1
EXPLORING ENGLISH SUBTITLES ON YOUTUBE VIDEO FOR THE ENHANCEMENT OF ENGLISH AS A FOREIGN LANGUAGE (EFL) IN
STUDENTS’ LISTENING COMPREHENSION
THESIS
Submitted to State Islamic University of KH. Achmad Siddiq Jember In partial fulfillment of the requirements to obtain a bachelor’s degree
of Sarjana Pendidikan (S.Pd) Faculty of Tarbiyah and Teacher Training English Language Teacher Training Department
By:
M. Ilham Bahtiar SRN. T20186090
ENGLISH EDUCATION PROGRAM
FACULTY OF TARBIYAH AND TEACHER TRAINING
STATE ISLAMIC UNIVERSITY OF KH. ACHMAD SIDDIQ JEMBER JANUARY 2023
ii
EXPLORING ENGLISH SUBTITLES ON YOUTUBE VIDEO FOR THE ENHANCEMENT OF ENGLISH AS A FOREIGN LANGUAGE (EFL) IN
STUDENTS’ LISTENING COMPREHENSION
THESIS
Submitted to State Islamic University of KH. Achmad Siddiq Jember In partial fulfillment of the requirements to obtain a bachelor’s degree
of Sarjana Pendidikan (S.Pd) Faculty of Tarbiyah and Teacher Training English Language Teacher Training Department
By:
M. Ilham Bahtiar SRN. T20186090
Had been approved by Advisor
Mega Fariziah Nur Humairoh, M. Pd.
NIP 199003202019032010
iii
EXPLORING ENGLISH SUBTITLE ON YOUTUBE VIDEO FOR THE ENHANCEMENT OF ENGLISH AS A FOREIGN LANGUAGE (EFL) IN
STUDENTS’ LISTENING COMPREHENSION
THESIS
Has been examined and approved by the board of examiners In partial of fulfillments of Sarjana Pendidikan (S.Pd)
Faculty of Tarbiyah and Teacher Training English Education Department
Day: Friday Date: January, 6th 2023
The Board Examiners
Chairman Secretary
Dr. Nino Indrianto, M.Pd Moh.Rofid Fikroni, M.Pd NIP. 198606172015031006 NIDN.2003069303
Members:
1. Dr. Inayatul Mukarromah, S.S, M. Pd ( ) 2. Mega Fariziah Nur Humairoh, M.Pd. ( )
Has been approved by
Dean of Faculty of Tarbiyah and Teacher Training
Prof. Dr. Hj. Mukni’ah, M.Pd.I NIP. 196405111999032001
iv MOTTO
” And Allah has extracted you from the wombs of your mothers not knowing a thing, and He made for you hearing and vision and hearts [i.e., intellect] that
perhaps you would be grateful”.*
* “Terjemahan Makna Surah Surah An-Naḥl - Terjemahan Berbahasa Inggris - Sahih Internasional - Ensiklopedia Alquran Alkarim,” accessed January 2, 2023,
https://quranenc.com/id/browse/english_saheeh/16#78/#78.
v
DEDICATION
Alhamdulillah for all the blessings and mercy of Allah that always gives me in my life. Thanks, Him. I can finally finish to complete my final task as an undergraduate’s student.
Respectively, I dedicate this thesis for:
My beloved family, I would like to show my respect to my parents, Mr.
Asy’ari and Mrs. Siti Fatimah, my beloved sister, one and only, Fika Wildah Maghfiroh, and last but not least is my beauty grandmother, Mrs. Usrisa who always pray for my success and give me motivation and support me to add my knowledge. All of them being the main character for me in finishing my study. I love you my yellows.
vi
ACKNOWLEDGEMENT
Allhamdulillah praise is to Allah SWT almighty the merciful for His Blessing. His blessing give me a power to finish this thesis, entitled “Exploring English Subtitles on YouTube Video for The Enhancement of English As A Foreign Language (EFL) in Students’ Listening Comprehension”
I would like to thanks all those individuals who have assisted in providing the development the thesis. While, lectures, friends are too numerous the mention.
The researcher trust that he would recognize the contributions he has made, no best words that convey to them except a whole hearted expression of thankfulness.
Therefore, in this occasion I would like to express my sincere thanks to:
1. Prof. Dr. H. Babun Soeharto, S.E. MM, as a Rector of State Islamic University Of Kh. Achmad Siddiq Jember.
2. Prof. Dr. Hj. Mukni'ah, M.Pd.I as the Dean of the Faculty of Tarbiyah and Teacher Training State Islamic University Of Kh. Achmad Siddiq Jember.
3. Dr. Rif’an Humaidi, M.Pd.I as the Head of Islamic Studies and Language Education Program who has motivated during English learning process.
4. Mr. As’ari M.Pd.I as the Head of English Education Department.
5. My advisor Mega Fariziah Nur Humairoh, M.Pd. who has helped me a lot to finish this thesis.
6. The Principal and the Teachers of MTs Nurul Mukmin Jatiroto for giving me an opportunity and helping me to conduct this research.
vii
7. The 8th grade students of MTs Nurul Mukmin Jatiroro, especially VIII A and VIII B as participants of my research.
8. My best homies, Agil, Kikik, Igo, Dida, Ilyas, Reza, and Ipan always bring the happiness around me.
9. My best friends, Gina Romadhona, Eka Setya Wahyuli, Niatul Khasanah, Eka Ardiansyah, Robibil, and Miki, who are motivated me to finish this thesis.
10. My best listener, Syaifur Rifqi Ali, is the person who always welcomes with all my stories and gives me the best advice that I had in my entire life.
11. My best partners in finishing this thesis, Choirul Anam and Jibriel Lazuardi who had given a lot of advices in writing this thesis.
12. Last but not least, whose names cannot be mentioned for their contribution ad motivation during the writer finishing this thesis which has challenges and difficulties in finishing this thesis.
I realize that this thesis is far from being perfect. Therefore, I welcome all the criticism and suggestions. The researcher hopes this thesis useful for readers and other researchers who need it.
Jember, January 6th, 2023 Writer
Mohammad Ilham Bahtiar NIM. T20186090
viii ABSTRACT
Mohammad Ilham Bahtiar, 2022: Exploring English Subtitles on YouTube Video for The Enhancement of English As A Foreign Language (EFL) in Students’
Listening Comprehension
Keywords: English Subtitle on YouTube Video, Students’ Listening Comprehension Watching English videos through YouTube can be considered a powerful and popular tool dealing with teaching and learning English as a foreign language.
