools can help their students’ vocabulary learning, the teachers themselves
started to become content creators and producers. As a result, a plethora of high quality
videos made by experienced and excellent teachers started to become available on Youtube.
This situation has given more options for the students to choose the most suitable videos that
match their learning objectives. This is all good for the learning of ESL in the classroom or
outside the classroom with the instruction by the teachers. This is also fine for students who
are self-motivated. However, issues arise when it comes to students using Youtube on their
own, outside the classroom, to learn English and when they are not motivated to learn
English or its vocabulary.

PROBLEM STATEMENT
Teachers do not know what their students watch on Youtube because it is done during the
students’ personal time and space. Similarly, teachers also do not know the perceptions of the
students on the effect of watching Youtube videos on learning L2 because the feelings of
students are normally deeply rooted and hidden. When the teachers do not know, they tend to
assume and may assume wrongly on the role of Youtube videos on the children’s learning of
English. For example, when the students watch Youtube online videos about the strategies of
playing games, does that help the students to learn English? The answer is not relevant and
out of the scope of this qualitative research. However, the perceptions of the students are
important and that is the basis to the purpose of this research.

RESEARCH PURPOSE
The purpose of the research is to understand the experiences of secondary students when they
use Youtube videos and how those experiences contribute to them learning English
vocabulary outside the classroom. The research also aims to discover the associated beliefs
students have with regard to those experiences. The focus is on how Youtube videos can be
used to learn English outside the classrooms. Learning is expected to be informal and
subconscious in nature. If the opposite findings are discovered, the findings will be reported
accordingly.

RESEARCH OBJECTIVES

(i) To determine the ways secondary students use Youtube to learn English vocabulary
outside the classroom.

(ii) To examine the perceptions of secondary students on the use of Youtube to learn
English vocabulary outside the classroom.
RESEARCH QUESTIONS

(i) How do the secondary students use Youtube to learn English vocabulary outside the
classroom?

(ii) What are the secondary students’ perceptions on the use of Youtube to learn English
vocabulary outside the classroom?

SIGNIFICANCE OF THE STUDY

First and foremost, the findings of the study will in general contribute to the body of
knowledge in the field of English education in the country. Secondly, the study can add on to
the knowledge about the students’ perceptions about the use of Youtube and how they learn
English vocabulary using Youtube outside the classroom. Last but not least, it is hoped that
this study could help the teachers and parents of other students in their decision making
process about Youtube. Teachers may use this to reflect upon their own use of Youtube in the
classroom or their teaching tool to teach English. Meanwhile the parents may form a new
opinion about their beliefs on the influence of Youtube on their children. In the end, it is
hoped that the students can benefit most from this study.

DEFINITIONS
The following are the definitions of some key terms that are used in this study:

Youtube
YouTube is where people create and share video content with other users. People post their
videos, recipes, and humorous videos for everyone to see. And all this content is free to view.
As a result, YouTube qualifies as social media because it allows users to share free content
with one another. Perhaps students use ‘YouTube’ as a platform to watch any desired videos
which attracts them. It was hoped that users could use the site to upload, share, and view
content without restriction. It has since grown to become one of the foremost video
distribution sites in the world.

Second language
A second language is any language that a person uses other than a first or native language.
Among secondary school students learning English as their second language through
Youtube outside the classrooms can help them in learning English in a fun manner. The
channel’s videos may be effortlessly included in any online education platform, assisting
students in gaining knowledge efficiently and costlessly.

Outside classroom
What does it mean outside the classroom? Learning outside the classroom is the use of places
other than the school for teaching and learning. It is about getting children and young people
out and about, providing them with challenging, exciting and different experiences to help
them learn.

Secondary school students

Secondary school refers to the schooling offered after a primary school, and before higher,
optional education. Most countries offer part of secondary school as optional schooling in
preparation for higher education.

TIMELINE FOR COMPLETION – GANTT CHART

The following chart is the expected time for the completion of the research after getting the
approval in January 2023.

