STUDENTS' PERCEPTIONS ON THE USE OF YOUTUBE IN ENGLISH LEARNING FOR STUDENTS' SPEAKING SKILLS
A Thesis
Submitted in Partial Fulfillment to the Requirements for the Degree of Sarjana Pendidikan
Written by:
Nur Putri Dea A1B219058
ENGLISH EDUCATION STUDY PROGRAM
DEPARTMENT OF LANGUAGE EDUCATION AND LITERATURE FACULTY OF TEACHER TRAINING AND EDUCATION
JAMBI UNIVERSITY 2023
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DECLARATION OF ORIGINALITY
I, Nur Putri Dea, (A1B219058) declare that Students' Perceptions on the Use of Youtube in English Learning for Students' Speaking Skills is my own work, that has not been submitted before for any degree or examination in any other university, and that all the sources I have used or quoted have been indicated and acknowledge as complete references.
Jambi, December, 22nd 2022
Nur Putri Dea A1B219058
iv MOTTO
focus on yourself on improving yourself
on being a good person with yourself focus on you
be the best that you can be and do not try to be
like anyone else
~womenrules~
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DEDICATION
I dedicate my thesis for:
My beloved father (M.Candra) and my great mother (Eva Susanti)
My younger sister (Nava Dilla Candra), my younger brother (Gibbran Athala Candra) And all of my family
vi ABSTRACT
Dea, Nur Putri, 2022, Students' Perceptions on The Use of Youtube in English Learning for Students' Speaking Skills. Thesis. English Education Study Program. Faculty of Teacher Training Education of Universitas Jambi in Academic year 2022/2023. The first supervisor is Dr.RD. M. Ali, S.Pd,,M.Pd. The second supervisor is Duti Volya, S.Pd.,M.Pd.
The purpose of this qualitative research is to find out students' perceptions about the use of YouTube in English learning for students' speaking skills. This researcher uses a qualitative descriptive method with a phenomenological approach because it helps researcher to analyze and interpret students' perceptions in depth. Eight participants from class VIII students of SMPN 24 Kota Jambi took part in this study. In collecting data, researcher used semi-structural in-depth interviews. Then data analysis using data analysis in qualitative descriptive research. The findings show that the use of YouTube in learning English can improve students' speaking skills, including improving the components of speaking skills; vocabulary, grammar, pronunciation, and fluency.
And YouTube can be used as an effective learning medium in learning English for speaking skills. The results of this study can be useful for teachers in gaining knowledge to improve students' speaking skills in learning English using YouTube.
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ACKNOWLEDGEMENTS
First of all, I offer praise Alhamdulillah and thanks to Allah SWT the God of the universe who has given me convenience in every matter, health, and strength so that the thesis can be completed. Sholawat always be devoted to Prophet Muhammad SAW who has guided us from Jahiliya era in to Islamiya era and always become a role model for all humans in the world.
Thanks to the school that has allowed me to make research in the school, especially for the headmaster Junior High School 24 Kota Jambi, and the students that become respondents, because of all I can do this research.
This Thesis is presented to Faculty of Teacher Training and Education, Jambi university as a partial fulfillment of the requirement for the Degree of Education in English Department. In the process of completing the thesis, many parties have provided helps, supports, and suggestions which are useful for the completion of the thesis. The deep gratitude and appreciation are exspressed to:
1. Dr. Rd. M. Ali, S.Pd, M.Pd as my first thesis supervisor. Thank you so much for your patience and kindness in guiding me so that I can finish this thesis.
2. Duti Volya, S.Pd., M.Pd. as my second thesis supervisor. Thank you so much for the advice and guidance that have been given to me, and for your time and kindness in helping me finish this thesis.
3. Dr. Nyimas Triyana Safitri, S.Pd., M.Ed, St, Tubagus Zam Zam Al Arif, S,Pd., M.Pd. and Robi Soma, S.Pd., M.Pd. as my thesis examiner team, Thank you so much for the constructive suggestions and guidance for me in completing my thesis.
4. Dedy Kurniawan, S.S, M.A. The Head of English Education Study Program.
5. Dr. Dra. Yelia, M.Pd. as my academic supervisor. Thank you so much for the opportunity, valuable experience and guidance that has been given to me during my study.
6. All lecturers in the English education study program who have taught and educated researcher while studying at Jambi University.
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7. My beloved father M.Candra and my great mother Eva Susanti.
8. My beloved younger sister Nava Dilla Candra and my younger brother Gibbran Athala Candra.
9. My beloved all of my family, especially my grandparents, aunts, uncles and cousins.
10. Mr. K1A120152 who has supported and accompanied me since 2016.
11. All of my great people around me who share always support me in up and down, especially Shelvia Ginanti, Indah Trihandayani, and Yohana Eka Bilanti.
12. All of the people who supported me, especially my best friend or Avengerteam that consist of Ayu Agustina, Hani Ulfia Rahman, Silvina Fendari, Mery Eka Putri, Miftahul Jannah, Shelvia Ginanti, Yohana Eka Bilanti, Dina Suryani, and Anggun Suka Hati.
13. All of the people who helped me, especially Istifada and Nurul Ain as a partner when guiding my thesis.
14. All who have given their help in writing this thesis that the researcher could mention one by one.
15. Last but not least, I wanna thank me, I wanna thank me for believing in me, I wanna thank me for my doing all this hardwork, I wanna thank me for having no days off, I wanna thank me for never quitting, I wanna thank me for just being me at all times.