Captions and subtitles in English videos as a form of scaffolding for audiovisual materials have gained much attention in foreign language (FL) learning in recent years and various studies report their positive effects on learners’ listening comprehension. However, few attempts have been made to investigate how the use of English subtitles in YouTube Video in teaching learning in English skills specifically affects the listening process. Therefore, this study explores English Subtitle on YouTube Video that can be implemented in building on students’
listening comprehension.
This study aims to answer a research question “Do the students comprehend listening activity through English Subtitling in YouTube Video achieve better than those learning the same skill through YouTube Videos without English Subtitle?”
The objective of the research is to measure the effect of English Subtitles on YouTube Video as learning media on students’ listening comprehension at 8th-grade students of MTs Nurul Mukmin, Jatiroto, Jember in the academic year 2022/2023.
The researcher used a quantitative approach. A quasi-experimental with nonequivalent control group design was employed in this study, the researcher used two classes for the study, the experimental class, and the control class, while the control class was taught by using YouTube Video without subtitles, and the experimental class was taught by using YouTube video with English subtitles.
After conducting the research, the researcher was able to find the differences in the results between the experimental class and the control class. The SPSS data of t-tes in conducted to determine whether the two sample groups had significant differences on the average or not. Independent sample t-test was conducted by testing the post-test data of the experimental class and the control class.
The sig. (2-tailed) obtained from the post-test results between the experimental class and control class was 0.00 It revealed that the result of Sig. (2- tailed) was < 0.05. From the data presented, it can be concluded that the alternative Hypothesis (Ha) is accepted which means there is an effect of English Subtitles on YouTube Video to students’ listening comprehension.
In the end, the researcher calculated that the students who comprehend listening activity through English Subtitling in YouTube Video achieve better than those learning the same skill through YouTube Videos without English subtitles.
Overall, the use of English subtitles in YouTube videos on EFL students’ listening comprehension demonstrated great potential, engaged students in better understanding on English learning activities, especially in listening comprehension.
ix
TABLE OF CONTENTS
COVER ... .... .. i
APPROVAL SHEET ... .... ii
AGREEMENT PAGE ... .... iii
MOTTO ... .... iv
DEDICATION ... .... v
ACKNOWLEDGMENT ... .... vi
ABSTRACT ... .... viii
TABLE OF CONTENTS ... .... ix
LIST OF TABLES ... .... xii
CHAPTER IINTRODUCTION ... .... 1
A. Background of Research ... .... 1
B. ResearchQuestions ... .... 9
C. ResearchObjective... .... 9
D. Research Significance ... .... 10
E. Research Variables ... .... 11
F. Scope of Research ... 11
G. The Definition of Key Term ... .... 12
H. Structure of The Report ... .... 13
x
CHAPTER II LITERATURE REVIEW ... .... 14
A. Previous Research ... .... 14
B. Theoritical Framework. ... .... 22
CHAPTER III RESEARCH METHODS ... .... 37
A. Research Design ... .... 37
B. Research Subject ... .... 39
C. Data Collection Technique and Instruments ... .... 40
D. Data Analysis Technique ... .... 49
E. Research Procedure ... .... 53
CHAPTER IV RESEARCH FINDING AND DISCUSSION ... .... 54
A. Overview of Mts Nurul Mukmin Jatiroto ... .... 54
B. The Description of Data ... .... 56
C. Data Analysis ... .... 60
D. Hypotheses Testing ... .... 64
CHAPTER V CONCLUSION AND SUGGESTION ... .... 69
A. Conclusion ... .... 69
B. Suggestion ... .... 70
REFERENCES ... .... 62 APPENDICES
xi
LIST OF TABLES
Table 2. 1 The Similarities and Differences of Previous Research... .... .. 19
Table 3. 1 The Research Method of Quasi-Experimental ... .... .. 31
Table 3. 2 The Table Scheme of Population ... .... .. 37
Table 3. 2 The Table Scheme of Sample ... .... .. 40
Table 3. 3 The Indicators of Listening Test ... .... .. 42
Table 4. 1 The Scoring Rubric ... .... .. 57
Table 4. 2 The Display Data Description Output ... .... .. 61
Table 4. 3 The result of Test Normality ... .... .. 62
Table 4. 4 The Homogeneity Data Output ... .... .. 63
Table 4. 5 The output data of Independent Sample T-test ... .... .. 64
xii
LIST OF APPENDICES Appendix 1 : Matrix of Research
Appendix 2 : Declaration of Authorship Appendix 3 : Research journal
Appendix 4 : Research Permitting Letter Appendix 5 : Research Accomplishment Letter Appendix 6 : Lesson Plan (RPP)
Appendix 7 : Validity and Reliability Sheet
Appendix 8 : Kisi-Kisi Soal Pre-Test and Post-Test Appendix 9 : Scoring Rubric
Appendix 10 : The Result of Pre-test and Post-Test of Control and Experimental Class
Appendix 11 : SPSS OUTPUT Appendix 12 : Documentation Appendix 13 : Curriculum Viate
1 CHAPTER I INTRODUCTION
This chapter presents the discussion on the background of study, research question, research objective, significant of research, research variable, definition key term, hypothesis, and structure of report
A. Background of Research
English Language is not the first or even the second language in Indonesians' Community, it becomes more challenging that students do not utilize this language in their daily conversation. Even worse Silalahi in 2017 found that even after more than six years of learning English at school and two semesters of English enrichment program, many graduates of one of the universities in Indonesia (909 out of 944) failed to show an adequate English proficiency as proved by their low TOEFL (Test of English as a Foreign Language) score.1
In mastering the English language, educationalists have constantly used the concepts of four basic language skills: Listening, Speaking, Reading, and Writing. These four languages skills are sometimes called the “macro-skills”.2
1 Rentauli Mariah Silalahi, “Indonesian University Graduates’ English Competence for Facing the Asean Economic Community (AEC)” IJEE (INDONESIAN JOURNAL OF ENGLISH EDUCATION) 4, no. 1 (2017).
2 Supina, “Four Basic Skills Proficiency Based on Students’ Perception in Hospitality & Tourism Study Program, Bunda Mulia University” Journal of English Language and Culture 8, no. 2 (2018).