ACTIVITIES JAN FEB MAC APR MAY JUN JULY AUG

Identify research
area

Formulate
research questions

Formulate
research strategy,
research design
and select methods

Write research
proposal 27/3
 Negotiate access

Literature review

Data collection

Data Analysis

Write first draft

Write second draft

Write final draft

Dissertation due 16/8

2 LITERATURE REVIEW
Stephen Krashen’s Input Hypothesis answers the question of how we acquire language
(Krashen, 1982). The theory stresses on ‘meaning before structure’ and it comes in 4 parts:
(1) The theory relates to acquisition, not learning; (2) Language learners improve in a
language when they are given language input that is slightly more advanced than their current
level of competence (i + 1); (3) If the input is comprehensible, i + 1 is automatically
provided; and (4) Production ability such as speaking cannot be taught because it emerges on
its own. Krashen asserts that “we acquire vocabulary best through comprehensible input” in
low anxiety situations. This fits very well with the research questions, research objectives and
the research problem of this study. Hence this is why his theory is used as the framework of
reference for this study.

According to Salavati & Salehi (2016) as cited in Bin-Hady (2021), vocabulary is the
foundation that connects the four language skills together and by acquiring sufficient
vocabulary, learners will be able to communicate intelligibly. Without sufficient words
communication will become hard. In addition, according to Nation (1990) as cited in Kho et
al. (2021), the English language has a large vocabulary. This makes learning English difficult
for L2 learners (Yigit & Aykul, 2018). As a result, when L2 learners use English, they tend to
avoid using English. Arifani (2020) posits that to make learners familiar with various types of
vocabulary, they have to interact frequently with different forms of exposure and content.
However, which type of exposure and content is suitable for vocabulary learning and why?

In a study of how Youtube is used in an extensive listening course in Indonesia, the

students said that the use of Youtube in the course had helped them enrich their vocabulary
(Saputra & Fatimah, 2018). The effectiveness of Youtube in learning Vocabulary is not new
such as reported by Heriyanto in 2015 where he had already found that students’ mastery of
the vocabulary had improved significantly after using Youtube in learning. He also reported
students’ perception that the use of Youtube had helped learning in the classroom. Since then
many studies have replicated similar research but it is difficult to find research that study
students’ use of Youtube outside the classrooms to learn vocabulary.

In a recent study about the perceptions of students as English online learning during
pandemic COVID19, the researchers concluded that the use of YouTube as an online English
learning medium is attractive and effective from the views of the students. to the course
content. The students also responded that the use of Youtube motivates them in English
online learning (Simanjuntak et al, 2021). In conclusion, the articles show that there is a gap
to be filled by conducting this study.

3 METHODOLOGY
This chapter presents the methodology used throughout the research. It begins with research
design and followed by a description of sample selection and sampling procedures. Then data
collection procedures are explained before giving a description about data analysis
procedures.

3.1 RESEARCH DESIGN

This study will utilise the Grounded Theory research design. The study will examine a three
form four ELT students in a secondary school in Perak. They have all experienced an action
and process of using Youtube at home. According to Cresswell (2014), Grounded theory
designs are “systematic, qualitative procedures that researchers use to generate a general
explanation” which explains a process. The explanation is from the views of the participants.
Research Procedures
The research design that is chosen for this study involves primarily collecting interview data,
developing and relating themes of information, and composing visual model that portrays the
big picture of issues that can explain the experiences of the participants. In this way, the
explanation is “grounded” in the data from participants. From this explanation, the
researchers can construct predictive statements about the experiences of the students due to
the small population sample and due to the nature of the study that focuses on the practice of
three form four students only. Despite the small sample, qualitative research will ensure there
would be rich and sufficient data available.

An interview has been opted as the research design of this study due to the nature of
the activity of watching Youtube outside the classroom which is very personal in nature, done
during the students personal and difficult to be observed by the researcher. A diary study has
also been opted as the research design to bring in more and richer data with the respect to the
students’ perceptions about using Youtube to learn English. A triangulation method will be
carried out to find similar themes between the two research designs, hence adding credibility
to the findings.

