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using subtitles in authentic video will encourage a better understanding and acquisition of new vocabulary.
In conclusion, the use of YouTube video was able to make the students easier in learning vocabulary. The learners who saw video pictures were able to
produce a higher percentage of acceptable vocabularies than the learners who read only the lists of vocabulary given. It is supported by Marshall 2002 who cites
the conclusion of Wiman and Mierhenry 1969, extending Dale’s “Cone Experience” that people will generally remember: 10 of what they read; 20 of
what they hear; 30 of what they see; and 50 of what they hear and see.
b. YouTube video improves classroom situation
The research findings show that using YouTube video in the classroom was able to improve classroom situation. It can be seen as follows: 1 students did
not make noises both by playing or chatting; 2 students did not often ask to go toilet; 3 students had their own initiative to write notes; 4 students became more
enthusiastic in joining English class; and 5 students were active in following the lesson.
These findings are supported by Tomalin 1991: 48 that one of the aims of teaching English to young children is to instill in them the idea that language
learning is happy experience, and video creates an attractive enjoyable learning environment. It is also in line with Rammal’s statement. Rammal 2005 in his
research entitled “Using Video in the EFL Classroom” states that video material can be a very useful source and asset for the language teaching-learning process
because it combines both fun and pedagogic instructions in authentic material that reflect real interaction.
YouTube video can also make the students paid much attention until the end of the lesson without any disturbing activity like playing or chatting and
asking to go to toilet. They could focus more in teaching learning process conducted in the class. It is supported by Miclaus undated who states using
videos in the English class is a very helpful and stimulating method to motivate the students to get the most of the lesson. Williams 1991: 207 in Walker 1997
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also states that children learn better if they have a positive attitude towards what they are doing and if they are motivated or want to do it.
In conclusion, there are some cases that make the students stop from learning English. They are feeling uncomfortable, confused, tired, and bored.
Then, learning English with YouTube video was able to make them feel fun and comfort. As stated by Tarunpatel 2009 in his research that students in many
contexts have said they like video activities because they provide a break from the usual textbook-based activities, and even when the activities challenge students,
learning with video is more enjoyable. Similarly, Cruse undated states that one of the greatest strengths of video is the ability to communicate with viewers on an
emotional, as well as a cognitive, level. Because of this ability to reach viewers emotions, video can have a strong positive effect on both motivation and affective
learning. Not only are these important learning components on their own, but they can also play an important role in creating the conditions through which greater
cognitive learning can take place.
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CHAPTER V CONCLUSION, IMPLICATION, AND SUGGESTION
A. Conclusion
As stated before in Chapter I, the research was about enriching students’ vocabulary by using video taken from YouTube. The research was done with an
English teacher of an elementary school TA as the observer since he writer was as the researcher and also as the English teacher of SD Negeri I Baturetno,
Wonogiri. There was pre-research before conducting the research. It included interviews, observation, and pre-test. Pre-research was held in order to identify the
problems arose toward vocabulary competence and classroom situation during the teaching-learning process. Based on the result of pre-research, there was found 5
indicators of problems that showed the students had limited vocabulary mastery and the classroom situation was not conducive for teaching-learning process.
To solve those problems, the writer decided to bring forward a technique using video in presenting and practicing new vocabulary through an action
research in order to enrich the students’ vocabulary and change the class situation during teaching-learning process.
The research was conducted in two cycles. Every cycle was held in three meetings. Each meeting was divided into four steps, namely: warming up,
presentation, practice, and production.
Table 5.1. The Summary of Research Implementation of Cycle 1 and 2
Topic introduced Clothes
• Listen and Repeat • Which one?
• What is this? • Read the word
• Write the word • Describing clothes
Class used for Action research
5 Problem identified
• The low of students’ vocabulary mastery • Classroom situation during TLP was not conducive
Proposed solution Applying video in learning vocabulary
Implementation In two cycles