Among those skills, listening is important because it can help improve other skill signifacntly.3
Listening is the ability to receive and interpret messages accurately in the communication process. Without listening, the process of understanding an oral language would not occur. Seftia Ayu Nuraini in 2019 stated that Listening is the first skill and basic ability in learning a new language that beginners have to learn. It is a receptive skill that the language learning beginners receive new words from what they have heard or listened to4. In Addition, Learners who speak English as a Foreign Language (EFL) need to listen to the English language daily if they want to communicate appropriately stated by Darti & Asmawati in 2017.5
According to the fact above, the researcher is interested in developing students’ listening comprehension. On the other hand, there are some circumstances that students face when they listen to English. Diora and Rosa in 2020 stated that the difficulties that the students faced in listening comprehension were related to three categories. They were related to the listening material, the listener, and the physical setting. Each category has different difficulties. Student’s difficulties in listening comprehension related to the listening material were complex grammatical structures, difficulty in understanding every single word of incoming speech, difficulty interpreting
3 Darti, Asmawati Andi, “Analyzing Students’ Difficulties Toward Listening Comprehension”
ETERNAL (English, Teaching, Learning, and Research Journal) 3, no.2 (2017).
4 Seftia Ayu Nuraini, “The Effectiveness of Using Youtube Video in Teaching Listening Skill Student’s on Narrative Text (Quasi-Experimental Research at The Eleven Grade of SMAN 8 Serang in The Academic Year of 2018/2019)”.” (UIN SMH Banten, 2019).
5 Darti, Andi, “Analyzing Students’ Difficulties Toward Listening Comprehension.”
the meaning of long spoken text, unfamiliar topic, and new vocabularies.
Meanwhile, students’ difficulties related to the listener were anxiety, difficult to infer the meaning of unknown words, unable to concentrate, unclear pronunciation, hard to remembering, lose focus, and sleepy. Also, from the physical setting, the students found difficulties like poor quality of tapes or disks, poor equipment, lack of pauses inability to get repeated, noises, variety of accents, and speed of delivery.6
Based on the data, the researcher concluded that students’ problems with listening comprehension, such as students have a lack of vocabulary, that was why they hardly interpreted oral languages in the form of a sentences and a text. In addition, the poor equipment also affected to their comprehension, we assumed that the teacher needs an effective media to improve students’ ability in listening comprehension.
Based on the fact above the use of media in English class is needed. Some media use in enhancement students listening comprehension, such as audio and video. Kruk in 2018 also explained that applying modern technologies in teaching and learning L2 is nowadays the norm in a substantial number of schools, universities, and different educational institutions since 7 . Furthermore, Vivi Aulia in 2019 explained that education supports the acquisition of the skills required to use technologies while technologies itself
6 Lini Diora and Rusdi Noor Rosa, “An Analysis of Students’ Difficulties in Listening Comprehension: A Descriptive Study at English Language and Literature Department FBS UNP,”
Journal of English Language Teaching Published by Jurusan Bahasa Dan Sastra FBS Universitas Padang, Indonesia 9, no. 1 (2020).
7 Mariusz Kruk, Assessing the Effectiveness of Virtual Technologies in Foreign and Second Language Instruction, 2018.
support the teaching and learning process. It is expected that the use of digital technologies in educational establishments encourage the better learning.8
Due to the fact that listening skill is a great role in taking control others’
skills in developing the acquisition of the English language. The researcher looked up into the used of technology as an alternative media in upgrading students listening comprehension. Siti Syafi’atul Qomariyah, Dira Permana, and Heri Hidayatullah in 2021 stated that there have been several media that are used as an alternative in teaching-learning such as, google classroom, moodle, blog, e-learning, i-tune, vimo, YouTube, etc.9
Among those media which had been explained before, YouTube is one of the social media platform that nowadays is well-known to use in teaching. In the term of service, YouTube state that the service allows you to discover, watch and share videos and other content, provides a forum for people to connect, inform, and inspire others across the globe, and acts as a distribution platform for original content creators and advertisers large and small10. Zulnaidi Yaacob and Nor Hasliza Md Saad in 2020 explained that using YouTube as a learning platform has the potential to help users achieve multi- faceted learning outcomes, including cognitive, social, emotional, and psychomotor outcomes.11 With all those fact above researcher assumed that
8 Vivi Aulia, “FOSTERING UNDERGRADUATE STUDENTS’ DIGITAL SKILLS IN EFL CLASS,” TELL-US Journal 5, no. 1 (2019).
9 Qomariyah SS, Permana D, and Hidayatullah H, “THE EFFECT OF YOUTUBE VIDEO ON STUDENTS’ LISTENING COMPREHENSION PERFORMANCE,” Jo-ELT (Journal of English Language Teaching 8, no. 1 (2021).
10 “Persyaratan Layanan,” accessed January 8, 2023, https://www.youtube.com/t/terms.
11 Yaacob Z and Saad NHM, “Acceptance of YouTube as a Learning Platform during Covid -19 Pandemic: The Moderating Effect of Subscription Status,” TEM Journal 9, no. 4 (2020).
YouTube is an effective media in improving EFL students’ language comprehension. The content of the videos on YouTube may help users improve their cognitive ability by gaining knowledge like learning a new language.12
, YouTube is one of the social media platform that nowadays is well- known to use in teaching. In the term of service, YouTube state that the service allows you to discover, watch and share videos and other content, provides a forum for people to connect, inform, and inspire others across the globe, and acts as a distribution platform for original content creators and advertisers large and small.13 Zulnaidi Yaacob and Nor Hasliza Md Saad in 2020 explained that using YouTube as a learning platform had the potential to help users achieve multi-faceted learning outcomes, including cognitive, social, emotional, and psychomotor outcomes.14 With all those fact above researcher assumed that YouTube is an effective media in improving EFL students’ language comprehension. The content of the videos on YouTube may help users improve their cognitive ability by gaining knowledge like learning a new language.15
Over the last few years, several studies have been published describing the use of videos, either in formal education explained by Berk in 2009 and Barrett, Wouldiamson in 2010, informal education explained by Bo- Kristensen, Ankerstjerne, Neutzsky-Wulff, & Schelde, in 2009, and non-
12 “Persyaratan Layanan.”
13 “Persyaratan Layanan.”
