YOUNG LEARNERS’ VOCABULARY IMPROVEMENT THROUGH AUDIOVISUAL BY USING YOUTUBE VIDEOS :A Case Study at EEP English Course in Bandung, West Java.
TABLE OF CONTENTS
Approval Page ... i
Acknowledgment ... ii
Declaration Page ... iii
Abstract ... iv
Table of Contents ... v
List of Tables ... vii
List of Figures ... vii
1. CHAPTER ONE: INTRODUCTION 1.1. Background ... 1
1.2. Statement of the Problem ... 5
1.3. Purpose of the Study ... 6
1.4. Significance of the Study... 6
1.5. Definition terms used in the study ... 7
1.6. The Organization of the Thesis ... 8
2. CHAPTER TWO: THEORETICAL FOUNDATION 2.1. Young Learners Learning Characteristics ... 9
2.2. The Importance of Learning Vocabulary for Young Learners ... 15
2.3. Video use in young learners’ classroom ... 18
2.4. YouTube Videos ... 23
2.5. Summary Chapter Two ... 26
3. CHAPTER THREE: RESEARCH METHODOLOGY 3.1. Research Questions ... 27
3.2. Research Design ... 28
3.3. The Research Site ... 29
3.4. Participant Observation ... 31
3.5. Data Collection Method ... 31
3.5.1. Vocabulary Test... 32
3.5.2. Classroom Observation ... 33
3.5.3. Response Journals ... 34
3.5.4. Interviews ... 35
3.6. Collection Data Procedures ... 36
3.7. Data Analysis procedure ... 41
3.7.1. Analysis of Data from Observation ... 43
3.7.2. Analysis of Data from Response Journal ... 44
3.7.3. Analysis of Data from Interview ... 45
3.8. Testing the Validity ... 46
3.9. Summary in Chapter Three ... 47
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4. CHAPTER FOUR: FINDINGS AND DISCUSSIONS
4.1. Young Learners’ Learning Characteristics Attended to by YouTube
Videos ... 50 4.1.1. Data from Classroom Observation ... 50 4.2. Data and Discussion from Vocabulary Test ... 71
4.2.1. The Use of YouTube Videos in Helping Young Learners Improve Their Vocabulary Practice ... 71 4.3. Analysis of Students’ Responses toward YouTube Videos ... 80
4.3.1. The Use of YouTube Videos in Helping Young Learners Improve Their Vocabulary Mastery ... 81 4.3.2. The Students’ Responses toward the Use of YouTube Videos in
Vocabulary Practice ... 82 4.3.2.1. Students’ Feeling When Watching Videos ... 84 4.3.2.2. Students’ Responses toward Students’ Favorite and
Less Favorite part ... 85 4.4. Summary of Chapter Four ... 89
5. CHAPTER FIVE: CONCLUSIONS, LIMITATION OF THE STUDY AND RECOMMENDATIONS
5.1. Conclusions ... 90 5.2. Limitation of the Study ... 93 5.3. Recommendations ... 94
References
Appendix 1 Data collection
Appendix 2 Sample of Observation Appendix 3 Sample of Response Journals Appendix 4 Transcript of Interview Appendix 5 Teacher’s Field Note
Appendix 6 Sample of Lesson Plan and Worksheets Appendix 7 Vocabulary Tests
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List of Tables
Table 2.1 Vocabulary Learning Strategies ... 17
Table 3.1 Session of Teaching and Learning Process ... 30
Table 3.2 The Qualitative Analytical Procedure ... 43
Table 4.1 Index of Difficulty ... 73
Table 4.2 Discrimination Index ... 73
Table 4.3 The Result of Item Analysis ... 74
Table 4.4 The Result of Normal Distribution Test ... 76
Table 4.5 The Result of Paired Sample Statistic ... 77
Table 4.6 The Result of Paired Sample t-test ... 77
Table 4.7 The Index Gain ... 78
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List of Figures
Figure 4.1 ... 78 Figure 4.2 ... 79
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1
CHAPTER I
INTRODUCTION
1.1. Background
Teaching a foreign language has been carried out for a long time at all levels of education. In some big cities in Indonesia, primary young learners have been taught English starting from elementary level of education. This has made educators both in formal and non formal schools try to facilitate the best way to teach and learn English. Moreover, English is one of the elective subjects in elementary school. Although it is not a compulsory subject, it is strongly recommended by the government that English be taught at the elementary level. The aims are to make the students familiar with English in their early age, and they can understand English, hopefully, in written and oral form.
Teaching English to young learners in Indonesia refers to teaching English for children especially those of elementary school ages. It has been now supported by an official policy from Depdikbud RI No. 00487/U/1992 and The Decree of the ministry of Education and Culture No. 060/U/1993 (Suyanto, 2001). In addition, it has been carried out in the curriculum of 1994 and developed in curriculum of 2004 and the current curriculum, the school-level curriculum (KTSP) which aims at encouraging students to be able to communicate in English.
According to Alwasilah (1997), there are two reasons why government allows the elementary school to teach English to their students: (1) many parents send their children to attend the English courses, especially English for children, and (2) it is assumed that
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2 teaching English in Elementary school will create a positive attitude toward English; thus English is no longer regarded a difficult subject. Similarly, Musthafa (2002) mentions that when young learners are introduced to English since their early stage of life, they will get sufficient exposure, with sufficient exposure they are expected to be successful language users in the future. Regarding this, Vygotsky in Cameron (2001) says that words do have significance for young learners to learn new language. It provides the children with new tool, opens up new information through the use of words as symbols.
