CHAPTER V CONCLUSION AND SUGGESTION
B. Suggestion
The researcher suggested the English teacher to use media in teaching and learning process, especially YouTube video with English Subtitle who has the Closed-Caption video, it helps students in improving students’
listening comprehension.
2. For future researcher:
The researcher suggested to future researchers with similar topic to use this research as a source and information, because it allows the future researcher to get some information that is related to the use of English Subtitling in YouTube Video for the enhancement of EFL students’
listening comprehension.
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MATRIX OF QUANTITATIVE RESEARCH (Quasi Experimental Design)
TITTLE VARIABLES INDICATORS DATA
RESOURCES
RESEARCH METHOD PROBLEMS
Exploring English subtitling in Youtube Video for the enhancement of Listening
comprehension in English as a foreign language (EFL)
Indipendent Variable:
English Subtitiling in Youtube Video Dependent variable:
Students’
Listening Comprehensio n
Indicator of Listening
Comprehension:
1. Identify main idea 2. Identify
detail informati on
Participant : 8th Grader of MTs Nurul Mukmin Jatiroto, Jember
Quasi Experimental with pre-test and post-test design:
(Listening Test)
1. Pre-test implementation for experiment group and control group.
2. Treatment implementation for experiment group only.
3. Post-test
implementation for both group.
Data Collection:
1. Test (Pre and post) Data Analysis Method Using T-test
Is there any significant effect of using english subtitling in Youtube Video for the enhancement of Listening Comprehension in English as a foreign
language?
Appendix 2
DECLARTAION OF AUTHORSHIP
The undersigned below:
Name : Mohammad Ilham Bahtiar NIM : T20186090
Program : Tadris Bahasa Inggris
Department : Faculty of Tarbiyah and Teacher Training University : UIN KH ACHMAD SIDDIQ
States that thesis entitled “Exploring English Subtitles on YouTube Video for The Enhancement of English As A Foreign Language (EFL) in Students’ Listening Comprehension” is truly my original work. It does not incorporate any material previously written or published by another person except those indicated in quotation and bibliography. Do to the fact; I am the only person responsible for the thesis if there is any objection and claim for other.
Jember, December 31th 2022
Writer
Mohammad Ilham Bahtiar NIM. T20186090
Appendix 3
RESEARCH JOURNAL
COLLECTED THE DATA FROM NOTE-TAKING STRATEGY
No Things to Do Time Notes
1 Formulate a research problem
1th June 2022 Make research problem (My research has one research problem that is “ is there any significant effect of English subtitling in YouTube video to EFL student’s listening
comprehension) 2 Determine the theoretical
review
2nd June 2022 Looking for a theory to answer the research formulation (the definition of Subtitle, YouTube, Listening Comprehension)
3 Formulate a hypothesis 10th June 2022 From the formulation of the problem, the researcher tries to answer (provide solutions) obtained from the search for relevant theories. The answer obtained are then referred to as temporary answer or hypothesis.
4 Carryout the data collection
12th June 2022 Making research instrument in the form of tests (The researcher used multiple choice and
Listening Recall test which are included of 20 items)
5 Validation of data 28th October 2022 Checking and validating data 6 Analyzing the data 18th September 2022 Data analysis was carried out
to answer the hypothesis that had technique used quantitative research is statistic. The
researcher using SPSS 24 version.
7 Conclusion 20th September 2022 Concluding the data based on the result of analysis data
Appendix 4
Nomor : B-2585/In.20/3.a/PP.009/03/2022 Sifat : Biasa
Perihal : Permohonan Ijin Penelitian Yth. Kepala MTs Nurul Mukmin
Jl. PTP N XII GUNUNG GAMBIR Dusun Jatikoong Sumberbaru Kab.Jember
Dalam rangka menyelesaikan tugas Skripsi pada Fakultas
Tarbiyah dan Ilmu Keguruan, maka mohon diijinkan mahasiswa berikut :
NIM : T20186090
Nama : Mohammad Ilham Bahtiar
Semester : Semester Sembilan
Program Studi : TADRIS BAHASA INGGRIS
untuk mengadakan Penelitian/Riset mengenai " “Exploring English Subtitling on YouTube Video on Enhancing English as a Foreign Language (EFL) Student’s Listening Comprehension” selama 14 ( empat belas ) hari di lingkungan lembaga wewenang Bapak/Ibu Khuzairi, S.Pd, MM
Demikian atas perkenan dan kerjasamanya disampaikan terima kasih.
