THE EFFECTIVENESS OF SHORTS VIDEO ON THE KAMPUNG INGGRIS LC YOUTUBE CHANNEL ON STUDENTS' VOCABULARY MASTERY OF THE
FIRST GRADE AT SMPN 1 SUMBERGEMPOL
Isnatin Nur Hidayah1, Dr. Hj. Nanik Sri Rahayu, M. Pd2 English Education Department, Faculty of Tarbiyah and Teacher Training
State Islamic University of Sayyid Ali Rahmatullah Tulungagung [email protected]
Abstract
The purpose of this study was to find out whether there was a significant difference in students' vocabulary mastery scores between students who were taught with and without the Shorts video on the Kampung Inggris LC YouTube Channel at SMPN 1 Sumbergempol. The writer used a quantitative research design method in processing research data. The sample used in this study were 66 students VII-A as the experimental class and VII-G as the control class with details VII-A consisting of 32 students and VII-G consisting of 34 students. The results showed that students in the experimental class had significant average scores compared to students in the control class.
This is evidenced by the score obtained in the experimental class which was 16.72, while in the control class it was 10.29. The average post-test score for the experimental class was 85.16 and the average post-test score for the control class was 71.47. Then the p-value is significantly smaller than the significant level (0.002 <0.05). In other words, H0 is rejected and Ha is accepted.
In other words, implementing Shorts video on YouTube is highly suggested to be used as alternative media in supporting teacher to introduce new English vocabularies to their learners.
Keywords: Vocabulary, Shorts Youtube, and Kampung Inggris LC
INTRODUCTION
Language is now a key to interacting with new information or knowledge. However, we are required to speak multiple languages. English is becoming a must for joining the educational and professional fields. Being able to communicate effectively can put one step ahead of others. We all know that those who are still unable to master English will fall behind. According to [ CITATION Har20 \l 1033 ], students should first master the four major abilities of listening, speaking, reading, and writing when learning English. As a result, before teaching pupils the four English skills, teachers should prepare them thoroughly. It may begin by discussing vocabulary. The foundational elements of English are the vocabulary and the four main skills. It significantly affects teaching and learning activities. Because, in accordance with [ CITATION And19 \l 1033 ], the development of vocabulary is crucial for EFL students because, without a diverse vocabulary, they will find difficulty to produce language either structurally or functionally. In a nutshell, vocabulary may be defined as a person's collection of words in a given language that they use to talk about a variety of things with meaning.
To communicate our ideas and to comprehend what others are saying, we also employ vocabulary. One of the most divisive topics in teaching English as a foreign language is the vocabulary rule. Teachers will encounter obstacles while facilitating learning. One of them is that they don't know how to train students to get the outcomes they want. As a result, junior high school students need special attention when learning the language because at this age, they enjoy joking around, upsetting their peers, and being difficult to control. The teacher should make advance plans and investigate the best teaching methods to employ with the students to reduce students’ boredom.
Additionally, vocabulary learning involves much work from everyone.
Technology encourages teaching and learning, especially when it comes to language learning.
The regularity with which teachers implement multimedia as an innovation in the classroom serves as evidence. Traditional instruction is believed to make it more difficult for students to understand a particular language. Additionally, incorporating technology into language instruction might motivate students more. Technology helps students integrate the teaching-learning process and inspires positive concepts about communication skills and social practice, claims Suhardiana (2019).
It would appear strange to have learned English concepts like tenses but not English vocabulary, and it would be difficult to talk using solely formulae because vocabulary is so vital. Previous research has shown that YouTube videos can be used as engaging learning resource s for vocabulary to prevent a monotonous learning environment in the classroom. Because audiovisual technologies offer more information than books. The most popular technology for teaching vocabulary is YouTube videos. With the help of this media, you may learn how to master the four skills as well as other aspects of English, such as vocabulary.
According to [ CITATION Les17 \l 1033 ], YouTube is a relatively new phenomenon, thus students and educators interested in the acquisition of second language vocabulary are growing more concerned about its effectiveness in EFL classes. (Terantino, 2011) asserts that YouTube videos give users access to a variety of international media, making it easier and more enjoyable to learn languages, particularly English. The researcher uses the Shorts video on the Kampung Inggris LC YouTube channel to examine whether it has an effect on students' vocabulary mastering in accordance with the earlier experiments that have been given above. The researcher wishes to incorporate YouTube Shorts as a novelty from previous studies because the feature only recently became available. Other types of videos, such as animated, subtitled, or offline YouTube videos, have already been employed by academics.