An approval to carry out the research will be asked from the school principal as the
custodian of the students, as well as from the parents of the students as they are still minors.
Approval will be sought in the means of a formal letter asking for approval. The letter will
explain the research design, sampling procedures and data collection as an ethical precaution.

3.2 SAMPLES AND SAMPLING PROCEDURES

Three form four students out of 30 students in a classroom will be selected based on a
selection criteria. They must have full access to the internet and they must have at least a
smartphone to watch Youtube. This is to ensure they are capable of watching Youtube videos
over a period of a month for the purpose of this study. It is important to note however that the
students will not be asked to watch Youtube videos that are presented in English. They will
only be instructed to “Watch any Youtube videos you like for at least 30 minutes a day. The
only criteria is that the videos use English as its language of communication” over a period
of 14 days. They are allowed to choose the genre, the channels, the time to watch and many
other things. On top of that, the students will be asked to write a ‘diary’ about their feelings,
opinions and experiences when they are watching Youtube videos of their choice. Therefore
the students are not going to be selected at random. In other words, the sampling procedure is
purposive sampling.

3.4 DATA COLLECTION AND ANALYSIS PROCEDURES

There will be two types of data. First is data that will be collected from the interview. Second
is data will be derived from the diary. Every day, the participants will show to the teachers
what they have written just as a reminder that they have to keep on watching Youtube and
keep a diary every day. The teacher who is also the researcher will refrain from commenting
or influencing the students behaviour. At the end of the 14 days, the diaries will be collected
and analysed. As for the interview, data collection will be done during the interviews.

3.5 EXPECTED FINDINGS AND CONCLUSIONS

It is anticipated that this research will show that the students will perceive Youtube as a
valuable tool to learn English indirectly. However it is also expected that the participants’
diary entries and interview results will reveal emerging issues that can lead to potentially
important discoveries in the field of vocabulary learning. To conclude, research questions
will be answered and research objectives will be met. Hence the research problem is expected
to be solved after the research had been implemented.

REFERENCES

Cresswell, J. W. (2014). Educational research: Planning, conducting, and evaluating

quantitative and qualitative research. Lincoln: Pearson.

Heriyanto, D. (2015). The effectiveness of using YouTube for vocabulary mastery.

ETERNAL (English Teaching Journal), 6(1).

Jia, S. (2019). Literature review of YouTube in teaching activities.

Lukasová, A., Žáček, M., & Vajgl, M. (2017, September). Carstairs-McCarthy’s

morphological rules of English language in RDFCFL graphs. In International Conference
on Applied Physics, System Science and Computers (pp. 169-174). Springer, Cham.

Ministry of Education Malaysia (2013), Malaysia education blueprint 2013-2025 (Preschool

to post-secondary education). Putrajaya, Malaysia: Kementerian Pendidikan Malaysia.
Ministry of Education Malaysia (2022), Kurikulum standard Sekolah Rendah Kebangsaan:
Dokumen standard kurikulum dan pentaksiran. Putrajaya, Malaysia: Kementerian
Pendidikan Malaysia.

Saputra, Y., & Fatimah, A. S. (2018). The use of TED and YOUTUBE in Extensive
Listening Course: Exploring possibilities of autonomy learning. Indonesian JELT:
Indonesian Journal of English Language Teaching, 13(1), 73-84.

Simanjuntak, U. S., Silalahi, D. E., Sihombing, P. S., & Purba, L. (2021).

STUDENTS’PERCEPTIONS OF USING YOUTUBE AS ENGLISH ONLINE
LEARNING MEDIA DURING COVID-19 PANDEMIC. Journal of Languages and
Language Teaching, 9(2), 150-159.

Zhou, L., Wu, S., Zhou, M., & Li, F. (2020). 'School’s out, but class’ on', the largest online
education in the world today: Taking China’s practical exploration during The COVID-19
epidemic prevention and control as an example. Best evid chin edu, 4(2), 501-519.