Jambi, December 22nd 2022
Nur Putri Dea
A1B219058
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TABLE OF CONTENTS
APPROVAL ... i
LETTER OF RATFICATION ... ii
DECLARATION OF ORIGINALITY ... iii
MOTTO ... iv
DEDICATION ... v
ABSTRACT ... vi
ACKNOWLEDGEMENTS ... vii
TABLE OF CONTENTS ... ix
LIST OF TABLE ... xii
LIST OF APPENDICES ... xiii
CHAPTER I ... 1
INTRODUCTION ... 1
1.1 Background of the Research ... 1
1.2 Problem of the Research ... 3
1.3 The Objective of the Research ... 3
1.4 Significance of the Research ... 4
1.4.1 For Teachers ... 4
1.4.2 For Students ... 4
1.4.3 For Institutions ... 4
1.5 Limitation of the Research ... 4
1.6 Operational Definition of Key Terms ... 5
CHAPTER II ... 6
REVIEW OF RELATED LITERATURE ... 6
2.1 Perception ... 6
2.1.1 Definition of Perception ... 6
2.1.2 Process of Perception ... 7
2.1.3 Factor of Perception ... 8
2.1.4 Principles of Perception ... 8
2.2 Concept of Speaking ... 9
2.2.1 Definition of Speaking ... 9
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2.2.2 Component of Speaking ... 10
2.2.3 Speaking Function ... 11
2.2.4 Speaking Processing ... 12
2.3 Learning Media ... 13
2.3.1 Definition of Learning Media ... 13
2.3.2 The Function and Principles of Media in Learning ... 14
2.3.3 The Advantages of Media in Laerning ... 15
2.4 YouTube ... 16
2.4.1 Definition of YouTube ... 16
2.4.2 Advantages and Disadvantages of YouTube ... 17
2.4.3 YouTube as Media for Learning English... 18
2.4.4 YouTube for Lesson Speaking ... 19
2.4.5 The Criteria for Choosing Videos on YouTube ... 21
2.4.6 How to Use YouTube in Teaching Speaking ... 22
2.5 Previous Study ... 24
CHAPTER III ... 27
RESEARCH METHODOLOGY ... 27
3.1 Research Design ... 27
3.2 Research Site and Access ... 28
3.3 Subject of the Research ... 28
3.4 Research Instrument ... 28
3.5 Technique of Data Collection ... 29
3.6 Technique of Data Analysis ... 30
3.7 Trustworthiness ... 31
CHAPTER IV ... 34
FINDINGS AND DISCUSSIONS... 34
4.1 Findings ... 34
4.1.1 Speaking Improvement ... 35
4.1.2 The Effectiveness of YouTube ... 38
4.2 Discussions ... 39
4.2.1 What are students' perceptions of the use of youtube in learning English for students' speaking skills? ... 39
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CHAPTER V ... 43
CONCLUSIONS AND SUGGESTIONS ... 43
5.1 Conclusions ... 43
5.2 Suggestions ... 44
REFERENCES ... 45
APPENDICES ... 49
xii
LIST OF TABLE
Table 1 Theme and subtheme of partisipants speaking improvement and the effectiveness of YouTube for speaking skill ... 34
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LIST OF APPENDICES
Appendix 1 Interview Guidelines ... 49 Appendix 2 Finish Research Letters ... 50 Appendix 3 Interview Transcript ... 51
1 CHAPTER I INTRODUCTION
Chapter 1 of this paper explains the introduction to this research in order helps the reader to understand what the study is from the broad to the specific.
Specifically, this chapter presents: (1) Background of the Research, (2) Problem of the Research, (3) The Objective of the Research, (4) Significance of the Research, (5) Limitation of the Research, and (6) Operational Definitions of Key Terms.
1.1 Background of the Research
English is an international language used by the global community. The important role of English requires people around the world to learn and master it well. Mastering English in speaking skills is very useful because speaking is one indicator of language mastery. Speaking is the most effective and common way used by people when they want to interact with other people.
Speaking is used to communicate ideas that are compiled and develop according to the needs of the listener. Burnkart (1998) said that language learners need three areas of knowledge involved in speaking; the first is the mechanics of linguistic elements related to pronunciation, grammar, and vocabulary, to pay attention to the use of the right vocabulary in the right order and correct pronunciation; the second is language function that involves the performance of transactions and interactions related to communication which can know how to change information and provide clarity of important messages, and the third is
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sociocultural norms related to speaking turn, speed of speech, length of pause between speakers, relative roles of participants, and understanding of the interlocutor.
For some English language learners, speaking is not an easy thing, speaking is the most complex and difficult skill to master (Nazara, 2011). There are several causes of difficulty in speaking, including the lack of self-confidence that students have when using English, how to pronounce words, use of grammatical structures, and lack of vocabulary that students have.
This means that English learners need some kind of speaking teaching activities to be able to speak well. Because indirectly speaking teaching activities can have an influence on students' speaking skills and make English learners practice more often than before. For this reason, in the teaching and learning process, the media is one of the tools that can be used to deliver learning materials. By using learning media, it is also able to present material that can arouse students' curiosity during learning and the material packaged through program media will be clearer, complete, and interesting for students.
Thus, YouTube can be used as a medium in learning English, especially in improving students' speaking skills. Because YouTube is very popular among students and is considered a source of online material that can play a role in the teaching and learning process. YouTube is used as a learning medium because YouTube provides many videos with references and audio-visual displays make students feel interested in the learning process. And also YouTube is one of the media that is easy to use anywhere and anytime, so this also makes YouTube a
very popular medium among foreign language learners. This is supported by several researchers who argue that YouTube as an English learning material can improve students' speaking skills related to fluency, vocabulary, pronunciation, grammar, and content. As in the research of Meinawati et al. (2020) on improving English speaking skills through YouTube also stated that the result of using YouTube was very effective because it allowed students to speak more confidently and expressively. And according to Watkins and Wilkins (2011) stated that using YouTube both in the classroom and outside the classroom can improve students' conversational and pronunciation skills.
Based on the facts and some of the statements above, in this study the researcher looked at students' perceptions of using YouTube as a medium in learning English at one of the junior high schools in Jambi, for this reason the researcher conducted research entitled "Students’ Perceptions on the Use of YouTube in English Learning for Students' Speaking Skills."
1.2 Problem of the Research
Based on the background above, the researcher formulates the problem, that is; “What are students' perceptions on the use of youtube in English learning for students' speaking skills?”
1.3 The Objective of the Research
Based on the problem statement above, the objective of the research is “to find out what are students' perceptions on the use of youtube in English learning for students' speaking skills”.