14 Z and NHM, “Acceptance of YouTube as a Learning Platform during Covid -19 Pandemic: The Moderating Effect of Subscription Status.”
15 “Persyaratan Layanan.”
formal educational contexts stated by Lewis in 1977. However, the use of videos was reinvented as video-sharing technologies, such as YouTube, emerged.16
Realizing that all around the world has the access to the internet and are able to contribute as viewers or content creators, YouTube provides a subtitle tool to help people easy to understand information from the video. They clearly stated that they supported subtitle and closed caption files Scenarist Closed Caption (.scc file extension) files are our preferred file format. These files have an exact representation of CEA-608 data, which is the preferred format whenever captions are based on CEA-608 features.17
Watching the video also relatively help students in understanding the general information from what they have watched, but watching video with subtitle has significant effect to the students’ language understanding.
According to Napikul S in 2018 this study revealed that subtitles affected students’ listening comprehension. It provided some new vocabulary that students have never seen before. Moreover, subtitles support the method of translation. For example, students may guess the meaning of some new vocabulary by observing characters’ body language or gestures and they could
16 Mariana Martinho, Marta Pinto, and Yuliya Kuznetsova, “Scholars’ YouTube Channels:
Content Analysis of Educational Videos,” INTERNET LATENT CORPUS JOURNAL 2, no. 2 (2012).
17 “Supported Subtitle and Closed Caption Files - YouTube Help,” accessed January 8, 2023, https://support.google.com/youtube/answer/2734698?hl=en.
see the subtitles at the bottom of the screen, then, they could guess the meaning effectively.18
Furthermore, the researcher tried to find the effect of English Subtitling in YouTube Video for the enhancement of listening comprehension in English as a Foreign Language (EFL), we are going to show some of the previous that related to this research.
Based on Syamsul Bahri Ys, Cut Nadhira, and Tengku Maya Silviyanti in 2016 found that the result of this study revealed that the used of captioned video affected students positively. It is shown in the improvement in the students’ listening comprehension achievement before getting treatment and after getting treatments. This improvement was also outperformed the achievement of students who watched non-captioned video in the treatment process. In other words, captioned video is able to improve students’ listening comprehension better than non-captioned video.19
According to Napikul S in 2018 this research 63 students in tenth-grade at Samakkhiwitthayakhom School in Chiang Rai also stated that the findings of the study revealed that subtitles affected students’ listening comprehension. It provided some new vocabulary that students had never seen before. Moreover, subtitles supported the method of translation. For example, students might guess the meaning of some new vocabulary by observing characters’ body language or gestures and they saw the subtitles at the bottom of the screen,
18 Supakorn Napikul, Payung Cedar, and Dusadee Roongrattanakool, “The Effects of Film Subtitles on English Listening Comprehension and Vocabulary,” IJALEL 7, no. 6 (2018).
19 Syamsul Bahri Ys, Cut Nadhira, and Tengku Maya Silviyanti, “THE EFFECT OF CAPTIONED VIDEO ON STUDENTS’ LISTENING COMPREHENSION,” EEIC 1, no. 2 (2016).
then, they were able to guess the meaning effectively. In addition, subtitles brought convenience to students in that they can easily understand the movie content and vocabulary.20
HiHo Kids is an American-based YouTube channel that had already closed-caption in their videos, it features children with diverse backgrounds who live in America. This channel joined YouTube in 2017 and it currently has 5.13 million subscribers. It needs to be highlighted that the data for this study was gathered from the most prevalent section, namely “Kids Try”, where the children were asked to try a great variation of food from all over the world and express their honest and spontaneous opinions.21
Based on Radha Aswari in 2020 stated that the types of assimilation found in children’s connected speech in the selected HiHo Kids videos range from regressive, progressive, to coalescent assimilation, both in total and partial forms. Though regressive assimilation is the most prevalent type among the others, it is also evident progressive and coalescent assimilation also occur in some cases. The process of assimilation also involves two of the three elements, namely place of articulation and voicing. On the other hand, teaching connected speech is able in improving student’s listening comprehension.22
According to Siti Musrifah, Khairil Razali, and Yuliar Masna in 2019 they stated that the students’ improvement in listening comprehension after
20 Napikul, Cedar, and Roongrattanakool, “The Effects of Film Subtitles on English Listening Comprehension and Vocabulary.”
21 Radha Andhra Swari, “Assimilation in Children’s ConnectedSpeechin‘HiHo Kids’ YouTube Videos,” Jurnal Budaya FIB UB 1, no. 2 (2020).
22 Ibid.
connected speech being taught to them. Based on the result shown, the comparison between the mean score of the pre-test and the post-test was different; 39.53 < 53.90. Moreover, the t-score also showed that there was a significant improvement of students’ listening comprehension score after being taught connected speech.23 Based on the facts above the researcher would use HiHo Kids Video as the alternative media in teaching listening comprehension.
Overall, the researcher found differences between this study and the previous studies. First, previous researches used English subtitling in biography video, and other used opened English subtitling and Thai subtitling in movies. Hence, specifically this study used a YouTube Video which already provided English Subtitles as close captioned as our alternative media.
The Researcher conclude and made an analysis with tittle “Exploring English Subtitling on YouTube Video on Enhancing English as a Foreign Language (EFL) Student’s Listening Comprehension”
B. Research Questions
Do Junior High School Students taught listening using English subtitle in YouTube video achieve better listening skill than those learning the same skill through YouTube videos without English subtitle?
23 Siti Musfirah, Khairil Razali, and Yuliar Masna, “IMPROVING STUDENTS’ LITENING COMPREHENSION BY TEACHING CONNECTED SPEECH,” Englisia 6, no. 2 (2019).
C. Research Objective
The research objective was to measure the effectiveness of English subtitle in YouTube Video of the Junior High School Students in learning listening skill achieve better than those learning the same skill through YouTube video without English subtitle.
D. Research Significance 1. Theoretically
The findings of the present study are expected to contribute some support to the use of English subtitle of YouTube Video in teaching listening comprehension. In other words, the finding of the present study is expected to add and complement the previous studies related to the use of English subtitle in YouTube Video for teaching listening activity.
Particularly on the significant effect of the use English Subtitle and no subtitle on YouTube Video on the EFL students’ listening comprehension.
2. Practically
This study can be used by EFL teachers as the alternative references in designing and developing English Subtitle in YouTube Video for teaching listening comprehension. On the other hand, this study also expected to be a reference for students in learning listening comprehension by using English subtitle in YouTube Video.
