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ability to memorize words because multimedia transmitting information through auditory and visual modalities attracted learners’ attention, and accordingly enrich
their word retention. Learning vocabulary by watching video let the students see directly about the words and its picture shown and then recognize and remember
it on their mind. Stated by TE Editor 2003 in “Video and Young Learners” that young children love to hear stories again and again and the same goes for video.
By watching a video several times, children can learn by absorption and imitation. Therefore, more often the students watch vocabularies shown on the video, it will
be much easier for them to recognize and memorize it. The students also can be easier in knowing the meaning of words. Wade
2010 states that visual images of video help to convey meaning. The videos also give a chance to the teacher to have pre-teach relevant vocabulary before hand and
then whilst watching the video. Similarly, Wilson 2000 suggests that images contextualized in video or on its own can help to reinforce language learning,
provided the learner can see immediate meaning in terms of vocabulary recognition.
In conclusion, by using YouTube video makes the students more enjoy and easier in learning the understanding of vocabulary. Canning-Wilson and
Wallace 2000 claimed that video can be a communicative media contributing to the understanding of the target language culture by providing authentic language
input and increasing contact in various ways with native speakers of the target language though video viewing. Similarly, Al-Seghayer 2001 says that some
authors have already demonstrated how videos are more efficient than still pictures when we teach vocabulary items. The cognitive overloading of
information provided by the triple connection of image, sound, and text plus the optional element of translation is very positive in terms of vocabulary learning.
2. YouTube Video Changes Classroom Situation
The research findings show that using YouTube video in classroom was able to enrich classroom situation. It can be seen as follows: 1 The students did
not make noise in the class; 2 The students active in answer tasks given by
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teacher; 3 The students took note the important things taught; 4 The students’s attention to learn English is optimal; 5 The students did not busy doing non
academic things with their friends. These findings are supoported by Tomalin 1991: p.48. He states some
benefits of using video: 6 They enjoy language learning with video. One of the aims of teaching English
is to instil in them the idea that language learning is a happy experience, and video creates an attractive enjoyable environment.
7 Video is an effective way of studying body language.. 8 They gain confidence through repetition. They love to hear stories again and
again and the same goes for video. By watching a video several times they can learn by absorption and imitation.
9 Video communicates meaning better than other media. Video presents language in context in ways that a cassette can’t. They can see who is or what
is speaking, where the speakers are, what they are doing, etc. All these visual clues can help comprehension.
10 Video represents a positive exploitation of technology. They have a
positive attitude towards television and video. It is seen as being “modern” compared to books.
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 as technology media can also make the students paid
much attention until the end of the lesson without any disturbing activity like chatting or doing non academic things with their friends. In a 2000 study
commissioned by the Software and Information Industry Association, Sivin- Kachala and Bialo 2000 reviewed 311 research studies on the effectiveness of
technology on student achievement. Their findings revealed positive and consistent patterns when students were engaged in technology-rich environments,
including significant gains and achievement in all subject areas, increased
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achievement in preschool through high school for both regular and special needs students, and improved attitudes towards learning and increased self-esteem. Hu
and Deng 2007 indicated that multimedia video could improve students’ ability to memorize words because multimedia transmitting information through
auditory and visual modalities attracted learners’ attention, and accordingly improve their word retention.
In addition, there are some cases that make the students feel bored from learning English. They are feeling uncomfortable, confused, tired and not attract
to the material given. Then, learning English with YouTube video are able to make them feel fun and comfort. As stated by Boster, Meyer, Roberto, and Inge
2002 examined the integration of standards-based video clips into lessons developed by classroom teachers and found increases student achievement. The
study of more than 1,400 elementary and middle school students in three Virginia school districts showed an average increase in learning for students exposed to the
video clip application compared to students who received traditional instruction alone. Similarly, Wenglinsky 1998 noted that for fourth- and eighth-graders
technology has “positive benefits” on achievement. Interestingly, Wenglinsky found that using computers to teach low order thinking skills, such as drill and
practice. The students could learn vocabulary easier than before actions. They
could understand and memorize the English words easily. It was because the use of YouTube video could convey the meanings of first language to the second
language, so the students were easier in learning and memorizing the words. It is the same with the opinions from some experts. Brewstar, Ellis and Girard 1992:
p.89 argue that visual support is very important to help convey meaning and to help pupils memorize new words. So, it can be said that the message which are
followed by the YouTube viceos is more memorable than given a list of words to learn. Explanations illustrated with appropriate images are more interesting and
engaging. It also produces long – term retention of information. Cakir 2006:68 also says that students like tasks given by using video
because video presentations are intereting, challenging, and stimulating to watch.
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Video shows them how people behave in the culture whose language they are learning by bringing into the classroom a wide range of communicative situation.
The increasing attention of the students also influenced the students’ achievement. Based on the computation of the test scores, the researcher
concluded that the students’ vocabulary competence was enriched. It is indicated by the results of the test in Cycle One and Cycle Two.
Table 4.17.The Mean Score of the Tests
Pre Test Post Test 1
Cycle 1 Post Test 2
Cycle 2
Total Score 1066
1573 2094
Mean Score 42.64
56.17 74.78
The table above shows that the mean score of each post test is higher than the mean score of the pre test. It means that the students’ vocabulary
competence increases. Furthermore, the second post test is better than the score of the first one. It indicates that the revison of the second action has been
successful. The average score of the second post test above also was fullfilled the KKM 60.
In addition, the classroom situation became more conducive for teaching- learning process. It is supported by Miclaus 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.
From the explanation above, it can be concluded that the use of YouTube videos in English class can change classroom situation better than before. It is
supported 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 challege students, learning with video is more enjoyable.
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CHAPTER V CONCLUSION, IMPLICATION AND SUGGESTIONS
A. Conclusion
After conducting the research of teaching vocabulary at the elementary school by optimizing the use of YouTube videos and analyzing the data, the
researcher found some research findings to answer the research questions in Chapter I. the research questions are covering:
1 Does and to what extent the implementation of YouTube videos can enrich the students’ vocabulary?
2 What is the situation if YouTube videos is applied during teaching learning process at the fifth grade students of SDN Sanggrahan Surakarta?
The first is about does and to what extend the implementation of YouTube videos can enrich the students’ vocabulary. The writer’s analysis shows
that the implementation of YouTube videos in teaching vocabulary can enrich the students’ vocabulary. For example: the students were able to answer the
researcher’s question which were difficult to mention words they already learn before the research. The students easy to find the meaning of some vocabulary
which they did not know before the research. The students were able to pronounce the words better before the research, they also able to spell the words which were
difficult to spell before the research. The students were able to do the exercises well. It is supported by the result of the test scores and the situation of the class.
From the results of the test scores, it can be seen that the mean of pretest score is 42.64. It enriches to 56.17 in post test I, and it increases up to 74.78 in post test II,
this final result is above the target score of KKM, that is 60. This result proves that teaching vocabulary by using YouTube videos can enrich student’s
vocabulary. The second is about the enrichment of the situation when the YouTube
videos was implemented in the class. During teaching and learning process using videos the students were more focus on the involvement of teaching activities. All
of them would be mentioned as follows:
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