Jember, 7 Agustus 2022 an. Dekan,
Wakil Dekan Bidang Akademik,
MASHUDI
APPENDIX 5
APPENDIX 6
LESSON PLAN (Experiment Class-First Meeting) Nama Sekolah : MTs Nurul Mukmin
Kelas : VIII A / -I Mata Pelajaran : Bahasa Inggris Materi Pelajaran: Descriptive text Media : Video
Tema : Describing Food Skill : Listening
Alokasi Waktu : 2x40 menit
A. Standar Kompetensi: Mendengarkan
4. Memahami makna dalam teks lisan fungsional dan monolog pendek sederhana berbentuk descriptive dan recount untuk berinteraksi dengan lingkungan sekitar.
B. Kompetensi Dasar
4.11 Merespon makna yang terdapat dalam monolog pendek sederhana secara akurat, dan berterima untuk berinteraksi dengan lingkungan sekitar dalam teks berbentuk descriptive dan recount.
C. Indikator Siswa mampu :
Identifying Main Idea in English Subtitling in Kids Try Indonesian food-HIHO KIDS Youtube Video.
Identifying Detail Information (name, times, specific language forms) in English Subtitling in Kids Try Indonesian food-HIHO KIDS Youtube Video.
D. Tujuan Pembelajaran
Pada akhir pembelajaran siswa dapat :
Identifying Main Idea pada English Subtitling in Kids Try Indonesian food-HIHO KIDS Youtube Video.
Identifying Detail Information (name, times, specific language forms) in English Subtitling in Kids Try Indonesian food-HIHO KIDS Youtube Video.
E. Karakter yang diharapkan
Dapat dipercaya (Trustworthiness)
Rasa Hormat dan Perhatian (Respect)
Tekun (diligence) F. Materi
Buku Ajar Siswa
English Subtitling in Kids Try Indonesian food-HIHO KIDS Youtube Video.
BAHAN AJAR DESCRIPTIVE TEXT
Social function
To describe a particular person, place or thing.
Generic structure
Identification, identify phenomenon to be described
Description: describe or giving information about specific participant e.g.: comes from…, the colour, the size, the favourite things etc.
Language Features:
Using Simple Present Tense
Using relating verbs and attributive verbs
Using adverb
Using special technical terms
Example: Physical Appearance, quantities, habitual behaviour G. Metode Pembelajaran/Teknik: Three phase technique (Pre, Whilst, Post) H. Media: Buku Ajar Siswa, LCD, Laptop, Sound System, YouTube Videos I. Langkah-Langkah Kegiatan
NO Kegiatan Guru Waktu Skill
1 a Kegiatan Awal
1. Menyapa para siswa (greeting) 2. Mengecek presensi siswa
3. Memeriksa dan mempersiapkan kondisi kelas
4. Memberitahu tujuan pembelajaran 5. Apersepsi :
a. Tanya jawab mengenai hal-hal
5 menit
5 menit
Mendengar
2
yang berhubungan dengan descriptive text
b. Menanyakan pengetahuan siswa mengenai descriptive text 6. Motivasi :
a. Menjelaskan pentingnya materi yang akan dipelajari berikut kompetensi yang harus dikuasai siswa
b Kegiatan Inti 1. Pre-Listening
a. Guru menampilkan slide yang berisi gambar makanan dan meminta siswa untuk menjelaskan makanan yang ada di slide, seperti : apa nama dari makanan itu, dan menjelaskan seperti apa rasa makanan yang ditampilkan di slide.
b. Setelah siswa menjawab pertanyaan guru, guru akan menjelaskan bagaimana cara mendeskripsikan makanan dalam Bahasa inggris.
c. Guru menjelaskan materi tentang descriptive text.
d. Guru memberi contoh video Kids try Indonesian Food yang
menggunakan English subtiling.
e. Guru akan menjeda video jika ada dialog yang berisikan descriptive text, dan memberikan waktu kepada siswa untuk memahami text subtitle pada video.