Researching the Shorts YouTube video is an update. in other words. Moreover, Kampung Inggris LC is one of the most popular English-leaning YouTube channels with almost 1.7 million
subscribers, the researcher will investigate its YouTube Shorts. Additionally, there are already a ton of vocabulary-learning videos available on the YouTube platform, but research about the Kampung Inggris LC Shorts YouTube channel is limitted. Therefore, the researcher conducts research entitled "The Effectiveness of Shorts Videos on Kampung Inggris LC YouTube Channel on Students' Vocabulary Mastery of the First Grade at SMPN 1 Sumbergempol".
LITERATURE REVIEW Vocabulary
Alqahtani (2015) asserts that as the definitions of new terms are regularly stressed, whether in books or in classrooms, vocabulary development is crucial in learning other languages. Vocabulary is one of the linguistic elements that plays a key role in reading passages and conveying ideas, emotions, and sentiments, which is backed by [ CITATION Sih17 \l 1033 ]. Little units called words make up a language and are used to convey concepts. According (Hatch and Brown, 1995) separated vocabulary into two groups: a) Receptive vocabulary is learned via hearing and reading.
It was used to determine the meaning and comprehension of the message. The basic vocabulary was thought to be this one. Reading and listening are connected with receptive vocabulary. b) Productive vocabulary according to [ CITATION Bel18 \l 1033 ], kids can come up with their own terms to explain their concepts and ideas, making the process of developing productive vocabulary an active one.
Since vocabulary is the cornerstone of communication, it is essential. It is well known that the language serves as the main tool for communication, according to Jamalipour et al. (2012).
Because people use vocabulary to describe their emotions, ideas, and other things, vocabulary can be seen as an expression of the human mind. Vocabulary seems to be more significant and valuable than grammatical function from a linguistic perspective. According to Staehr (2008), a student's vocabulary size is a good predictor of their proficiency in the four main language abilities of listening, speaking, reading, and writing. The most crucial aspect of learning the English language is expanding one's vocabulary. Since vocabulary development is seen as an essential component of language learning Nation (2001). Alqahtani (2015) contends that for students to understand and participate in the teaching and learning process in the classroom, teachers must be proficient in the subject matter. Teachers need to take care to teach pupils vocabulary that is novel and distinct from their original tongue.
To teach vocabulary, a variety of methods are employed. To teach their students new vocabulary, most English teachers must keep in mind a few factors. Students are urged by their English professors to retain new terminology. It must be studied, put into practice, and revisited in
order to keep pupils from forgetting. Depending on the subject, the amount of time available, and the importance of the student, teachers employ various techniques. According to Brewster et.al (1992), vocabulary teaching techniques are included a) Using Objects can be used to demonstrate meanings with objects. Visualizing a new word by exhibiting the genuine object helps learners to remember it. b) Drawing Objects can be sketched either on the chalkboard or on flash cards. They can be reused if they are made of plastic-coated. c) Using Illustrations and Pictures help kids learn new words by helping them connect what they already know to a new story. d) Contrast
explains to students by
showing them how they are different from their opposites. For example, students can quickly understand what the word "good" means if they compare it to the word "bad." But a few of them are not. e) Enumeration is a collection of items that includes an exhaustive and chronological listing of each of the items that make up that collection. f) Translation translation doesn't make or encourage students to think about what words mean, it can be helpful for teachers in some situations. For example, when dealing with incidental vocabulary, making sure students understand, or pointing out similarities or differences between the first language and the second language, when these are likely to lead to mistakes.Besudes,
teaching vocabulary via media is highly recommended. Because, it makes teaching more entertaining and engaging. Thus, teachers must identify and apply vocabulary-teaching media. Media have an essential part in the success of teaching and learning activities within the context of learning. The media involved are audio media (Radio, Digital Audio Recording, and Tape Recorder); visual media (Book, Magazine, and Flashcards); the last one is audiovisual media (Animation video and YouTube video).
YouTube Video
Today, the most widely used platform for sharing videos online is YouTube. Everywhere, YouTube makes it simpler for people to learn English. Students can improve their English vocabulary and reading, writing, speaking, and listening skills by using YouTube. [ CITATION Sut21 \l 1033 ] asserts that teachers need to learn how to effectively use YouTube in the classroom because it contains a wealth of content that can be used to teach English. According to earlier studies, utilizing YouTube to teach new vocabulary helps kids remember them since it provides engaging content.
According to Nurrizal (2021), the impact of audio-visual media is nearly twice as great as the impact of audio-only or visual-only media. In conclusion, this study examines how audiovisual material, specifically Shorts YouTube, can be utilized to teach English, with a focus on vocabulary.
YouTube is a platform for sharing videos that has a vast number of videos. YouTube is an
illustration of this increasingly sophisticated technological development. The YouTube platform provides easy access to a variety of videos in various sectors of study. YouTube is an excellent educational resource for students. In addition, YouTube videos are one of the technologies available for use. YouTube is a video sharing website where users can publish, share, and view videos, according to Riswandi (2016). Students benefit from the usage of video in the learning process since it can explain all areas of knowledge and interest and capture their attention [ CITATION Ely15 \l 1033 ].