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1.4 Significance of the Research
The researcher expects that this research will contribute to the quality of teaching English. The findings of this research will be directly useful for teachers, students, and institutions where the information presented will be valuable for future research. This research will provide new insights and better understanding of students' perceptions when using youtube in learning English for students' speaking skills. Here are some of the benefits of this research:
1.4.1 For the teachers
This research will be useful in improving the quality of teachers in choosing learning media and learning resources. And researcher expect that this research can make teachers more creative in using learning methods in the classroom.
1.4.2 For the students
This research will make it easier for students to find English learning resources. And this research will be able to make it easier for students to improve their English speaking skills.
1.4.3 For institutions
This research will be able to improve the existing facilities in schools, to support a more enjoyable and quality learning process.
1.5 Limitation of the Research
This research focuses on students' perceptions of the use of YouTube in learning English for students' speaking skills, and this research was conducted at SMPN 24 Kota Jambi.
1.6 Operational Definition of Key Terms
a. Perceptions
Perception is the organization, identification, and interpretation of sensory information to represent and understand the environment. Walgito (2003) also states that perception is the process of human thinking about events that have occurred. Based on the statement that perception is a person's point of view about his experience of an event, so that from his experience the person can assess or give their opinion about the phenomenon.
b. YouTube
YouTube is an application that can be used for learning media, Alwehaibi (2015) argues that YouTube is a video sharing website that users can use to upload, share, and view videos. So that YouTube can be used as a medium and source of learning English.
c. Speaking Skill
Speaking skill is defined as a skill that allows to communicate effectively, Zuhriyah (2017) argues that speaking is a way for people to describe something and to communicate with others orally. In addition, speaking skills are speaking fluently with accuracy of pronunciation, language structure, and context.
Based on this statement, that speaking skill is a person's ability to convey information orally to others. And speaking is the active use of language to express meaning.
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REVIEW OF LITERATURE
In this chapter, the author writes several elements related to the study of the relevant literature. The elements to be presented are each explained and explored clearly. Thus, this chpater presents: (1) Perception, (2) Concept of Speaking, (3) Learning Media, (4) YouTube, and (5) Previous Study.
2.1 Perception
2.1.1. Definition of Perception
Perception is the organization, identification, and interpretation of sensory information to represent and understand the environment. Joseph Reitz stated that perception includes all processes by which an individual receives information about his environment by seeing, hearing, and feeling. Meanwhile, according to Robbins (2003) states that perception is defined as the process by which individuals organize and interpret their sensory impressions to give meaning to their environment. Koentjaninggrat (2010) explains that perception is the realization of the human brain process and appears as a view of the phenomenon, in this process many factors such as feelings, motivation, educational background, experience, and others are involved. Then the process comes to the process where the brain interprets meaningful stimuli. With the help of perception, the needs of various people can be determined, as the perception of an individual is influenced by their needs.
2.1.2. Process of Perception
Perception is a subjective, active and creative process through which we assign meaning to sensory information in order to understand ourselves and others. This also includes how we respond to that information. This subjective process allows different individuals to perceive the same environment differently based on certain aspects of the situation that the individual chooses to absorb selectively, how they organize information and how they interpret it.
There are three stages in the perception process, as follows:
a. Selection
Selection is the first perceptual process, in which a person focuses his or her attention on certain incoming sensory information or decisions about what to pay attention to.
b. Organization
The second perceptual process is organizing, in which individuals sort and categorize the information they perceive based on innate and learned cognitive patterns.
c. Interpretation
And finally interpretation, where an individual will interpret information in a reasonable way using the information that has been obtained.
Based on the explanation above, it can be concluded that perception is a complex process consisting of paying attention to an object, sorting and categorizing information based on cognitive patterns, and interpreting information into several meanings that cause the response to affect behavior.
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2.1.3. Factors of Perception
Perception occurs through a process and many factors affect a person's perception. This is what causes everyone to have a different perception even though they see or face the same thing. Robbins (2003) says there are three factors that influence perception, including:
a. Perceive, when seeing something an individual will be influenced by its characteristics such as beliefs, attitudes, motives, interests, experiences, cognitive structures, and cultural upbringing.
b. The object or object that is perceived, this can be a person, object, or event.
This will affect a person's perception, not seen in theory but from the relationship with other people involved. Includes things like motion, sound, size, background, proximity, and similarity.
c. The context of the situation in which the perception is made, the elements in the surrounding environment will affect a person's perception.
Situations include time, work settings, and social settings.
2.1.4. Principle of Perception
In relation to the notion of perception, Slameto (2010) divides the principles of perception into four, namely as follows:
a. Perception is relatively not absolute, where the first stimulus will have a greater impact than the next.
b. Perception is selective, that is, a person's ability to capture a stimulus is limited, this is because the human brain only captures stimuli based on the most interesting things.
c. Perception has an arrangement because people receive stimuli in the form of relationships or groups.
d. People's perceptions may be different, because they are influenced by individual differences such as behavior, attitudes, and motivation.
2.2 Concept of Speaking 2.2.1 Definition of Speaking
Speaking is the ability to speak fluently and is not only based on knowledge of the characteristics of language but also the ability to process information and language when communicating (Harmer, 2007). Meanwhile, Quianthy (1990) defines speaking as the process of delivering ideas or information orally in various situations. As defined Kayi (2006) states that speaking is the use of language itself appropriately with confidence and fluency.
Speaking is a process of interpreting and giving meaning through verbal and nonverbal symbols, in various contexts of situations. Researcher Chaney and Burke (1988) reveals that speaking is the ability to generate language and share the speaker's ideas with the interlocutor.
Meanwhile, Anderson in O'Malley (1990) classifies three stages of language production. The first is construction, in which the speaker chooses the purpose of communication and can identify the appropriate meaning. The second is transformation, where language rules are used to change the intended meaning into the form of a message. And the third is execution, where the message was previously expressed in a form that can be heard and reached by the interlocutor.
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Thus, speaking is a skill that someone needs to serve and can be generated automatically by that person.