E. Research Variables 1. Research Variable
The researcher identified two variables. They were independent and dependent variable. The independent variable was English Subtitle in YouTube Video and the dependent variable was English as A Foreign Language (EFL) students’ listening comprehension.
2. Variable Indicator
The variable indicator of English Subtitling in YouTube video was English Subtitle as closed-caption in HiHo Kids YouTube Video. And the indicators EFL students’ listening comprehension were identifying the main idea and identifying the detail information.
F. Scope of Research
This research only covers a limited number of students for the subject of study, because the researcher wanted to focus on measuring students’ listening comprehension in small classrooms, For this research, the focus is on how to measure closed caption of English Subtitle in YouTube Video for teaching listening comprehension because it was expected to be the alternative media in teaching listening skill. The population of this research is eight grade students of Islamic Junior High School of Nurul Mukmin Jatiroto, Jember,because the the teacher only use a short video in teaching listening without using the English subtitle. In addition, with the consideration that the research subject was students of 8th grade of Junior High Scholl so the researcher considered that their listening comprehension must be categorized only in the terms of
identifying the main idea and identifying detail information in two of HIHO Kids YouTube videos under the title Kids Try Indonesian Food and Kids Try Indonesian Snack.
G. The Definition of Key Term
1. English Subtitling in YouTube Video
The closed caption of English Subtitle in YouTube Video is a tool that is provided automatically by YouTube, so the researcher used the English subtitle to help students in better comprehension while watching the HiHo Kids YouTube Video. Furthermore, the researcher paused the video when its conversation was including the descriptive text, and repeated the conversation on the video and ordered the students to identify the structure of the descriptive text in the video that had been paused by the researcher.
Those activities were expected to help students in comprehending the sentences by reading the subtitle and processing the audio in their listening comprehension.
2. Listening Comprehension
Listening comprehension is students’ ability in identifying the main idea and identifying the detail information in topic of descriptive text, while they are listening the audio video from Channel YouTube of HIHO that had been watched for twice in a week. The first treatment the researcher provided the class with was watching the HiHo Kids YouTube Video under the title Kids Try Indonesian Food, and the second treatment was Kids Try Indonesian Snack.
H. Structure of The Report
There are five chapters in this research and each chapter has several sub chapters having relevance to each other. Generally, a research has three parts.
They are initial part, core part, and final part that would be explained as follows:
The first initial part. It includes the research title, approval sheet, approval from board examiners, motto, dedication, acknowledgment, abstract, table of content, list of tables, and list of appendices
The second is core part that included:
Chapter I discusses the introduction of the thesis which consists of research background, research questions, research objective, research significant, definition of key term, and structure of the report.
Chapter II discusses the review of related literature which consists of previous search of this research, and theoretical framework.
Chapter III discusses the research methodology of this research which consists of research approach, and type of research, data and source data, technique of data collecting, technique of data analysis, and validity of data.
Chapter IV discusses the findings of data analysis, discussion hypothesis testing, and discussion based on the result of this research study.
Chapter V discusses the conclusion and suggestion of the study.
The third is final part including references, statement of authenticity of writing, bibliography of researcher, declaration sheet, research journal, code of data, and sheet of analysis.
14 CHAPTER II LITERATURE REVIEW
This chapter presents a review of related literature it consists of the relevant previous research and theoretical framework
A. Previous Research
In this section the researcher lists the various result of the research to be carried out then makes a summary; both published and unpublished researchers (thesis, article journal, book, and so on). Some of the studies that have been carried out related to research are as follows:
First, the journal of Syamsul Bahri Ys, Cut Nadhira, and Tengku Maya Silviyanti in 2016 stated this research conducted at second grade students of SMA Laboratorium Unsyiah. The participants of this research included 24 second grade students at class XI IPA 2 as a control group (CG), and 24 second grade students at class XI IPS as an experimental group (EG). The researchers mentioned a research objective as to investigate the effect of captioned video on the second-grade students of SMA Laboratorium Unsyiah toward their listening comprehension achievement. In this study, they used quantitative research with experimental design. The researcher found some students’ problems toward listening activity. The researchers found that captioned video as a solution in improving students’ listening comprehension.
Based on the mean data, the test result indicated a slight difference between experimental and control groups of the students’ post-test score stated that the value of T-test for equality means (0.000) is lower than α (0.05). So it can be
concluded that there is a significant difference between the pretest score of EG and CG. The finding of this study indicates that there is a significant improvement in listening comprehension of the students after applying captioned video. The result also indicates that the students who watched the captioned video performed better in comprehension than those who watched the non-captioned video.25
Another study was conducted by Dr. Seyed Jalal Abdolmanafi Rokni , Azam Jannati Ataee in 2014 explained this present study attempted to investigate the effect of the use of English movie subtitles on the improvement of listening comprehension in EFL intermediate students at Golestan University, Iran. The participants were 45 Iranian intermediate learners from two classes were assigned into two groups, each group were exposed to only one of the two treatment conditions, English subtitles and no subtitles. the result of a t-test which was used to compare the difference between the two groups indicated that the mean score of the experimental group (20.27) is significantly higher than the mean score of the control group, t = 9.896, p=
0.000. They conclude that the treatment had an effect on boosting the students' listening comprehension. This suggests that students who had watched subtitled movies had improved their listening comprehension more effectively than the students who had watched movies without subtitles.26
25 Ys, Nadhira, and Silviyanti, “THE EFFECT OF CAPTIONED VIDEO ON STUDENTS’
LISTENING COMPREHENSION.”
26 Dr. Seyed Jalal Abdolmanafi Rokni and Azam Jannati Ataee, “MOVIES IN EFL CLASSROOMS: WITH OR WITHOUT SUBTITLES,” THE DAWN JOURNAL 3, no. 1 (2014).
The study belonged to Eny Kusumawati, Hasan in 2018 this current study is focusing on the impact of English movies with English subtitles and Bahasa Indonesia subtitles on content comprehension of English movies
through the students’ listening comprehension. Fifty-six (56) students of English subject at the Politeknik Elektronika Negeri Surabaya were selected randomly. Using the quasi-experimental study, a movie entitled Transcendence was selected based on the ESP content and language level
difficulty. With two intact groups, they were group A and group B presented the same movie, class A watched it with English subtitle and class B with Bahasa Indonesia subtitle. After analyzing the pre-test result, at the end of the
treatment, the result obtained from the post-test was analyzed. The descriptive statistics of the participants’ performance in different groups showed that the mean score of group A is 51.4815, and the mean score of group B is 38.4828.