2. Whilst-Listening
a. Guru akan memberikan keyword kepada siswa dan meminta siswa untuk mengartikan kata kata tersebut dengan bantuan kamus.
b. Guru memberikan worksheet kepada setiap siswa
c. Guru memperdengarkan dialog 1 (based on Video of Kids Try Indonesiaan Food)
d. Siswa berdiskusi secara aktif dengan bimbingan guru.
2 menit
3 menit
5 menit
5 menit
10 menit 5 menit
10 menit
5 menit
2 menit 10 menit
10 menit
3
e. Siswa mengumpulkan jawaban dialog 1.
3. Post-listening
a. Siswa mendapatkan umpan balik terhadap proses dan hasil
pembelajaran
b. Guru memberikan motivasi terhadap siswa
c Kegiatan akhir
a. Menanyakan siswa apakah sudah mengerti tentang materi Descriptive text.
b. Guru menyimpulkan kegiatan pembelajaran yang telah dipelajari.
5 menit 5 menit
2 menit 2 menit
3 menit
Listening Activity 1
Rearrange the words in alphabetical order 1. Good
2. Weird 3. Breakfast 4. Luch 5. Mushroom 6. Chicken 7. Noodles 8. Spicy 9. Dish 10. Green tea Activity 2
Find the meaning of the words in activity 1 Activity 3
Pronounce the words in activity 1 Listening Test
Audio based on YouTube video with the tittle “Kids Try Indonesian food”
Audio 1
Clara: It’s weird for breakfast, it seems a little more like lunch 1. What is the food like?
a. It seems a little more like lunch
b. It seems a little more like dinner c. It seems a little more like breakfast d. It seems a little more like desert
2. What did the girl say if the food for breakfast?
a. It’s good b. It’s weird c. It’s great d. It’s bad Audio 2
Clara: Mmh, it looks good 3. What did the girl say?
a. The food is bad b. The food is weird c. The food is good d. The food is hot Audio 3
Maria : So this is Indonesian lunch or snack called “Mie Ayam”
4. When does Mie Ayam serve?
a. Lunch b. Breakfast c. Dinner d. Anytime Audio 4
Micah: What does “Mie Ayam” mean?
Maria : I think if you eat it, you might be able to guess Micah : Chicken or that’s what I think it is, and noodles
Maria: There you go. You just told me what it means, it’s chicken noodles 5. What is Mie Ayam?
a. It’s Beef Noodles b. It’s Goat Noodles c. It’s Fish Noodles d. It’s Chicken Noodles Audio 5
Micah : Whoever made this! Good job because they didn’t make it hot
Maria : So Normally this dish is very spicy 6. What is normally the dish taste like?
a. The dish is spicy b. The dish is sweet c. The dish is sour d. The dish is bitter
7. What is the word of hot means?
a. Sweet b. Spicy c. Bitter d. Sour Audio 6
Clara : I bet this is the chocolate one 8. What did the girl say?
a. She said it was a candy b. She said it was a chocolate c. She said it was a strawberry d. She said it was a coconut Audio 7
Micah : Is this egg? I feel like I’ve tasted it before but I never saw them cooked in this way.
Micah : Look! it’s all like long 9. What is the long stuff?
a. Chicken b. Egg c. Noodles d. Desert
Audio 8
Ethan : What is the green stuff on this one?
Meria : That is green tea A.K.A Matcha 10. What is the synonym of green tea?
a. Taro b. Chocolate c. Cheese d. Matcha J. Penilaian
1. Kompetensi Sikap
No Butir Sikap Indikaor Jumlah Butir
Instrumen 1 Keseriusan Siswa serius dalam mengikuti
pembelajarn Bahasa Inggris
1 2 Konsentrasi Siswa berkonsentrasi dalam
mendenarkan penjelasan guru saat pembelajaran Bahasa Inggris
1
3 Kerja sama Siswa dapat bekerja sama dengan teman dan guru saat pembelajaran Bahasa inggris
1
2. Kompetensi Pengetahuan
a Teknik Penilaian : Tes Tertulis b Bentuk Instrumen : Tes Tertulis c Kisi Kisi :