2.2.2 Components of Speaking
a. Vocabulary
Vocabulary is one of the components of speaking because without a large vocabulary the use of a second language will not be successful. So that we cannot use the structure and function of the language itself that we learn to communicate which is accessible. Turk (2003) says that vocabulary means diction, which is the most important thing in a language, especially in speaking ability. Meanwhile, mastering a lot of vocabulary will make it easier to communicate related to expressing ideas, feelings, and what is on our minds in spoken and written form.
b. Grammar
The grammar of a language is a description of how words can change shape and can be put together into a sentence in that language and grammar refers to the basic principles and structures of language, including building clear and correct sentences according to the correct word form ( Harmer, 2001). Another opinion according to Greenbaum and Nelson (2002) says that grammar refers to a set of rules to unite the vocabulary in the language itself with a larger unit. So, from the above statements, it can be concluded that grammar is a necessary rule to combine words into a correct sentence in conversation.
c. Pronunciation
Pronunciation is a way to produce clearer language when speaking. As Kline (2001) argues that pronunciation is the way students manifest the words that
will be pronounced clearly when they speak. Meanwhile, Fraser (2001) reveals that pronunciation involves aspects of speech that will make the way of speech easy to understand by the interlocutor, including segmental articulation, rhythm, intonation, phrases, as well as gestures, and eye contact.
d. Fluency
Fluency can be defined as the ability to speak fluently, communicatively, and accurately. And also fluency refers to how a person can express themselves when speaking without distraction.
2.2.3 Speaking Funtion
According to Brown and Yule, as quoted by Richards and Renanda (2007) that the function of speaking is classified into three consisting speaking as interaction, speaking as a transaction, and speaking as performance. The following is an explanation of each speech function:
a. Speaking as interaction, this refers to what we usually mean by conversation. The main purpose of this function is to maintain social relations. While the skills involved in this function are opening and closing conversations, choosing topics, creating conversations, responding to conversations, and reacting to other people or interlocutors.
b. Speaking as a transaction, this type of talk refers to a condition that focuses on what is said or done. The main focus here is the message, which is to make oneself understood clearly and precisely than others and how to interact socially with one another. And the skills that go into this function are explaining needs or intentions, expressing or describing something, asking
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questions, confirming information, making suggestions, justifying opinions, making comparisons, and clarifying understanding.
c. Speaking as a performance, what is meant here is speaking in public such as a conversation that aims to convey information to the participants, such as public announcements and speeches, which are in the form of monologues. Some of the skills involved are the speaker using the right format, arranging the information to be conveyed in the appropriate order, being able to keep the listener engaged, and using the right opening and closing.
2.2.4 Speaking Processing
There are several processes of speaking according to Harmer (2001) including language processing, interaction with other people, and information processing. For further explanation:
a. Language processing, namely the speaker can be able to manage the language in his head and arrange the language in a structured way so that it comes out in a form that can be understood and can also convey the desired meaning.
Language processing involves retrieving words and phrases from memory and combining them into a syntactically and propositionally appropriate sequence.
b. Interacting with other people, here mostly speaking involves interacting with one or more interlocutors. This means that speaking is also said to be effective if it involves a lot of listening to the understanding of the other
person's feelings, and knowledge of how linguistics alternates or provides opportunities for others to also be able to speak or convey their ideas.
c. Information processing, where in addition to responding to other people's feelings, we are also able to process the information our interlocutors tell us when they do it.
And it can be concluded, that speaking is a process that comes from our minds to produce the language itself until it is meaningful and can be used to interact or talk with other people. Next, the other person conveys the information that is in their mind and we can implement the information process.
2.3 Learning Media
2.3.1. Definition of Learning Media
Learning media is a medium for delivering information or learning messages to students. With the media in the teaching and learning process is expected to help teachers to improve student achievement. Jalmur (2016) argues that educational media are tools, methods, and techniques used to more effectively communicate and interact between teachers and students in the education and teaching process in schools. According to Miarso (2009), learning media is anything that can be used to convey messages so that it can stimulate students' feelings, thoughts, motivation, and attention and encourage the learning process.
While Musfiqon (2012) argues that learning media is defined as a tool in the form of physical and non-physical used by teachers to deliver learning materials to students so that the teaching and learning process is more effective and efficient.
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Thus, the use of learning media is expected that students can receive learning materials more quickly and can attract students' interest in learning.
Based on the explanation above, it can be concluded that learning media is a vehicle used in the teaching process to stimulate the thoughts, feelings, attention, and skills of students so as to encourage the learning process. And learning media are tools or materials that are used effectively to transfer, convey, and learn information.
2.3.2. The Functions and Principles of Media in Learning
One of the functions of the media is as a means of delivering learning materials in the teaching and learning process. Apart from delivering material, Asyhar (2012) conveys other functions of learning media as follows:
a. Media as a learning resource.
b. The semantic function is related to words, terms, signs, or symbols.
c. The manipulative function is the ability of the media to reload an Objec/
event in various ways, according to conditions, circumstances, goals and objectives.
d. The fixative function is to capture, store, and rearrange an object/event that has occurred for a long time.
e. The distributive function is that the media used in the learning process can be followed by large numbers of students or unlimited media coverage.
f. Psychological functions, namely learning media have attention functions, affective functions, cognitive functions, imaginative functions, and motivation functions.
g. The socio-cultural function is that the use of media in learning can overcome socio-cultural barriers between students with different customs, environments, and experiences.
While Musfiqon (2012) states that the principle of using media in the learning process can be divided into three main principles, namely:
a. The principle of efficiency effectiveness. Effectiveness in the learning concept is the achievement of a learning process in achieving learning objectives, while efficiency is achieving learning objectives with the minimum possible time, cost, facilities/infrastructure, and other resources.
b. The principle of relevance, namely as a teacher must be able to choose media according to the objectives, content, learning strategies, and evaluation of learning.
c. The principle of productivity, namely practice in the learning process is the goal of an optimal goal by utilizing available natural and human resources.