The result of this study reported that many students like to watch a movie with English subtitles, and they assumed that subtitles had a positive effect on their listening session. They easily retell the film story on their questionnaire paper.
This investigative study provides the fact that to support the instructional research management in listening, the teacher giving implicit instruction is better in class A, which is the class using English subtitles. Overall, in this research, both group members showed enthusiasm about the movie in their listening class session. Many students believe that movies of a foreign
language can make some compensation through the audio and visual channel, they can develop their vocabulary comprehension through listening activity.27
Furthermore, Yassir Gasim El Haj El Sheikh in 2021 explained that this study investigated the effect of videos with English subtitles or no subtitles on the listening comprehension of pre-intermediate level EFL learners. 80 freshmen college students (pre-intermediate level) participated in the study. The students were split up into two groups the experimental group and the controlled group and tested before the experiment. The controlled group was taught differently without subtitles and the experimental group was taught with videos with English subtitles and tested after the programmed to test listening comprehension. The study found that teaching students using videos with English subtitles has contributed to a profound improvement in experimental group listening comprehension skills in the post-test compared with the pre-test by 43.0% approximately. The result detected that there was a statistically significant difference between the mean score of the experimental group compared with the mean score of the control group in the post-test, therefore using videos with English subtitles has an effect equal to (59.0%) approximately, which means there is 59.0% of the improvement in students listening comprehension skills is accounted for the use of videos with English subtitles. The study proved that there is statistically significant difference between the mean scores of control group and the experimental group in the
27 Eny Kusumawati and Hasan Hasan, “Implicit Instruction, Subtitles, Vocabulary and Listening Comprehension,” Alphabet 1, no. 8 (2018): 129–35.
post-test. It was noticed that the difference is positive and significant to the side of the experimental group.28
Moreover, another study was conducted by Isma Ulviana, Ali Ashari, and Nuse Aliyah Rahmawati in 2019 explained that the use of full video captioning showed a positive impact on students’ listening comprehension in Islamic Senior High School of Almaarif Singosari Malang. The result of independent t-test showed a statistically difference between the students who were taught by using full video caption and the students who were taught with no captioned video. It could be seen from the t-test result 2.499 > 1.993 which means that the t value > t table with the sig-2-tailed was 0.015 it could be defined that it was less than 0.05 and can be determined that the probability of the error result was only 1.5% and less than 5%. The finding of this study strengthened the previous research by Winke et al,. in 2010 ; Gowhary et al., in 2014 ; and Bansalem, in 2016 which found that full video captioning had an effect for the EFL learners’ listening comprehension since it provides a chance for the students to visualize the natural situation of the native speaker and by word recognition and vocabulary building the students could confirm what the speaker said. Besides, videos also could be a lesson material of the learning listening skills. The researcher suggested the teacher to play the video repeatedly to perform students’ familiarity of the videos. Nonetheless, for the learners who have a higher English proficiency level might not need to repeat the video much more.
28 Yassir Gasim El Haj Sheikh, “The Effect of Videos with English Subtitles on EFL Learners’
Listening Comprehension Skills,” European Academic Research 9, no. 3 (2021).
Table 2. 1
The Similarities and Differences of Those Previous Researchand This Research Were Presented in the Following Table
No Research Title Similliarities Differences
1 2 3 4
1. Syamsul Bahri Ys, Cut Nadhira, and Tengku Maya Silviyanti, 2018, in research entitled “The Effect Of
Captioned Video on Students’
Listening
Comprehension”
1. Both Research used Research Objective is the effect of captioned video towards listening comprehension.
2. Both researches
divided the participants in two groups
Experimental Class (EC) and Control Class (CC)
1. The previous research was conducted to the Senior High School students, while this research conducted for Islamic Junior High School students.
2. The previous research instrument was 20 questions consisted of multiple-choice and true-false while this research used 20 questions consisted 10 multiple-choice question in identifying main idea and 10 listening recall in identifying detail information.
3. The previous research used quasi-experimental with pre-test and post-test design while this research used quasi-
experimental with
nonequivalent control group design.
2 Dr. Seyed Jalal Abdolmanafi Rokni , and Azam Jannati Ataee, 2014, in research entitled “Movies in EFL
Classrooms: With or Without
Subtitle”
1. Both Research used Research Objective is the effect of
captioned video on listening
comprehension.
2. Both researches divided the
participants in two groups.
1. The previous research was conducted to the University students while this research conducted for Islamic Junior High School students.
2. The previous research used authentic English movie with 10 episodes (American English DVD films) as the media while this research used HiHo Kids YouTube Video with English subtitle as the media.
3. The previous research used quasi-experimental with pre-test and post-test design while this research used quasi-
experimental with
nonequivalent control group design.
1 2 3 4 4. The previous research
instrument was 30 multiple choice of Baron’s TOEFL 2004 while this research used 20 questions consisted 10 multiple- choice question in identifying main idea and 10 listening recall in identifying detail information 3. Eny Kusumawati,
and Hasan, 2018, in research entitled “Implicit Instruction, Subtitles, Vocabulary and Listening
Comprehension”.
1. Both researches
divided the participants in two groups (control group and experimental group).
1. The previous research was conducted to the University students while this research conducted for Islamic Junior High School students.
2. This previous research focused on the effect of English subtitle and Bahasa Indonesia subtitle towards listening
comprehension and vocabulary comprehension while this research focused on the effect of English Subtitling of YouTube video toward students listening comprehension.
3. The previous research used quasi-experimental with pre-test and post-test design while this research used quasi-
experimental with nonequivalent control group design.
4. The previous research used some short movies or clips with English subtitle and Indonesian subtitle while this research used only English subtitle in HiHo Kids YouTube Video.
5. The previous research
instrument was paper-based quiz with vocabulary and listening activities while this research 20 questions consisted 10 multiple- choice question in identifying main idea and 10 listening recall in identifying detail information.
1 2 3 4 4. Yassir Gasim El
Haj El Sheikh 2021, in research entitled “The Effect of Videos with English Subtitles on EFL learners’
Listening Comprehension Skills.