Regarding this demand, educators both in formal schools and language institutions have been trying to formulate a concept of teaching which suits young learners’ need in learning vocabulary. A thing that should be considered in teaching new words for young learners is that they are still building up their first language vocabulary and are still in process of acquiring and organizing concepts. The children relate the L2 with their L1 knowledge to develop and understand the meaning of a word. Therefore, when introducing vocabulary to young learners it should be presented in a context which is familiar to the children. Visual support is also very important to help convey meaning and to help children memorize new vocabulary. In relation to this, Harmer (2002) asserts one of the advantages of video is that learners do not just hear the language, they also see it too.
Based on the researcher’s observation, the development of teaching and learning in elementary schools in Indonesia is not good enough; therefore the result of teaching in Indonesia is not yet satisfactory. This might have been probably influenced by the teacher’s way and concept of teaching. In this case, the students are rarely given English words in the appropriate context. In accordance with it, Harris, Golinkoff and Hirsh-Pasek
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3 (2011) claim that real life context is suitable for word meaning because the child is actively engaged in a meaningful and pleasurable activity and the language used often has instrumental purposes the child wants to achieve.
Furthermore, there are some challenges encountered by Indonesian young learners in learning English. The first challenge is young learners have been assumed as being ‘a miniature adults’, in which the way they learn a foreign language is exactly the same as the way adults do. Musthafa (2008) asserts that this misleading conception can lead to failure because children and adults are not the same. The second is the teacher’s instruction is not based on the principle of young learners teaching and learning. According to Paul (2003) and Pinter (2006), the eagerness of young learners can be bettered down if they are frequently overwhelmed by the developmentally inappropriate experiences. Therefore the responsibility is on the shoulders of young learners educators, which can be met through sensitive study and understanding of the principles and needs of young learners. The third is the lack of language use in the real situations. They receive less demonstration and exposure in learning English. For young learners, it is necessary the first learning experience has to fulfil the long term memory in their brain (Shankoff and Phillips, 2000).
Due to the challenges above, this study aims to give contribution and create a condition in which children have an opportunity to have different situations and fun learning to love English at early stage by providing them suitable, good and interesting materials. In fact, there are many ways that teacher can apply to achieve these. Furthermore, it is the teachers’ responsibility to find the best way in teaching Englis at
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4 their students’ early stage, so that the learning goals can be achieved. Specifically, this study tries to investigate the use of technology to teach vocabulary in the classroom.
Technology in language teaching is not new these days. It has been around in language teaching for decades. The use of Information and Communications Technology (ICT) by language teachers such as multimedia technology, audiovisual, software and internet access materials have greatly improved and made the use of these resources in the classroom more practical. According to Agnew in Neo (2001) multimedia or audiovisual is defined as the combination of various digital media types such as text, images, sound and video, into an integrated multi-sensory interactive application or presentation to convey a message or information to an audience. In the researcher’s point of view, the use of audiovisual in the classroom is important because of the flexibility in presenting the lessons. It adds the context to the language and the lesson. Furthermore, the use of audiovisual helps students and teacher to connect vocabulary meaning and make the lesson more interesting because of the motion, color and sound in ways that can dramatize the ideas better than any other medium.
In the area of teaching English as Second Language (ESL) or Foreign Language (EFL), recently the most effort to enhance the process of language learning has involved computer technology and the internet. Since the initial introduction of computers and internet are into the field of second/foreign language education, a large number of practitioners have concurred that this technology holds great potential for language learning and contribute to the global development of young learners (Seghayer , 2001).
Therefore, the use of media, particularly YouTube video, is to attract young learners’ attention and heighten their curiosity while the teacher is delivering the message.
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5 One of the alternative techniques that can be used in teaching English vocabulary to young learners is using YouTube videos. It is a popular video hosting service, similar to Google video that users can view, download and upload their own. In such a condition, the existence of supporting instructional materials in the form of YouTube taken into the classroom aim to contribute the reader and teacher’s knowledge on young learners’ learning principles are observed in YouTube videos, the effects of You Tube videos in teaching vocabulary to young learners, and their respond when they learn English by using YouTube video.
1.2. Statement of the Problem
The internet provides a huge number of web sites that provide audio and video that can be used as teaching materials (e.g. YouTube). There are a lot of video produced by YouTube; entertainment, science and technology, education, and etc. Relevant to the main
points explained above, the questions in this research project are formulated as follows: 1. What young learners’ learning principles are observed in YouTube videos? 2. Can YouTube videos help young learners develop their vocabulary mastery? 3. How do the children respond to the lesson in YouTube during the learning
process?
