commit to user
provides all materials needed by the students such as the exercises to enrich pronunciation, meaning, and spelling with attractive presentation. Comparing
video with traditional English teaching materials such as paper-printed textbooks, it can be found that animation and picture-like dynamic images represent the
essential difference between video and traditional English materials.
2. Planning Teaching and Learning Activities Using YouTube Videos
To use YouTube videos, the researcher has arranged and analyzed so that the activities in using YouTube can be formulated well. The implementation of
this study can be presented in the following part below: Table 4.3. The Planning of YouTube Videos in English Teaching and
Learning Process
Video Materials: Daily Activities
No Activities Objectives
Indicator
Cycle Meeting
1. The researcher
wrote the topic on the whiteboard and
asked the students to mentioned things
related in topic To activate them in learning
activities. Students got brainstorming and ready to
join the lesson, they focused on the topic and looked
enthusiastic B1, B5
I-1
2. The researcher
explained the topic and together with
students watching YouTube videos
To make students became curious and interested, they
were actively involved in learning activities and the
researcher got students’ attention
B4, B5 I-1
3. Students answered the researcher’s
question based on YouTube videos
To enrich students’ vocabulary. Students tried to
answer the question more confident
B1, B2 I-1
4. The researcher gave the examples of daily
activities To investigate the students’
memories. Students paid attention and learn found the
meaning of the new words A5, B4
I-1
5. The
researcher operates YouTube
videos To make the students
interested to join class. Students gave their attention
and did not make any noise B1, B4,
B5 I, II
6. The students learn about new words in
“Listen and Repeat” To enrich students’
pronounciation and to investigate that their
pronunciation correct or not A1, A3
I-1
commit to user
7. The students
wrote the answer of the
questions after they watched the video
To investigate their ability in memorizing whether they
were understand the meaning or not
A2, A4, B2, B5
I-2
8. The researcher
practiced the examples of
activities by herself and asked the
students to guess what is the answer
To active them in teaching- learning process and also to
remind the content of YouTube videos. Students
were able to answer the researcher’s questions
A2, A5, B2, B5
I-3
9. Some of students practiced the
examples of daily activities
To enrich students that they were able to practice the
instruction well and got attended of other students
B3, B4 II-1
10. The researcher led the students to read
the sentences which they saw in videos
To enrich and activate their pronunce, spell and know the
meaning of the words that they had already watch
A1, A3, A5
II-1
11. The students took some note about the
teacher’s explanation of simple present
tense To enrich the students’
grammar. They were able to understand the difference of
why using ses or not in simple present tense
B3, B5 II-1
12. The students asked to mention words they
watched on videos Students were able to mention
kind of daily activities better and confidently than before
A2, A4, B2, B5
II-2 13. Students
paid attention to the
explanation To enrich the students’
motivation. They were more quite and paid more attention
B1, B3, B4, B5
I, II 14. The researcher gave
exercises about daily activities
To practiced them to do the exercises by themselves and to
enrich their vocabulary A4, B2,
B5 I, II
15. Students had good
interest when they were watching the
YouTube videos To make the students active,
talked and disscused about the topic. They were look happy
join in each activity B1, B3,
B4, B5 I, II
16. Students felt enjoy and funto join
studying English by watching YouTube
video To investigate the students’
behaviour and class situation. They paid attention, looked
happy in the classroom,and
enjoy the YouTube videos B1, B3,
B5 I, II
17. The researcher
explained the sentences in the
YouTube video To enrich students’
vocabulary. Students more understand the meaning and
the grammar used A5
I, II 18. The researcher gives
a model how to pronounce
To make the students sure and confident to pronounce some
English words A1, A3
I, II
commit to user
19. The researcher gave a summary of the
YouTube videos To enrich students’ vocabulary
of the material in YouTube videos
B3 I, II
20. The researcher gives pronounce to the
students To get the students’ score of
pronuncing ability and cheked their spelling
A1, A3 I, II
21. The researcher
operates YouTube videos again before
conduct the post-test To remind the content of
YouTube videos A1 – A5
B1 – B5 I-3, II-2
Beside the list of implementation of YouTube videos, the indicators of progress are also proposed that can be seen in Table 4.4.
Table. 4.4. List of Indicators of Problems as Being Enriched by the Learning Activities Using YouTube Videos
INDICATORS ACTIVITIES
1. The students usually make mistakes in pronouncing the words.
6, 10, 18, 20,21
2. The students get difficulties to mention words they already learn before.
7, 8, 12,21 3. The students get difficulties to spelling the
words. 6, 10, 18,
20,21 4. The students get difficulties in recognizing
words 7, 12, 14,21
A VOCABULARY
COMPETENCE
5. The students get confuse in meaning of English words.
4, 8, 10, 17,21 1. The students usually make noise in the
class. 2, 3, 5, 13, 15,
16,21 2. The students passive in answer tasks given
by teacher. 3, 7, 8, 12,
14,21 3. The students do not take note the important
things taught. 11, 18,21
4. The students’s attention to learn English is not optimal and do not pay attention to the
lesson. 1, 4, 5, 9, 13,
15,21 B
SITUATION OF CLASS
5. The students busy doing non academic things with their friends.
1, 2, 5, 7, 8, 11, 12, 13, 14,
16,21
3. Research Implementation