1. Both Research used Research Objective is the effect of captioned video towards listening comprehension
2. Both researches
divided the participants in two groups (control group and experimental group)
1. The previous research was conducted to the University students while this research would be conducted for Islamic Junior High School students 2. The previous research used BBC
breaking news as the media while this research used HiHo Kids YouTube Video with English Subtitle as the media teaching listening activity.
3. The previous research used quasi-experimental with pre-test and post-test design while this research used quasi-
experimental with nonequivalent control group design.
5. Isma Ulviana, Ali Ashari, Nuse Aliyah
Rahmawati in 2019 in research entitled “The Effect of Full Video Captioning on EFL Learners’
Listening
Comprehension”
1. Both researches
divided the participants in two groups (control group and experimental group)
2. Both researches used Research Objective is the effect of captioned video towards listening comprehension
1. The previous research was conducted to the Senior High School students, while this research would be conducted for Islamic Junior High School students.
2. The previous research used a subtitle in a part of movie entitled “The Incredibles” and this research would use a closed caption in HIHO Kids Video in YouTube.
3. The previous research used quasi-experimental with pre-test and post-test design while this research used quasi-
experimental with nonequivalent control group design.
4. The previous research measured students’ listening
comprehension by listening national examination while this research would use an audio based on HIHO Kids Video with specific topic of identifying the descriptive text on the video.
The general similarity, both researchers used English Subtitling as the main media in their research. There were the things that distinguish this research from previous researches, first, the type of subtitle, those previous research used opened subtitle while this research used English closed caption of YouTube video. Second, the previous researches used offline videos while this research used online videos from HiHo Kids YouTube videos. Specifically, this research focused on students’ listening comprehension performance to the “Descriptive Text” topic.
B. Theoritical Framework.
1. English Language Teaching and Learning a. Nature of English Language Teaching
According to Derakhshan in 2015, teaching is a multidimensional process, and teachers should pay enough attention to all skills of students such as: reading, writing, listening, and speaking.29 In other words, language teaching is a complex process where educators need to spend extra effort to help students comprehending these skills. Also, in order to teach these skills, teachers should understand students’ ability and readiness in advance.
b. The Importance of Four Basic Skills in Learning English
The four foundational language skills listening, speaking, reading and writing never are independent zones but all the four together, holistically language learning as a discipline. The first and the third are
29 Derakhasan Ali, “The Challenges of Teaching English Language: The Relationship Between Research and Teaching. International Journal of Linguistics 7, no.1 : 102-110 (2015).
comprehension skills and the second and the fourth are production skills.
There is a basic and reciprocal relationship between oral lamguage skills of listening and speaking ad is there between the two written language skills of reading and writing. Consequently, to develop complete communication capability, mastering the four language skills of listening, speaking, reading, and writing are profoundly important to exchanges of information and ideas.30
2. English Teaching Listening
Listening is one of the four language skills has always formed part of the syllabus in the teaching of English. Brown in 2006 stated that the process of listening itself is the invisible, inaudible process of internalizing meaning from the auditory signals being transmitted to the ear and brain. And product of listening is a spoken or written response from the students that indicates correct or incorrect auditory processing.
It is important to have much practice in listening besides speaking, reading and writing. Every teacher of language knows that oral production ability other than monologues, speeches, reading aloud and the like is only as good as listening comprehension ability.31
Teaching listening is not an easy job, as Brown in 2006 stated that one of the most important concerns of the secondary school teacher is to keep self-esteem high by; avoiding embarrassment of students at all
30 Sharma Citra, “The Importance of Four Basic Skills in Learning English”, The Genensis 7, no.4 :33-36 (2020).
31 Steven Brown, Teaching Listening (United States of America: Cambridge University Press, 2006).
costs,affirming each persons’ talent and strength, allowing mistakes and other errorsto be accepted, de-emphasizing competition between classmates, encouraging small-group work where risks can be taken more easily by teen.32
Based on the statement above, the researcher concluded that the teachers’ role is very important to motivate students in teaching learning process while students in a trans ition period. Therefore, they would have good discipline and responsibility if their teacher encourages them to learn in writing in the target language. The methods for teaching should maintain the characteristics of students in the order that the students can learn the target language optimally. In language learning context, it is believed that children would learn a foreign language more effectively under certain conditions. When teaching learning process is fun and natural, then it would make the students more effectively in learning the target language.
3. Listening
a. Definition of Listening
Listening is basic skill in communication process, it recognizes and responds to the spoken language or non spoken sound by our eardrum. The importance of listening skill is recognized by Brown in 2001 who stated students always do more listening than speaking when
32 Ibid.
they in classroom. It means that, listening is the important thing in our daily life, through listening we can explain the meaning.33
In the term of linguistic, Pourhosein Gilakjani and Sabouri in 2016 explained listening consists of auditory discrimination, aural grammar, choosing necessary information, remembering it, and connecting it to the process between sound and form of meaning.34
Acoording to SA Nuraini in 2019, listening is the first skill and basic ability in learning a new language that beginners have to learn. It is a receptive skill meaning that the language learning beginners receive new words from what they have heard or listened to.35 And also Rost in 2001 stated that the process of listening helps us to understand the world around us and is one of the necessary parts in making successful communication.36
In conclusion, we define listening as a first receptive skill in the way of understanding a language, as specially for spoken language, moreover without the ability of listening, the process of an oral communication would not occur.
33 H. Douglas Brown, Teaching by Principles an Interactive Approach to Language Pedagogy, 2001.
34 Abbas Pourhosein Gilakanji and Narjes Banou Sabouri, “Learners’ ListeniComprehension Difficulties in English Language Learning: A Literature Review,” Canadian Center of Science and Education 9, no. 6 (2016).
35 Nuraini, “The Effectiveness of Using Youtube Video in Teaching Listening Skill Student’s on Narrative Text (Quasi-Experimental Research at The Eleven Grade of SMAN 8 Serang in The Academic Year of 2018/2019)”.”
36 Michael Rost, Teaching and Researching Listening, 2001.
b. Definition of Listening Comprehension
Listening comprehension is the different processes of understanding the spoken language. It is how the way human comprehending a sound or an oral language and knows the meaning.
The definition of “listening comprehension” has been defined by different authors. According to Hamouda in 2013 listening comprehension is a process where listeners are able to elaborate the speakers' intention, process linguistics from like the fast rate of speech and fillers, overcome listening in an interaction, understand of message of the text without comprehending every single word, and realize different genres37.