1.3 Purpose of the Study
On the basis of the above questions, the investigation is intended to meet the following purposes:
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6 2) To investigate the effect of video based on material-based on vocabulary mastery of
young learners; and
3) To find out how young learners respond to YouTube videos
1.4. Significance of the Study
As mentioned earlier, the results of this study will contribute to the following aspects:
1. Theoretical basis for English teaching practices in young learner education. Theoretically, the result of this study can be used to support the previous theory about the use of audiovisual, particularly YouTube videos as cheap and free downloaded supplementary to improve young learners’ vocabulary in language class. YouTube videos are rarely used as the teaching media in classroom, thus this study will enrich the literature and later will enhance and provide a child with an appropriate technique and create an interesting way to teach English through YouTube videos. It may also contribute to the teaching techniques in young learners’
classrooms. According to J. Piaget’s theory of cognitive development stages, young learners’ process the language generally through sensory experience, intelligence develops in the form of motor action. Hence, young learners will receive more concentrate input.
2. At a practical level, the result of this study can provide some information on how the teacher designs activities to capture young learners’ interest so that they are engaged to the activities. Moreover, the variations of interesting videos are suitable for their learning because they bring fun and improve motivation to language learning.
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7 Children learn when they are motivated, especially in learning English vocabulary through audiovisual. It is then in turn becomes an enlightening input for English teachers who are directly involved in classroom practices. Therefore, this study will be of great value for English teachers to accomplish better teaching practices that will advance their professionalism.
1.5. Definition terms used in the study
YouTube Video is a very popular Web video sharing site that anyone can store,
upload or download short videos for private or public viewing. YouTube features videos in several categories. Some of them are: education, entertainment, film, and animation, etc. This short video used in the study of teaching vocabulary to young learners by creating context to explore a world of online English learning possibilities.
1.6. The Organization of the Thesis
This thesis consists of five chapters. The first chapter is introduction which highlights the basic description of this study. The second chapter deals with the theoretical framework building up the theories and references for this study. The third chapter describes the methodology that is used to conduct this research. Furthermore, the fourth chapter elaborates research finding and discussion. Finally, the fifth summarizes the findings, presents the condition of the basis and offers some suggestion for further research.
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25 CHAPTER III
RESEARCH METODHOLOGY
This chapter describes methodological aspects of the present study. Three main aspects of the research will be discussed: first, research design; second, data collection method; and third, data analysis method.
The study made used of quantitative design and qualitative design by employing a case study. The experimental design was used to find out the influence of YouTube videos in the controlled condition. Because this method is a part of the quantitative method, there would be some statistic computation in order to analyze the data of the research. The three instruments of data collection method, observation, interview and response journal were also used to collect data and information to answer the research questions while a triangulation of research context were used to in analyzing the data collected from the three instruments.
3.1. Research Questions
It is previously mentioned that the study seeks the answer to the following research questions:
1. What young learners’ learning principles are attended to by YouTube Videos? 2. Can YouTube videos help young learners develop their vocabulary mastery? 3. How do the children respond to the lesson in YouTube during the learning
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26 These questions become the reference to design the vocabulary test, interviews, response journal, and the conduct of participant observation.
3.2. The Research Design
This research employed both quantitative and qualitative research approaches to answer the research questions. This is relevant to Yin’s statement (1993, 2009, p. 22) in Duke and Mallette (2011) that case study can be based on any mixture of quantitative and qualitative evidence and it can be used for description, explanation as well as exploration. Similarly, Merriam (1988) proposes that case study can be classified as an evaluated study because it involves description, explanation and judgment.
This study used multiple data collection as the characteristics of case study (Freebody, 2003; Yin 1994, 2009, p. 22) which aimed to enhance the construct validity of the study and to gain more complete accounts to investigate the values and effectiveness of the teaching program implemented. In this study, the qualitative data were obtained through observation, journal response, and interviews. Moreover quantitative data was collected through vocabulary test.
A case study is different from the experimental study in some ways. The difference is that the experimental study typically involves comparing two or more groups, while a case study involves a single individual or group, and does not attempt to set up experimental and control groups. This is supported by Emilia (2005) who states that a case study design is employed in “a small scale, a single case”, focus on one particular instance of educational experience or practice. In a case study, the behavior of the subject or subjects is measured at two or more points in a time. As it was mentioned earlier that the
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27 decision to use this method was based on the researcher’s intention to get an in-depth understanding by investigating the improvement and process occurred in the class by YouTube videos in learning English.
3.3. The Research Site
The study was conducted at EEP (English Executive Program) Bandung. The first reason for choosing this course was that the researcher has been teaching in this course for ages so it gave relatively easy access to do the research. Based on the course program, memorizing and mentioning vocabularies become the focus in the teaching learning processes while song, game, computer lab activity and direct translation are mostly used in classroom. In relation to this, the researcher found a challenge to implement a different technique that should enable the students to use the vocabularies in meaningful context.
Another reason for choosing this school was familiarity because the teacher had taught the students for one term when they were in Komodo 2 class. So she had been familiar with the course and the students. Therefore, it was expected that there will be natural performance in the instructional process during this study (Emilia, 2005).
The researcher took one class as participants of the study. They were elementary students raging from the first to the second grader. The participant of this study was 11 students whose ages range between 6 and 7 years old that had mostly the same English language level. The name of the class was ‘Komodo 3’ class at EEP (English Executive Program). The class is usually small class. This aims to make the teacher easier in managing the class. A purposive sampling was used in the study. According to Arikunto (2006), purposive sampling is the technique of sampling used by the researchers that
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28 concern on some consideration (limitation of time, energy, and fund) in order to acquire a certain objective.