No Indikator Jumlah Butir
Soal
Nomor Butir Soal 1 Disajikan pertanyaan
deengan pilihan ganda berbentuk identifying main idea based on the audio
5 1,3,5,6,8
2 Disajikan pertanyaan dengan pilihan ganda berbentuk identifying detail information based on the audio
2 4,10
3 Disajikan pertanyaan dengan pilihan ganda berbentuk identifying complication based on the audio
1 2
4 Disajikan pertanyaan dengan pilihan ganda berbentuk identifying by inferring based on the audio
2 7,9
JUMLAH 10
3. Instrumen Penilaian A. Kinerja (Praktik)
1.1 Mendengarkan audio dan mengisi soal sesuai dengan worksheet yang telah diberikan ole guru.
1.2 Ketetapan dan kesesuain jawaban tentang descriptive text yang telah didengarkan.
B. Observasi
Penilaian untuk tujuan memberi balikan. Sasaran penilaian:
1. Perilaku bertanggung jawab,peduli,kerjasama,dan cinta damai, dalam melaksanakan Komunikasi
2. Ketetapan dan kesesuaian dalam menjawab soal listening tentang descriptive text
3. Kesungguhan siswa dalam proses pembelajaran dalam setiap tahapan
4. Ketetapan dan kesesuain menggunakan strategi dalam mendengar
C. Portofolio
1. Kumpulan hasil tes dan latihan 4. Rubrik Penilaian
A. Aspek Sikap
No Butir Sikap Indikaor Perolehan Skor 1 Keseriusan Siswa serius dalam
mengikuti pembelajarn Bahasa Inggris
4 = selalu 3 = sering
2 = kadang kadang 1 = jarang
2 Konsentrasi Siswa berkonsentrasi dalam mendenarkan penjelasan guru saat pembelajaran Bahasa Inggris
4 = selalu 3 = sering
2 = kadang kadang 1 = jarang
3 Kerja sama Siswa dapat bekerja sama dengan teman dan guru saat
4 = selalu 3 = sering
2 = kadang kadang
pembelajaran Bahasa inggris
1 = jarang
Nilai = Jumlah skor x 100 85-100 = A
Skor tertinggi 75-85 = B
60-74 = C B. Aspek Pengetahuan
No Butir Sikap Deskripsi Perolehan
Skor Task 1 Identifying
Main Idea
1: Correct answer 0: Incorrect answer Task 2 Identifying
Detail Information
1: Correct answer 0: Incorrect answer
Scoring Guide
1. For task 1, score 10 for each correct answer 2. For task 2, score 10 for each correct answer
Total = 20 Maximum score = 100
Score = Correct Answer x 100 Maximum Score
Approached by
Principal, Teacher
Asmad , S.Pd M. Ilham Bahtiar
LESSON PLAN
(Second Meeting of Experimental Class) Nama Sekolah : MTs Nurul Mukmin
Kelas : VIII A/ I
Mata Pelajaran : Bahasa Inggris Materi Pelajaran : Descriptive text
Media : Video
Tema : Describing Food
Skill : Listening
Alokasi Waktu : 2x40 menit
A. Standar Kompetensi : Mendengarkan
4. Memahami makna dalam teks lisan fungsional dan monolog pendek sederhana berbentuk descriptive text dan recount untuk berinteraksi dengan lingkungan sekitar.
B. Kompetensi Dasar
4.11 Merespon makna yang terdapat dalam monolog sederhana secara akurat, dan berterima untuk berinteraksi dengan lingkungan sekitar dalam teks berbentuk descriptive dan recount.
C. Indikator Siswa mampu :
Identifying main idea in English subtitling in Kids Try Snack from Indonesia-HIHO KIDS YouTube Video.
Identifying detail information (name,times, specific language forms) in English subtitling in Kids Try Snack from Indonesia-HIHO KIDS YouTube Video
D. Tujuan Pembelajaran
Pada Akhir pembelajaran siswa dapat :
Identifying main idea in English subtitling in Kids Try Snack from Indonesia-HIHO KIDS YouTube Video.
Identifying detail information (name,times, specific language forms) in English subtitling in Kids Try Snack from Indonesia-HIHO KIDS YouTube Video
E. Karakter yang diharapkan
Dapat dipercaya (Trustworthiness)
Rasa hormat dan perhatian (Respect)
Tekun (Dilligence) F. Materi
Buku ajar siswa
English Subtitling in Kids Try Indonesian food-HIHO KIDS Youtube Video.