2.3.3. The Advantages of Media in Learning
Media in learning provides benefits for educators and students, Arsyad (1997) suggests the benefits of learning media in the teaching and learning process as follows:
a. Learning media can clarify the presentation of messages and information so that they can facilitate and improve learning processes and outcomes.
b. Learning media can increase and direct students' attention so that it can lead to learning motivation, more ongoing interaction between students
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and their environment, and allows students to learn on their own according to their abilities and interests.
c. Learning media can overcome the limitations of the senses and space.
Learning media can provide students with similar experiences about events in the environment and allow direct interaction with teachers and their environment. And it can be concluded that learning media can help the learning process and can stimulate students to react physically and emotionally.
2.4 YouTube
2.4.1 Definition of YouTube
According to Jalaluddin (2016) YouTube is a website that provides various video formats such as video clips, television clips, music videos, movie trailers, and other content such as video blogging, short original films, and educational videos. YouTube can be used as a medium for learning English at any time without being limited by space or time limitations related to computers or the requirements for delivering media connected to the internet. As a result, students are encouraged to take advantage of YouTube to learn more than possible. There are lots of videos from native speakers explaining specific topics such as grammar, vocabulary, pronunciation, reading, listening, speaking, and writing.
They can use this video as a reference to have a better understanding with good visualization. Therefore, YouTube is a good solution for learning English.
The use of YouTube videos in foreign language classes has met the needs of students and teacher orientation. YouTube videos provide fast and instant teaching and entertainment material around the world. There are dual functions
when using YouTube videos as learning media; first, it is fun to watch, and second, it is an effective learning media that students like. As a result, students have real opportunities to engage meaningfully in learning the target language.
And what we can see from using YouTube is that students learn without knowing that they are learning. In addition, according to Almurashi (2016) YouTube videos are more realistic, practical, and comprehensive, compared to traditional teaching methods.
2.4.2 Advantages and Disadvantages of YouTube
YouTube as a learning medium has advantages and disadvantages, according to Jallaludin (2016), the following are the advantages of YouTube:
a. In the world of education, YouTube can help provide learning videos in the teaching process that are useful for students to gain new knowledge from any side.
b. Students can access this site anytime and anywhere.
c. YouTube provides an opportunity to learn more for all students, especially for those who do not have the opportunity to go to school.
d. There are many sources of learning from skilled people that students can learn from.
e. YouTube is a huge classroom for learning and teaching which can save users time and budget.
f. YouTube has become an important learning resource, and is easily recognized by videos.
g. YouTube is an entertainment house that provides all kinds of entertainment.
h. YouTube is a huge digital library.
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From the advantages of YouTube above, the disadvantages of YouTube are as follows:
a. Not all videos on YouTube are reliable, so YouTube users must be even more careful in choosing which videos to watch.
b. Can build individualism, its mean that Youtube can make users addicted. It makes users who access YouTube addicted and enjoy their own world thus making users less interactive.
c. Some of the content in the videos may not be suitable for age groups, many videos are bad, such as uncensored clips or sexual harassment that is not suitable for young people.
d. To access YouTube requires an internet connection, so we cannot access YouTube if there is no internet connection.
e. YouTube videos have ads, this can sometimes irritate users.
2.4.3 YouTube as Media for Laerning English
The use of YouTube as a learning medium can make the situation in the teaching and learning process more enjoyable, and can generate interest in learning for students (Mujianto, 2009). Many learning videos are available on YouTube, these videos can make students more interested and motivated in learning. YouTube can be a useful medium for English language learners both inside and outside the classroom. Jallaludin's research shows that YouTube can influence students to develop English language skills.
When using YouTube as an English learning medium, students can learn directly with native speakers. And students can find a variety of accessible
English learning videos, therefore YouTube is a rich source of material and can motivate students to be interested in learning English.
2.4.4 YouTube for Lesson Speaking
Teachers must be able to provide interesting learning activities so that students are happy and enjoy learning English for speaking skills. For this reason, learning process activities must use something different to attract students' attention, one of which is by utilizing technology.
Thus the use of YouTube can be an alternative for teachers in learning English. Because YouTube is a well-known platform for internet users that has many videos that users can watch, one of which is educational videos such as videos that use English.
To develop speaking skills, students must obtain information about language structure and discourse genres, speaking skills, and communication strategies that enable learners to manage communication (Thornbury, 2012).
Authentic video material provided on YouTube is very useful for students as long as the teacher can choose appropriate and relevant material. Learning to speak using YouTube can include knowledge of the language system. Therefore, it is an opportunity for teachers to use YouTube as a medium in learning English to improve students' speaking skills.
In addition, the use of YouTube videos in teaching speaking increases motivation to learn in speaking classes in that way. YouTube videos provide pictures and audio so that they can help students practice pronunciation, enrich their vocabulary and make it easier for them to find ideas in producing sentences
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while speaking and by watching YouTube videos. also subconsciously helps students learn grammar automatically (Syafiq, et al., 2021). Also with YouTube videos that provide pictures and audio so that they can help students practice pronunciation, enrich their vocabulary and make it easier for them to find ideas in producing sentences when speaking. Apart from that, watching videos also unconsciously helps students learn grammar automatically (Despita. (2021).
Abrar and Jaya (2022) also stated that the nature of video, which provides images and audio at the same time, can help students practice their pronunciation and make it easier for them to find ideas in producing sentences while speaking.
As well as other researchers also revealed that YouTube videos that provide moving images, audio, and subtitles at the same time can help students in their pronunciation, develop their vocabulary, and help them generate sentence ideas for speaking English. Besides, by watching videos, they can subconsciously understand English grammar better. The more often they watch videos, it can also help them to practice their fluency in speaking English (Lengari, 2022).
Based on the statement above, it can be concluded that the use of YouTube for speaking skills can be an effective alternative to use in learning English for speaking skills, because it can help students master vocabulary, grammar, learn pronunciation, and help fluency.