Table 3.1
Sessions of Teaching and Learning Process
Session Date Events and Materials Remark
1 April 30th Try out test 2 March 3rd Pre test
3 March 8th Weather 2 videos watching 4 March 10th Review Weather 1 video watching
Interview & Response Journal
5 March 15th In the zoo (Present cont) 6 March 17th What are the people
doing?
3 videos watching 7 March
22nd
What are the people doing?
2 videos watching Response journal & Interview
8 March 24th The Pumpkins (Pres cont) 2 videos watching 9 March 29th Food and Drink
10 March 31st Review Food and Drink 2 videos watching Response journal 11 April 5th Preposition 1 video watching
Interview
12 April 7th Review Preposition 2 videos watching Response journal 13 April 12th Day and Birthday
14 April 14th What day is it? 2 videos watching Response Journal 15 April 19th Rabbit’s Riddles 1 video watching 16 April 21st Rabbit’s Riddles and
pumpkins quiz
2 video watching Response journal & Interview
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29 The video watching was conducted in 16 different meetings in half term of teaching and learning period (one term consists of 25 sessions, and are conducted twice a week on Tuesday and Thursday for 70 minutes per session). The session started from March to April 2011 is displayed on table 3.1.
3.4. Participant Observation
The type of observation used was participant observation. Participant observation requires the researcher to become a participant in the context being observed (Trochim: 2006). The observation in this study was conducted to obtain data on the effect of video based on material-based and investigate what young learners’ learning principles are observed in YouTube video. From this observation, she was not only able to analyze their vocabulary improvement, but also to notice their reaction to the tasks given, through observing their activities in the class. In addition, the resercher wrote down anything that happened during the teaching and learning process. It was important to know the improvement of the students meeting by meeting.
3.5. Data Collection Method
To collect the data the researcher relied on quantitative and qualitative method since she wanted to find out the students’ vocabulary improvement through videos and qualitative research method to go deeply in generating data became rich and embedded in context. Vocabulary tests, classroom observation, response journals, and interviews were the main sources of data collection and each of which will be described below.
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30 3.5.1. Vocabulary Tests
There are two tests, pre- and post-test (see the appendix 7), that would be given to the students. The pre-test was given before the observation and treatment. This can help to know the initial achievement of the students (Hatch and Farhady, 1982). Furthermore, after the observation and treatment, the post-test would be given to find out the difference of students’ achievements at the end of the level after the whole treatments and lessons given. The pre-test was conducted before the treatment, precisely on the 3rd of March, and the 26th of April for the post-test.
In this study, the pre- and post-test were conducted in EEP Bandung and they were actually in the same form of multiple choice, matching, gap filling and writing production ability test. All of the tests contained 30 items that the writer adapted from the materials given in the course book and the real vocabulary Komodo 3 final test at the course itself.
Moreover, there are some disadvantages in using this kind of tests. It needs quite a long time to construct this test; in other words, it is a time-consuming type of item to construct. Furthermore, it can give the students chance to guess the right answer. However, the problems would be prevented by: (1) giving brief and varied vocabulary items; (2) providing pictures, attractive typography, and color to make children engage in test; (3) involving their first language and developing cognitive ability; (4) giving similar tasks in the sense that two or more skills are ‘integrated’ (Hughes, 2003).
3.5.2. Classroom Observation
Observation is one of the characteristics in a case study. In this study, observation was used to record young learners’ behavior. According to Harrington, Billman, and
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31 Sherman in Wortham (2005) observation can be used for three major purposes: (1) to understand children’s behavior, (2) to evaluate children’s development, (3) to evaluate learning process. Therefore, the teacher acted as a researcher observation investigated the effect of video based on the material-based on vocabulary mastery of young learners, young learners’ principles which were observed in videos, and the students’ responds toward YouTube videos. The observation plan can be seen on the Appendix 4.
The researcher took part as a participant observer, that is, as their teacher. As a result of this fact, she was not only able to analyze their academic progress, but also to notice their reaction to the tasks given, through observing their activities in the class. There was one experienced teacher helped the researcher in the classroom. She also took part as the teacher’s assistant and helped to evaluate learning process. Data from observation was obtained from teacher’s note during the teaching program in the classroom and the vocabulary test score which was conducted before and after the treatment. Since classroom observation was important to identify the growth of young learners in every meeting, in this research, classroom observation was held for 16 meetings and it took two hours fifteen minutes lesson per week, with 70 minutes each meeting from 2 p.m. to 3.10 p.m. Note-takings and running record were conducted during the observations in order not to miss the important points. In order to obtain the natural reaction and interaction during video watching, the children activities were videotaped.
The teaching program conducted for 10 weeks. In addition, before and after the teaching program, vocabulary pre-test and post-test was given to students to compare initial and final abilities of the students (see appendix 7). Further discussion on vocabulary test will be described in the chapter 4. The themes taught to the students were: weather,
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32 present continuous (what are the people doing? Family and in the park), food and drink,
and preposition. This is consistent with Shih (2006) that it is recommended to teach the
lesson in themes to young learners.