In summary, listening comprehension is a complex process where listeners should focus in order to gain the message of the conversation.
Knowledge of English Prosody, vocabulary and structure is required.
Simply, listening comprehension is when the listener comprehends the text which consist of word and sentence.
c. Types of Listening
According to Michael Rost in 2001 stated there are six types of listening:Intensive listening refers to listening precise sounds, words, phrases, grammatical units and pragmatic units. Although listening intensively is not often called for in everyday situations, the ability to listen intensively whenever required is an essential component of
37 Arafat Hamouda, “An Investigation of Listening Comprehension Problems Encountered by Saudi Students in the EL Listening Classroom,” International Journal of Academic Research in Progressive Education and Development 2, no. 2 (2013).
listening proficiency. The prototypical intensive listening activity is dictation, the transcription of the exact words that a speaker utters.
Dictation is often claimed to be an excellent integrative test because it involves listening, vocabulary, grammar, and the ability to make inferences from context.38
Selective listening, selective listening tasks encourage learners to approach genuine spoken texts by adopting a strategy of focusing of specific information rather than trying to understand and recall everything. Reconstruction of the spoken material based on selective listening tasks can help students link selective to global listening.
Interactive listening, refers to listening in collaborative conversation. Collaborative conversation, in which learners interact with each other or with native speakers, is established as a vital means of language development.
Extensive listening, refers to listening for an extended period of time, while focusing on meaning. It is necessary for the learner to have access to listening input that can be understood reasonably well on the first listening, in which learners are literally protected from being overwhelmed by too much information to process effectively.
Responsive listening, refers to a type of listening practice in which the listener‟s response is the goal of the activity. Listening task
38 Rost, Teaching and Researching Listening.
design using short inputs (typically one or two minutes long) and overt listener response have great benefits for listening training.
Autonomous listening, refers to independent listening, without the direct guidance of an instructor. The key is that the learner is in control of input selection, task completion, and assessment.
Based on the explanation above, the researcher conducted selective listening type in the class, so the researcher only focused on the conversations in the video which were consisted of descriptive text topic.
d. Indicator of Listening Comprehension.
Nunan in 2003 explained that the listening activities develop a wide variety of listening skills, including listening for gist, listening for details, and inferring meaning from context39. In this research, the researcher limited the indicator of listening comprehension in two categories, first is listening for gist and listening the detail information, due to the validator of the research instrument had measured that those two of indicators appropriate for students of junior high school.
Listening for gist is a listening comprehension which focuses on identifying main ideas, noting e sequence of events and the like. In listening for gist, the materials can be announcements, advertisements, and short functional text. In this research the used of listening for gist which was identifying the main idea was applied in multiple choice question such as what the speaker said in the video.
39 David Nunan, Practical English Language Teaching (New York: McGraw Hill, 2003).
In addition, Anderson in 2002 stated that listening for details, the materials are some monologue texts. The ten types of texts: narrative, poetic, dramatic, response, explanation, information, discussion, exposition, recount, factual description, procedure, and procedural recount can be implemented through film.
Then, listening for details is listening for specific information such as names, times, and specific language forms. In this research the used of listening for detail information was applied in listening recall test, practically the researcher provided the fill-blank type of test for students so they had to identify the convenient word in the list vocabularies which had set up on the paper.
In conclusion, some activities such as listening for gist, listening for details can be implemented by selecting the materials which appropriate with the indicators of listening comprehension that had been being set by the researcher. Based on the instrument validator order, the researcher only use two of indicator, listening of gist or main idea and listening for detail information
e. Listening Difficulties
According to Yahmun, Endang Sumarti, Debby Setyowati in 2020 explained the students faced four main difficulties. Those difficulties included the record speed and length, vocabulary, pronunciation and accents. Meanwhile, other difficulties highlighted by
the previous scholars, like physical setting and quality of the record, were not found in this study.40
Gilakjani and Sobouri in 2016 stated that the most common difficulties faced by the students were the speed and the length of the record. One hundred percent of the students, or 25 students, agreed that the speakers in the record spoke too fast. Therefore, it was hard to take a note. As a result, the cannot check the meaning of the word in their electronic dictionary. Besides, the spoken text was also too long so that they could not remember what the speakers had said. This lead the students into complete confusion when they were to answer the questions. This support listening difficulties insight.
The last problem found in this study was accent. Twenty out of twenty-five students said that they were frequently confused with different accents used by the models. accent, sometimes, can be confusing for the EFL learners who did not use to different accent used by native speakers of English.41
4. Subtitling
a. Definition of Subtitling
Baker in 1998 stated that subtitling firstly used in Europe since 1929 when the first talkies reached Europe.42 What it is important is to
40 Yahmun, Endang Sumarti, and Debi Setyowati, “Listening Difficulties Faced by the First Semester Students at Basic Listening Class,” Journey 3, no. 1 (2020).
41 Gilakanji and Sabouri, “Learners’ ListeniComprehension Difficulties in English Language Learning: A Literature Review.”
42 Mona Baker and Gabriela Saldhan, ROUTLEDGE ENCYCLOPEDIA OF TRANSLATION STUDIES, Second (United States of America: Routledge, 2009).
give some theoretical clear definition of what is subtitling before going further in the challenges and strategies
Subtitling is a form of audiovisual translation with its own set of guidelines, parameters, and requirements. It's a form of translation with time and space constraints that have a direct effect on the end product. Chaume in 2013 stated that subtitling is the process of displaying a written text (subtitles) in the target language on a screen where an original version of a movie is being shown, so that the subtitles approximately conform to the dialogue of the screen actors.
Gottlieb in 2004 his article added that subtitling could be defined as a
"dia-semiotic translation of polysemiotic media (such as films, television series, video, and DVD) in the form of one or more lines of written text displayed on the screen in harmony with the original dialogue."43
From those two definitions of subtitling, it is clear that subtitle is in the form of written text that is added into the original film keeping all the original film discourse; it is synchronized with the speaker in the original film.
Subtitling is a procedure that involves not only transferring the features of spoken dialogue into written form but also matching the translated dialogue to the audio and video is a specific time and space.
43 Frederic Chaume, “The Turn of Audiovisual Translation: New Audiences and New Technologies,” Translation Spaces 2, no. 1 (2013).