2.4.5 The Criteria for Choosing Videos on YouTube
The use of videos provides useful input in learning English. First, video communicates meaning better than other media. That is, videos present language in context in a way that cassettes cannot. And by using video, students can see
who is speaking, what is being said, where the speaker is, what they are doing, and so on. So all these visual clues can help students understand what they are watching. Second, video is a positive exploitation of technology (Woro Widiastuti, 2011).
Therefore (Woo, et al., 2007) said that teachers can focus more on choosing videos that are appropriate and relevant to students' needs. This means that the teacher must pay attention to the video first and then assess whether the video is suitable for students and whether the video can increase students' learning motivation Furthermore, the selected videos should offer many communicative situations as well as describe different cultures and life situations of the speakers.
In selecting YouTube videos, according to Berk (2009), teachers are given three general criteria in selecting videos available on YouTube including: (1) student characteristics that include prominent socio-demographic characteristics:
age or grade level, gender, ethnicity, and language dominance; (2) the videos that teachers are not allowed to use in their pursuit are videos that contain graphic violence, obscene language, nudity, sexuality, thick blood, racial and ethnic groups, and drug use; and (3) video structure, which includes technical content including duration, context, visuals, and the number of characters who play a role in the video.
With that, teachers must select and adapt the videos they choose to the needs of students, the characteristics of the students, and also the learning objectives.
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2.4.6 How to Use YouTube in Teaching English
Using YouTube videos in the classroom can be beneficial for teachers and fun for students. Students were more involved in visually motivating activities and were more likely to concentrate while watching videos than reading walls of text in books or notes.
And also, scientists agree that learning to speak a foreign language is by
"interacting". The most effective approaches for this are collaborative learning and teaching of communicative languages. Teaching a language in a communicative context is centered on situations when communication is necessary. Students will be given the chance to interact with one another in the target language by using this strategy in the EFL lesson. In other words, EFL instructors need to provide a setting in the classroom where spoken language is encouraged through authentic activities, real-world communication, and significant assignments. This can take place when students work together in groups to complete a task or reach a goal.
For this reason, teachers can use several learning strategies such as group discussions, role playing, and reporting, using YouTube video learning media. As in research Riswandi (2016), including using group discussion learning strategies;
(1) students in pairs are given the task of watching a video played by the teacher, (2) while watching students are asked to record important points in the video for video playback twice. (3) students are given time to discuss with their partners, (4) students will present the results of their discussions in front of the class. and the last stage, other students gave comments and suggestions to their friends'
appearance, after students gave comments, then the teacher gave feedback and the teacher gave an evaluation of the learning process.
In addition, in Anggraini's research (2021) using reporting learning strategies and discussion groups as follows: (1) students are arranged in pairs, (2) students are then given the task of watching videos that are played three times by the teacher, (3) while watching In the video, students are allowed to take notes about the vocabulary they find in the video, (4) After watching the video, students are allowed to discuss with their partners regarding the YouTube video they have watched, (5) Next they are asked to make a text about the content of the video and then present it in front of the class without reading the text.
Meanwhile, in the research of (Ariyanto, et al,. 2012) they applied several activities to the learning process, namely: (1) students were arranged into eight groups, each group consisting of four students, (2) video material was packaged in power points, with the topic of descriptions of things, (3) students are shown a video that describes animals, this aims so that students have many examples to explore their ideas when speaking, (4) then students are asked to make monologues related to videos, this aims to make students more ideas and opportunities to practice speaking and make students speak more fluently.
Teachers can implement and develop several activities that have been affectively carried out to improve students' speaking skills in learning foreign languages.
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2.5 Previous Study
Several researchers conducted previous research aimed at improving students' speaking skills, and in this study the researchers found several related studies that made researchers interested in conducting this research, namely:
Ariyanto, et al,. (2012) finds out how YouTube videos are applied so that they can improve students' speaking skills. This study uses collaborative classroom action research, the subject of this research is the seventh grade students of SMPN 1 Surakarta in the 2012/2013 academic year. The data collected in this study used interviews, questionnaires, and post-tests. The results of this study indicate that when YouTube videos are used effectively, it improves students' speaking skills, and class atmosphere. So that YouTube videos can be used as alternative media in the language teaching process, including speaking teachers.
Riswandi (2016) looks at how Youtube can help students improve their speaking skills. This research was conducted on seventh grade students in one of the junior high schools in Indonesia. The study used classroom action research with data collection through speaking assessment and interviews. The findings revealed that students' speaking skills improved significantly as a result of using YouTube, especially in terms of vocabulary, grammar, pronunciation, and fluency.
Omer (2017) looks at the benefits of YouTube videos in improving listening and speaking skills of EFL students. A questionnaire was used to collect data from a group of 30 undergraduate English students in their second year.
YouTube improves students' listening and speaking skills and encourages them to communicate verbally in English, according to the findings. In addition, YouTube introduces students to the culture of native English speakers, which enhances their language skills.
Djahida (2017) looks at how educational YouTube videos can help EFL students improve their speaking skills. Ten teachers teaching the 'Oral Expression' Module and 60 Master's students from the Department of English at Biskra University in Algeria were among the participants, who applied audio-visual materials to improve speaking skills. The researcher found that using YouTube videos to develop speaking skills was viewed positively by both teachers and students.
Nuha and Saputri (2021) describe how YouTube videos are an effective medium for improving English speaking skills. This study uses a systematic analysis approach, using 10 sources consisting of 4 theses and 6 articles. And the data analysis technique of this research uses descriptive research through pre-test and post-test which have been studied by researchers. The results of this study indicate that YouTube video media can not only be adapted for children but can also be extended to all levels of education and allows students to immediately practice their own speaking skills.
Meanwhile, in this study the researcher collected data from class VIII students at SMPN 24 Kota Jambi. Where this research was conducted to determine students' perceptions of the use of YouTube in learning English for speaking skills. The similarity of this research with previous research is looking at
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the use of YouTube in improving speaking skills. The difference between this research and previous research, previous research used classroom action research and systematic analysis, in data collection using questionnaires, pre-test and post- test, and speaking assessment. While in this study using descriptive research with a penomenological approach and collecting data using interviews.