3.5.3. Response Journals
Response journal was important for assessing their behavior and knowledge after an observation. It was distributed to respondents to fill in as soon as they finished watching the video. The students were asked to write their feelings and responds towards the video. Merriam, Bogdam and Biklen (1992) assert that private documents such as journal, diary or letter enable a researcher to obtain the language and words of informants, represent the data that are thoughtful in that informants have given attention to compiling. This was aimed to facilitate the researcher to obtain what the students experience and feel during the watching. Considering their age and nature of children, the questions were designed in such a way that they are simple and easy to understand by the student. The form of response journal is presented on Appendix 3.
3.5.4. Interviews
To assure that respondents were consistent with their answer and to obtain more comprehensive information that they give in the response journal. Interviews were conducted on the following day after they watched video and completed their response journals. According to Bogdan and Biklen (1992) interview allows researcher “control” over the line of questioning and provides “indirect” information filtered through the views of interviewees.
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33 In this study, the interview was aimed to collect the information about the students’ thought, feelings, responses, difficulties, and expectation towards the implementation of YouTube videos in their vocabulary practice. As Merriam (1991) notes that in qualitative case study, the main purpose of interview is to obtain a special kind of information. It is used to find out those things that cannot directly observe such as feelings, thought, and intention (Patton, 1980 as cited in Merriam, 1991)
Semi-structured interviews were employed, as Kvale (1996) states “it has a sequence of themes to be covered, as well as suggested questions. Yet, at the same time there is and openness to changes of sequence and forms of questions in order to follow up the answer given… by the subjects” (p.124). Furthermore, the researcher asked some questions to the students informally. The details on the questions asked in interview can be seen in Appendix 4. The interview was conducted individually so that it could help students express their idea easier. Respondents were interviewed about how they felt and what they did during the watching. Every time they finished watching a video they would be interviewed. The interviews were conducted four times.
3.6. Collecting Data Procedures
There are some steps that are applied in collecting the data. The steps are as follows:
a) Finding out some theories and concepts related to the research: general characteristics of first grade of elementary school students, six to seven years old; children development; and English videos from YouTube.
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34 b) Giving pre-test and post-test to find out their vocabulary achievement before and after the video watching. The test based on the lesson from the course book and adapted from the course final exam.
c) Conducting the observation, first to sixteen meetings, where the writer took part as a participant observer, that was, as their teacher, to investigate the students’ learning activities.
d) Administering the response journal to the students after holding the observation. e) Carrying out the interview with all students in the class.
f) Organizing and analyzing the data obtained which afterwards they would be presented and discussed to draw some conclusions.
Furthermore, in organizing the teaching procedure, the material for teaching and learning process were collected and selected based on the English course program for teaching children class. Besides, the teaching procedure was arranged in the lesson plan. The lesson plan was used as guidance for teaching and learning process. As what is Harmer (2001) stated that the lesson plan can help teacher identify the aims and anticipate potential problems of the teaching. The lesson plan in this study is adapted from the lesson plan that is usually used in elementary school in organizing and sequencing learning materials to achieve the learning output.
Moreover, there are three steps in every meeting of the lesson plan: pre-activities, core activities, and post activities. In general, the pre activity phase consisted of greeting, checking students’ attendance and giving apperception. The core activities were divided into three stages (preview, viewing, and follow-up activity). These three stages of
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35 watching video in the classroom were adapted from Scrivener (2005). The preview activities start with a language focus on lexis, function that will come up on the video or students are asked to predict what will happen from some given information or pictures. The task in viewing activities can be in form of oral instruction or teacher elicits some questions related to the vocabulary studied. The last activity is follow up activity that teacher can do some activities after viewing, such as providing worksheet or giving a quiz. Meanwhile, the post activity was used for reviewing, summarizing, giving chances to the students to ask some questions before closing the lesson, and announcing the next topic.
Here are the brief stages have done during the class activity using YouTube videos:
Pre Activities (5 minutes) • Greeting the students
• Checking the attendance list Core Activities ( 60 minutes)
• An introduction of the subject: the teacher explained to the pupils that he would like to teach the vocabulary based on the theme.
• Warm up activity: she invited the pupils to get involve to the theme by answering some questions related to theme he would like to teach.
What’s the weather like today?
Have you ever gone to the city or jungle? What is Jen doing?
What food do you like to eat for dinner? Where are the toys?
• Video; watch the videos a few times and create a difficult vocabulary guide. Propose a short introduction to the videos pupils watch. The more context that is provided by the teacher, the better your pupils will understand the videos they
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36 are about to watch. The videos played until they really understand about the theme and they enable to memorize the vocabulary that provided by the video clips.
• Worksheet and quiz; Worksheets are given based on the videos. An individual or group task is brief and varied in form of listening and writing worksheet such as placing objects or identifying people, multiple choice pictures, gap filling, and information transfer. Oral tasks are also given by asking straightforward question about what they are watching and asking them to point out people, things, say where the object is, what someone is doing, etc.
Post Activities (5 minutes)
• Summarizing the lesson that has been learnt
• Giving chances to the students to ask some questions before closing the lesson
• Announcing the next topic • Closing the class.