Descriptive Text G. Metode Pembelajaran
Pendekatan : saintifik
Model : diskusi
Metode : Three phase technique (Pre, Whilst, Post)
H. Media : Buku ajar siswa, LCD, Laptop, Sound System, YouTube Videos I. Langkah-langkah pembelajaran
Pertemuan kedua (2) 1
2
d Kegiatan Awal
7. Menyapa para siswa (greeting) 8. Mengecek presensi siswa
9. Memeriksa dan mempersiapkan kondisi kelas
10. Memberitahu tujuan pembelajaran 11. Apersepsi :
c. Tanya jawab mengenai hal-hal yang berhubungan dengan descriptive text yang telah dijelaskan pada peretemuan pertama
d. Menanyakan pengetahuan siswa mengenai descriptive text yang telah dijelaskan pada pertemuan pertama
12. Motivasi :
b. Menjelaskan pentingnya materi yang akan dipelajari berikut kompetensi yang harus dikuasai siswa
e Kegiatan Inti 4. Pre-Listening
f. Guru menampilkan slide yang berisi gambar makanan dan meminta siswa untuk menjelaskan makanan yang ada di slide, seperti: apa nama dari makanan itu, dan
menjelaskan seperti apa rasa makanan yang ditampilkan di slide.
g. Setelah siswa menjawab
5 menit
5 menit
2 menit
3 menit
5 menit
5 menit
Mendengar
3
pertanyaan guru, guru akan meminta siswa
mendeskripsikan makanan dalam Bahasa inggris.
h. Guru menjelaskan
mengevaluasi kembali materi tentang descriptive text.
i. Guru memberi contoh video Kids Try Snack from Indonesia yang menggunakan English subtiling.
j. Guru akan menjeda video jika ada dialog yang berisikan descriptive text, dan memberikan waktu kepada siswa untuk memahami text subtitle pada video.
5. Whilst-Listening
f. Guru akan memberikan keyword kepada siswa dan meminta siswa untuk
mengartikan kata kata tersebut dengan bantuan kamus.
g. Guru memberikan worksheet kepada setiap siswa
h. Guru memperdengarkan dialog 2 (based on Video of Kids Try Snack from Indonesia) i. Siswa berdiskusi secara aktif
dengan bimbingan guru.
j. Siswa mengumpulkan jawaban dialog 2.
6. Post-listening
c. Siswa mendapatkan umpan balik terhadap proses dan hasil pembelajaran
d. Guru memberikan motivasi terhadap siswa
f Kegiatan akhir
c. Menanyakan siswa apakah sudah mengerti tentang materi Descriptive text.
d. Guru menyimpulkan kegiatan pembelajaran yang telah dipelajari.
10 menit
5 menit
10 menit
5 menit
2 menit 10 menit
10 menit 5 menit
5 menit
2 menit
2 menit
3 menit
Listening Activity 1
Rearrange the words in alphabetical order
Child Bad Salty Roast beef
Hotdog Crunchy Name Cereal
Activity 2
Find the meaning of the words in activity 1 Activity 3
Pronounce the words in activity 1 Listening Test
Audio based on YouTube video with the tittle “Kids Try Snack from Indonesia”
1) Why the girl doesn’t like a coffee?
a. She’s a child b. She’s a boy c. She’s a girl d. She’s a woman
2) Why the boy doesn’t like it?
a. They are sweet b. They are salty c. They are bitter d. They are sour
3) What the woman said about the flavor?
A. Cheese B. Pizza C. Barbecue D. Roast beef
4) What the boys’ feeling about the food?
a. He is happy b. He is angry c. He is sad
d. He is disappointed
5) What the boy thinks about the foods like?
a. He thinks it is like a hotdog b. He thinks it is like a cereal c. He thinks it is like a coffee d. He thinks it is like a chocolate 6) What is the texture of the coffee?
a. Crunchy b. Slimy c. Soft d. Hard
Audio based on Kids Try Street Food from around the world 7) Where an egg waffle come from?
a. Jakarta b. Hongkong c. Philippine d. Singapore 8) What is Q for?
a. Barbershop b. Barbecue c. Bacon d. Barbour
9) What is the food called?
a. Hotdog b. Corndog c. Burger d. Bun
10) What was the ketchup mixed with?
a. Chili powder b. Onion powder c. Curry powder d. Rice powde