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CHAPTER III
RESEARCH METHODOLOGY
This chapter presents the description of the research method used in the study. It includes (1) Research Design (2) Research Site and Access, (3) Subject of the Research, (4) Research Instrument, (5) Techniques of Data Collection, (6) Techniques of Data Analysis, and (7) Trustworthiness.
3.1 Research Design
This study used a qualitative method. Qualitative research is usually conducted to learn more deeply about a person's experiences, attitudes, opinions, or personal qualities (Peterson, 2019). And according to Bogdan and Biklen (1982), qualitative research analyzes the quality of relationships, activities, circumstances, or materials. Furthermore, qualitative research aims to promote a thorough understanding of a particular phenomenon, such as an environment, a process, or even a belief. In this research, the writer collects, analyzes, and interprets the data before describing it. While the qualitative descriptive method can be interpreted as a set of actions to collect data as it is without being subject to certain conditions whose results emphasize meaning according to the expert's view. Because the researcher analyzed students' perceptions about the use of YouTube in learning English on students' speaking skills, the research used descriptive research with a phenomenological approach. C. Martin (2017) states that descriptive phenomenology is widely used in social science research as a method for exploring and describing individual life experiences. And Spiegelberg
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(1975) identified that there are three steps to carry out descriptive phenomenology, namely intuition, analysis, and description.
3.2 Research Site and Access
This research was conducted at SMPN 24 Kota Jambi, the researcher chose this school because at that school the researcher conducted Praktek Lapangan Persekolahan (PLP) and the school used YouTube as a medium in learning English. Based on the background and problems in this study, the researcher wanted to know students' perceptions about the use of YouTube in learning English on students' speaking skills.
3.3 Subject of the Research
In determining research subjects, researcher used purposive sampling where the selection of participants was based on the researcher's assessment of the most informative prospective participants. Arikunto (2010) defines that purposive sampling is the process of selecting samples with subjects that are not based on level or region, but are taken based on a specific purpose, and purposive sampling is where a researcher selects samples based on research needs. Based on the purposive sampling technique, the researcher chose class VIII students at SMPN 24 Kota Jambi. Participants consisted of eight students; including one male student and seven female students, because researchers believed that research participants could provide data that would answer research questions.
3.4 Research Instrument
Instruments according to Airasian and Gay (2000), are tools used to collect data. Meanwhile, Arikunto (2010) states that data collection instruments
are tools used by researcher to assist them in collecting data more systematically and easily. Ary (2010) states that the research instruments most often used in qualitative research are observation, interviews, and document analysis.
Therefore, researcher used interviews to collect data. Where researcher used semi-structural in-depth interviews in this study which were supported by tape recorders, cameras, and notebooks. The questions in the interviews build on the literature review described in chapter two. Questions in semi-structured interviews are not only prepared in advance but also developed during the question and answer session. The aim of the semi-structured interview is to gain a thorough understanding of the interviewee.
3.5 Technique of Data Collection
The data collection techniques used in this study are described in this section. In qualitative research, data will be collected through in-depth interviews, document analysis, observation, and analysis of audio-visual material (Creswell, 2012). Therefore, the data for this study were collected through interviews.
One of the most important sources of qualitative research for gaining a comprehensive understanding of how people experience, perceive, and interpret the social world is through interviews (Creswell, 2012). Researcher used semi- structural in-depth interviews in this study. This type of interview is conducted only once, with an individual or a group and generally lasts from 30 minutes to over an hour (DiCicco-Bloom B & Crabtree BF). The semi-structured interview is based on a semi-structured interview guideline, which is a schematic presentation of a question or topic and needs to be explored by the interviewer.
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Data Collection Procedures To collect data from the results of the interviews the researcher made several procedures. Namely (1) the researcher prepares the concept of questions to be interviewed to the subject, (2) the researcher interviews each informant, and (3) the researcher transcribes the results of the interviews.
3.6 Technique of Data Analysis
According to Creswell (2009), qualitative data analysis requires data acquisition, interpretation development, and report writing. "Data analysis in qualitative research is a procedure of categorization, description, and synthesis."
To analyze the data, researcher used descriptive qualitative. There are three steps in analyzing data in qualitative descriptive research, the steps are data reduction, data display, and conclusion and verification. Based on this statement, the researchers determined three stages in analyzing the data in this study, including:
1. Data Reduction
In this study, data reduction is data analysis to sort the data to be obtained, group data into several categories, and edit data according to the results of the data that has been collected. In reducing the data in this study, researcher obtained data from interviews.
2. Data Display
In data display activities, researcher compile information about the data that has been obtained and present the data in the form of brief descriptions, category relationships or narratives. And in this process the researcher displays
the data in the form of a brief description or essay. So that researcher get data that is easier to understand.
3. Conclusion/Verification
Conclusions and verification are activities to conclude the results of the data to be obtained in this study.
3.7 Trustworthiness
Trustworthiness is a study that refers to the level of trust in the data, interpretations, and methods used by researchers. This aims to ensure the quality of a study (Polit & Beck, 2014).
To ensure the quality of a study, researcher can use criteria based on Guba
& Lincoln (1994) states that the criteria include credibility, dependability, confirmability, and transferability; they then add authenticity. Further explanation is described below:
a. Credibility
Credibility is a strategy to ascertain whether the researcher has long-term involvement during the study, conducting continuous observation, triangulation and member checks. In addition, credibility also ensures whether the data obtained represents or makes sense to the information from the participants' original data sources and is also the correct interpretation of the participants' original views. The researchers ensured credibility by using the following strategy:
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1. Prolonged engagement
This is a prolonged involvement of researchers during the research process in the field with participants. To test misinformation, build trust, and know data to get rich data.
2. Persistent observation
This strategy is carried out by identifying the characteristics and elements that are most related to the problem under study, and which will be the focus of the researcher in detail. Researchers constantly read and reread data, analyze it, theorize and revise concepts as appropriate.