Furthermore, the materials for the teaching and learning process were taken from YouTube video clips (www.youtube.com). In this study the video clips from YouTube
downloaded by using download engine (www.keepvid.com) or Internet Download Manager (IDM). The downloaded video clips would be played in the classroom by using VLC media player software. There are some samples of videos clips that are used in this research as follows:
1. My first English words in the jungle (animal)
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37 This video introduced the situation in the jungle and provided the name of animals that live in the jungle (e.g. monkey, zebra, parrot, snake, tiger, lion, crocodile etc). The video was enriched by verb and adverb which had relationship to that vocabulary and it applied in simple sentences that used the mentioned vocabulary, so it made young learners easier to understand the meaning such of the vocabularies and how to use it in the sentences. For example : The monkey is jumping in the tress
The elephant can splash its self with water The giraffe has very long neck
The lion is a king of the jungle The zebra has white and black strips
2. My first English words in Family
http://www.youtube.com/watch?v=n608j7ju-Pc
This video introduced the member of the family (e.g. mother, father, grandmother, grandfather, sister, brother, etc). The video was enriched by verb, adjective and adverb which had relationship to that vocabulary and it applied in simple sentences (present continuous) that used the mentioned vocabulary, so it made the students easier to understand the meaning such of the vocabularies and how to use it in the sentences.
For example : Grandfather is playing the chess Mother is watering the cactus Sister is drawing a picture
3. We are Busy Beavers
http://www.youtube.com/user/wearebusybeavers#p/u
This video contained some topics (e.g. preposition, food and drink, night and day, present continuous, weather etc). The video was provided by songs that used the mentioned vocabulary. Young learners loved the songs and sang along together with the class that
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38 were fun for them, thus when they listened to the song they were exposed to how words in English were pronounced.
4. Weather
http://www.stormy.25&id=6382fe1eff7e0d0b&st=lc http://www.windy.25&id=b9c1468db2e2c74e&st=lc http://www.foggy.25&id=b12c6c4cdce3d4cd
These videos provided the real scenes of weather which recorded in certain place and country. Young learners were able to see many kinds of weather around the world and listened to the real sound of the weathers such as thunder/lightning and rain.
5. Ribbit’s Riddles
http://m.youtube.com/index?desktop_uri=%F&gl=US#/watch?v=JgTYvBR37IE
This video introduced some funny animals or objects with their characteristics. The students had to listen to the description given and watched the shapes carefully so they might guess and shared what the animal or object was. This video allowed the students to listen to the native speaker and spoke in English when they tried to answer the riddles. For example : I have a little tail
My nose is usually called snout I live on the farm
I can say oink-oink What I am? I’m a pig
3.7. Data Analysis Procedure
This study used both quantitative and qualitative data analysis. Data convey through words have been labeled ‘qualitative’; meanwhile data presented in number form
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39 are quantitative data (Merriam, 1991). Data from the pre- and post-test were measured using the independent paired samples t-test formula in order to compare the significant mean difference between the two tests. The result of the pre- and post test scores were calculated by using t-test in order to determine whether the mean of the students in pre-test and post-test are significant or not. They were statistically analysed by using the paired-sample t-test on SPSS 17 for Windows Program with the level of significance (p) = 0.05
and the t critical with df = N-1. Finally, the writer determined whether null hypothesis should be rejected or retained by comparing the obtained t with the critical t (if t obt ≥ t crit, Ho can be rejected but if t obt ≤ t crit, Ho cannot be rejected)
A qualitative data analysis was immediately conducted after the data from observation, response journals, and interviews were available. The general patterns of data analysis were a simultaneous action during the collection stage. Data obtained from observation, response journals, and interviews were triangulated to see that the data showed consistency. Moreover, Miles and Huberman (1994) states that there are three steps that the researcher can analyze the data concurrently: data reduction, data display, and conclusion drawing,
1. Data Reduction. The data reduction is the process of selecting, focusing,
simplifying, abstracting, and transforming the data that emerge in written-up field notes or transcriptions. In this study, the data collected were selected, focused, simplified, abstracted, and transformed, even before the data actually collected, thus the researcher had a clear view about the study.
2. Data Display. The data can be displayed by using many types of graphs, charts,
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qualitative data the interviews re 3. Conclusion Dra
analyzed and the research.
T
The data from qua and then the final conclusi
3.7.1 Analysis of Data fro There are three the teacher’s field notes, o Comp
Da
D
Con ve
ta in the past has been extended text. This study s results were displayed in some tables and grap
rawing. The researcher then made an interpr
the conclusions and recommendations were als
Table 3.2
The Qualitative Analytical Procedure
(Adapted from descripti .
ualitative and quantitative methods were comp usion related to research questions were drawn a
from Observation
ee sources of data in analyzing data from obs , observation sheet, and vocabulary test score o mponents Data reduction Data display onclusion and verification Outcomes Description Explanation/ Interpretation 40 udy, response journals raphs.
rpretation on the data also drawn for further
iptions of Spiggle 1994)
mpared and matched, n and based on.
bservation. They are: e of the students. The on
n/ ion
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41 analyses of classroom observation data (from teacher’s field notes and observation sheet) were conducted through several stages as follows:
1. Reading and reviewing many times the teacher’s field notes and observation sheet transcript which recorded setting, the participants, the duration, activities and interaction, and subtle factor (Merriam; 1991). The details on teacher’s field note can be seen in Appendix 5 and observation sheet for young learners’ learning characteristics in Appendix 2.
2. Analyzing and classifying the data into some categories related to the main focus of observation, which were the teaching activity. The central theme was about young learners’ learning principles were attended to by YouTube videos, the improvement of young learners vocabulary mastery, and their responses towards the use of YouTube videos in helping young learners improve their vocabulary practice.
3. Interpreting the data to address the research question on young learners learning principles, the effect of YouTube videos and the students’ responses toward the teaching program.
4. Data from vocabulary test (pre- and post-test) which were conducted before and after the teaching program were computed through SPSS 17.0 for windows program. Further discussion on the analysis of data from vocabulary test is provided in section 4.2 in chapter IV.
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42 The data from response journal was aimed to obtain what the students experienced and felt during the watching. It was important for assessing their behavior and knowledge after an observation. Considering their age and nature of children, the questions were designed in such a way that they are simple and easy to understand by the student. The form of response journal is presented on Appendix 3. Some steps in analyzing the data from response journal are as follows:
1. Analyzing and classifying the data into some categories related to the main focus of the central theme was about students’ feelings and responds towards the video and responses toward their favorite and less favorite part in YouTube videos.
2. Interpreting the data to address the research question on young learners learning principles, the effect of YouTube videos and the students’ responses toward the teaching program and students’ feelings towards the video.
3. Categorizing the data from response journal into several themes which became main concern of this study.
4. Interpreting the data from response journal to address research questions.
3.7.3 Analysis Data from Interview
The data from interview was recorded through a video recorder. It was captured the audio during the interview. The steps in analyzing the data from interview are as follows:
1. Transcribing the data from interview which was in the form of voice recording. 2. Categorizing the data from interview into several themes which became main
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43 observed in YouTube videos, the effect of YouTube videos, and the students’ responses.
3. Reducing inappropriate data.
4. Interpreting the data from interview to address research questions.
Furthermore, the data gained from observation, response journal, and interviews were triangulated. In this study, the data collected and analysed from classroom observation, response journal, and interview were compared and matched to see the relationship among them. Triangulation could strengthen the reliability as well as internal validity especially in terms of using multiple methods of data collection and analysis (Merriam, 1991).
3.8 Testing the Validity
Testing the validity is important to test out the trustworthiness of the data. According to Alwasilah (2002), validity is the truth of a description, conclusion, interpretation and other kinds of reports. To test the validity and to construct the trustworthiness of this study, there are some kinds of strategies that were applied: triangulation, feedbacks, and member checks.
1. Triangulation. Data obtained from observation, response journal, and interviews were triangulated to see if the data show consistency. Triangulation was applied to obtain as many data as possible and to avoid bias data because a bias in one data can be neutralized by other data from other resources or methods of data collection as suggested by Alwasilah (2002). The researcher held the participant observation
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44 and jotted down the process of the observation in the journals, and then, to avoid bias the findings were compared with the information gathered from the journal response and interviews.
2. Feedback. Asking feedback, comments, and critiques from others are needed to identify validity bias and researcher’s assumption, and also logical weakness of the research (Alwasilah 2002). The people that can be asked are the experts of the study, supervisors, peers, and other people that understand about the study. In this study, it involved asking those who knew the research situation well. The researcher asked feedback from her research supervisors and some critical friends. 3. Member Checks. Member check is very important feedback from the participants.
This technique can help the researchers to: (1) avoid misinterpretation of participants’ answer of the interviews, (2) avoid the misinterpretation of participants’ attitude in the observation process, and (3) confirm participants’ perspective of the process that is happening (Alwasilah: 2002). In this study, the researcher corrected, changed and even added the information based on the information from this member checks.
3.9 Summary of Chapter 3
This chapter has discussed the detail context of the study. The discussion has covered research questions that cover three research questions: Can YouTube videos develop vocabulary mastery of young learners? What young learners’ learning principles are observed in YouTube Videos? How do the children respond to the lesson in YouTube during the learning process? It also covers the description of a case study as the design
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45 used in this study as the design used in this study. The setting of the study was at EEP (English Executive Program) in Bandung and it involved eleven students as participants. The data for the study were collected through vocabulary tests, observation, response journals, and interviews. A triangulation was applied in order to obtain consistency of data gathered.
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89 CHAPTER V
CONCLUSIONS, LIMITATIONS OF THE STUDY, AND RECOMMENDATION
This chapter presents the conclusion of the research findings based on the questions proposed in Chapter One, the limitation of the study, and some recommendations. This chapter is then divided into three parts, the first part concerned with the conclusions of the study, the second part deals with the limitation of the study, and the last part presents the recommendations of the study.
5.1 Conclusions
This study reported the result of the use of audiovisual by using YouTube videos in helping students improve their vocabulary mastery. The study aims to explore what young learners’ learning principles are observed in YouTube videos, to discover whether or not there is significant contribution of YouTube videos in helping young learners improve their vocabulary mastery and to describe the students’ responses towards the implementation of YouTube videos in vocabulary practice. Based on the explanation and the description of the previous chapter, some conclusion of this study can be drawn below.