3. Triangulation
Triangulation aims to improve the qualitative research process by using multiple approaches. Methodological triangulation is used by researchers to collect data through different methods such as in-depth interviews, focus group discussions and field notes. And then investigator triangulation is applied by involving several researchers as members of the research team, and in dealing with aspects of the study organization and analysis process. The data will be analyzed by two different researchers.
4. Member checks
Member check is done by sending all interview transcripts and focus group discussions to participants for feedback. In addition, the researcher also held a meeting with the participants after half the study period, which aimed to re- discuss the corrected interpretation of the data and what the participants thought
was wrong. Until finally, the findings were presented again at the next meeting to confirm the related theory.
b. Dependability
This means the extent to which the study can be repeated by other researchers and that their findings will be consistent. If anyone else wishes to replicate the study, they must have sufficient information from the report to conduct the study and obtain similar findings. Researchers can use inquiry audits, meaning outsiders to review and examine processes, to establish dependencies.
c. Confirmability
Confirmability is the degree to which the findings of a research study can be accepted by other researchers. These are based on participant data and interpretations or findings not due to bias or personal interpretation of the researcher.
d. Transferability
This is how qualitative researchers demonstrate that research study findings can be applied to similar situations, populations, and phenomena.
Researchers can also use detailed descriptions to prove that their research findings were studied. And then it can be used in other contexts or situations.
From the explanation above, not all procedures are used in every study.
Because not all strategies may be right. Thus, this study uses credibility to ensure the quality of research by using a member check strategy.
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FINDINGS AND DISCUSSIONS
This chapter presents research findings and discussions regarding students' perceptions of using YouTube in learning English for speaking skills, this data was obtained from interviews with participants.
4.1 Findings
This study found a description of students' perceptions about the use of YouTube in learning English for speaking skills. This data was obtained from interviews consisting of 8 participants. The following is a table of theme and sub- themes of this study:
Table 1 Theme and subtheme of partisipants speaking improvement and the effectiveness of YouTube for speaking skill.
THEME SUBTHEME
Speaking Improvement
Vocabulary Grammar Pronunciation Fluency
The Effectiveness of YouTube YouTube as a Medium in English Learning for Speaking Skill
4.1.1 Speaking Improvement
The theme obtained from the results of the data that has been collected states that the use of YouTube in learning English for speaking skills can improve students' speaking skills, while the components of speaking skills that influence include increasing vocabulary, grammar, pronunciation, and speaking fluency.
4.1.1.1 Vocabulary
Vocabulary is one of the components of speaking skills because without a large vocabulary the use of the second language will not be successful. All participants reported using YouTube in learning English for speaking skills can increase students' vocabulary. As P6 reports:
“iya karena di YouTube lebih banyak kosakata baru dibandingkan pembelajaran yang ada dibuku dan juga mudah dipahami”.(P6)
From the data above it can be concluded that using YouTube in learning English for speaking skills can increase students' vocabulary because they find more new vocabulary than in books. The statement above is in line with the results of interviews that have been conducted with P6. As P8 reports:
“saat menggunakan YouTube lebih banyak menemukan kosakata baru seperti kata kerja dan kata sifat”.(P8)
From the data above it can be concluded that using YouTube in learning English for speaking skills can increase students' vocabulary such as verbs and adjectives. The statement above is in line with the results of interviews that have been conducted with P8.
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4.1.1.2 Grammar
Grammar is the second component of speaking skills, so grammar is an important aspect of speaking skills. All participants reported that using YouTube in learning English for speaking skills could increase their knowledge of grammar. As P3 reports:
“iya meningkatkan tentang grammar karena dengan adanya penggunaan YouTube untuk keterampilan berbicara kita bisa menemukan ungkapan kalimat baru dan menambah pengetahuan seputar keterampilan berbicara dalam Bahasa Inggris ataupun grammar”.(P3)
From the data above it can be concluded that using YouTube in learning English for speaking skills can increase students' grammatical knowledge because students find new sentence expressions. The statement above is in line with the results of interviews that have been conducted with P3. As P7 reports:
“...penggunaan YouTube dalam pembelajaran Bahasa Inggris sangat meningkatkan pengetahuan tentang bagaimana pola kalimat itu di deskripsikan, bagaimana bentuk beberapa bentuk pola kalimat. Seperti penggunaan should dan must”.(P7)
From the data above it can be concluded that using YouTube in learning English for speaking skills can increase students' grammatical knowledge, such as the use of should and must. The statement above is in line with the results of interviews that have been conducted with P7.
4.1.1.3 Pronunciation
Pronunciation is a way to produce clearer language when speaking.
Pronunciation includes the third component of speaking skills and includes aspects that affect speaking skills. All participants reported that the use of
YouTube in learning English for speaking skills can help students learn the pronunciation of a word. As P6 reports:
“iya, karena saya bisa meniru pembicara yang ada divideo YouTube ... dan memudahkan saya dalam pengucapan kata”(P6)
From the data above, it can be concluded that using YouTube in learning English for speaking skills can make it easier for students to learn pronunciation of words by imitating speakers on YouTube videos. The statement above is in line with the results of interviews that have been conducted with P6. As P8 reports:
“iya karena saya dapat menirukan pengucapan pada kata yang disebutkan dalam video YouTube”. (P8)
From the data above, it can be concluded that using YouTube in learning English for speaking skills can help students learn to pronounce a word by imitating the pronunciation of the words mentioned in the YouTube video. The statement above is in line with the results of interviews that have been conducted with P8.
4.1.1.4 Fluency
Fluency is the last component of speaking skills. So fluency is also an important aspect that students must have in speaking skills. Most students reported that the use of YouTube in learning English for speaking skills could not make students speak fluently but could help them speak fluently. As P2 reports:
“tidak berpengaruh pada kelancaran berbicara tetapi lebih memudahkan saya terhadap bagaimana suatu kalimat diungkapkan”. (P2)
From the data above it can be concluded that using YouTube in learning English for speaking skills cannot make students speak fluently but makes it easier for students to know how a sentence is expressed. The statement above is in