Firstly, the implementation of YouTube videos fits young learners’ learning principles. This can be found in terms of five young learners’ learning principles. Those learning principles were learning indirectly and responsive, learning
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90 holistically, learning with the motive of meeting immediate goals (here-and-now context of situation), learning in fun situation, and having limited attention and concentration span. Additionally, the videos were presented in relatively short time. They had specific topic, provided songs, funny cartoons or animated characters and scenes. Therefore, the benefit from the videos lesson, which was rich with language input, could help students building the context, songs, gesture, which various characters could help students improve their vocabulary mastery.
Secondly, data from vocabulary test revealed that there was an improvement on the students’ vocabulary test score. All students gained different levels of achievement. The Index Gain showed only one student who was considered low, 7 students were at medium, and 3 students were at high Index Gain criteria. The number of students who were in the medium index gain was more than that of students who got high index and low index. However, all students showed positive improvement in their vocabulary score.
Furthermore, the calculation of paired simple t-test shows that the tcrit for df =
10 at the level of significance 0.05 is +2.228 and -2.228. Table 4.6 also shows that the tobt is – 4.834 and P value 0.001. Since tobt > tcrit (4.834 > 2.228) and P value is lower
than 0.05 (0.001< 0.05). It means that there is a significant difference between the mean of pre- and post-test scores. Those findings lead to the conclusion that there was an improvement on the students vocabulary test score after the implementation of the teaching program. Therefore, YouTube videos could help young learners improve their vocabulary mastery.
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91 Thirdly, with the respect to young learners’ responses, the data revealed that the students responded positively. It showed that the students could express themselves through their own experience by hearing and seeing English words in YouTube videos, therefore they were able to observe how intonation matches facial
expression. They were also able to accomplish the vocabulary exercise or worksheet well, such as in memorizing the words related to the videos and even when the researcher gave a quiz. The implementation of YouTube videos was able to motivate the students to perform better so they were eager to participate, and give contribution in the classroom. Data from observation showed that some students subconsciously said or applied the words studied to their teacher and friends after watching YouTube videos.
In relation to the success, data from response journals and interviews also revealed some positive responses to the use of YouTube videos. The students felt that the videos gave them some benefits. The students were interested and enthusiastic to follow the teaching and learning process because YouTube videos brings happiness and motivate them to be engaged actively in the lesson. Moreover, the students felt their vocabulary mastery got some improvement and they could recognize and memorize the words better.
Finally, YouTube videos provide authentic and meaningful language. Based on the students’ performance described above, it can be concluded that the teaching vocabulary to young learners through YouTube videos in this study is considered successful because it enables students not only to memorize the words in English
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92 better but also to learn vocabularies in a meaningful context. The topics discussed in each meeting - Weather, what are people doing?, food and drink, and so on (see table 1.2) - are within young learners’ world. Thus, the teaching of vocabulary through YouTube video into certain extent is successful because the material might be
interesting, the learning environment seems enjoyable, the period is relatively short and the material could attract young learners to learn vocabulary better.
5.2 Limitation of the Study
As indicated in previous chapters, there are some limitations of this study. The first limitation is related to the time allocation for conducting the teaching program. The time was quite limited to implement the teaching program optimally. The researcher realizes that there must be some other aspects which still need further investigation. She also finds difficulties in accommodating individual needs because the students’ ability and speed in learning language vary, for example: the high level students find that repeating activity is boring and more advanced students should be given more challenging and longer part.
The next limitation deals with the role of the researcher who also acted as the teacher who uses YouTube videos in teaching vocabulary, her subjectivity and conceptual bias might have affected the research result. Emilia (2005) describes, there might be a potential loss of objectivity of the researcher in every stage. To cover this problem, a teacher’s assistant is invited in to act as independent observer and videotape the activity in classroom. The researcher also employed multiple sources of
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93 evidence in data collection that allowed for a triangulation of the information taken from different sources
5.3 Recommendations
Based on the findings of this research, the researcher recommends some ideas that could enhance the practice of teaching vocabulary to young learners. The recommendations of this study will be discussed in the following subsection.
First of all, for pedagogical implication of the study, YouTube videos can help young learners improve their vocabulary mastery and bring an enjoyable and motivating learning. The videos also obtain positive feedback from young learners, thus the use of YouTube videos in teaching vocabulary to young learners in formal or informal school is recommended. In addition, it is urged that the teacher who implements YouTube videos in teaching foreign language to young learners should be creative in 1) planning the lesson in order to give better guidance in implementing the teaching program, 2) selecting YouTube videos to be used, so that they will be appropriate with the students’ needs, interests, and in particular the curriculum, 3) designing and organizing the activities, therefore the students not only can link the lesson to their own experience but also can overcome the resistance to the foreign language. In this case, YouTube video can enhance students’ motivation to get engage in the meaningful, contextual activity, and in the same time, challenging.
It is also suggested that YouTube video is not too often to be used in the whole teaching program, for example YouTube can be conducted three to four times in the whole term or semester because their boredom comes also from the teaching media
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94 used by the teacher. Besides, YouTube video will be successful in the implementation when the teacher can tailor the roles to play the student’s strength.
The last, for future research, there are still plenty of rooms for this kind of research, particularly on the using of YouTube video in teaching program. For further exploration, upcoming research can extend the investigation on the implementation of YouTube video to improve students’ speaking or listening skill. The researcher can
work on ideas by using older sample with various context and videos. Other types of study such as experimental study also can be conducted for the upcoming investigation.
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1
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