By offering the most creatively dense content possible, YouTube can also make learning pleasurable. Videos are available in a variety of languages and cultures, are simple to access, and can have a big impact on education. In other words, YouTube can enhance the educational setting.
YouTube can also increase student interaction by making it simpler to find topics and unfamiliar terms. Mayer (2001) emphasizes that the use of films is especially beneficial in introductory courses because it breaks down complex concepts and grabs the attention of both weak and visually impaired students. In general, it was discovered that YouTube can improve students' participation, engagement, and learning practices in the classroom.
Compared to other options, the YouTube video is simple to grasp and has more insightful and motivational content. Because they don't require any specialized knowledge or background knowledge to function as long as the networks that make up the internet are operational, YouTube and other contemporary learning platforms have an impact on children's intellectual curiosity and feelings. It is accessible to learners anytime and wherever they desire. Additionally, there are more demands for educational videos on YouTube. By watching videos on the internet, users can gain better language proficiency in English. [ CITATION Ars15 \l 1033 ] asserts that a proper selection principle is necessary in order to produce an effective learning media product. One of the ways that learning materials can be used in numerous ways is through YouTube. Anyone may utilize the internet to swiftly and simply access the enormous amount of priceless knowledge that YouTube makes available in the form of videos at any time, from any location, and in any situation. Students can use the materials provided by YouTube in the form of English language learning videos for a number of educational purposes, including vocabulary study.
Students are exposed to socialization or are provided explanations by using the YouTube- based learning strategy. Students are taught how to find vocabulary on YouTube using this technique. Learning vocabulary through YouTube [ CITATION Moz20 \l 1033 ] is one of the teaching methods that, in addition to being largely interesting and entertaining, has the potential to help students feel at ease with the material being taught. Nasution (2019) claims that YouTube may be used as a learning tool to access a variety of instructional videos at the beginner, intermediate,
and advanced levels in addition to being a source of amusing movies. Furthermore, he claims that YouTube offers language learners a wealth of resources that could help them improve their proficiency in the target language.
Kampung Inggris LC YouTube Channel
The Kampung Inggris Language Center's official website and YouTube channel both feature information about their courses. It is a place of learning that is located in Pare Kediri, East Java.
Arif Kuswanto, S.Pd. becomes the organization's founder in 2009. Since the Kampung Inggris Language Center's YouTube channel provides a variety of interesting teaching techniques, students can benefit much from it as they work to become proficient in the English language. This YouTube channel offers a ton of content prepared by a teacher, including lessons on grammar, vocabulary, and pronunciation. It is free to view. The most qualified instructor offered by the Kampung Inggris Language Center program is the one who teaches on the channel for that center on YouTube.
METHOD
This research used quantitative research with the type of experimental research design.
According to Ary, et al (2010:26) experimental research entails examining the influence of systematic modification of one variable on another variable.
It comprises analyzing the effects of methodical alteration of one variable on another. In order to make generalizations, quantitative research is typically utilized to test a theory, provide data, and explain the association between or among variables. Quantitative research, according to [ CITATION Jun06 \l 1033 ], has a number of qualities, including the fact that it looks for facts and causes of a situation from a broad perspective rather than from a particular person's perspective. Quantitative research is also frequently deductive and hypothesis-driven.Before teaching them using the Shorts video on the Kampung Inggris LC YouTube channel, the researcher gave pre-tests to both groups of seventh-grade students (experimental and control) from VII-A and VII-G classrooms at SMPN 1 Sumbergempol in order to gauge their level of vocabulary mastery. The population of this study were all the seventh-grade students of SMP Negeri 1 Sumbergempol academic year 2022/2023, which consists of eleven classes. The number of students in eleven classes are 356. The researcher chose 33 students from the VII-A grade and 34 students from VII-G grade. They have been suggested by English teacher to the researcher because VII-A and VII-G students have average on English competence. In result, they were be chosen as the sample of the research.
FINDING AND DISCUSSION
Pre-test and post-test tests were used to gather the data for this investigation. Exams are given to pupils to gauge their degree of language mastery. Twenty multiple-choice questions were provided by the researcher. In classes other than the experimental and control class, tests have undergone validity and reliability checks. The researcher created the scoring criteria for the students before administering the pre-test to the study sample in order to clarify and make it simple to categorize the students' scores. This criterion aims to determine whether or not the pupils' vocabulary mastery score is excellent. Then, the categories were divided up into 5 variations by the researcher.
Table 1 Scores Criteria N
o
Interval Class
Criteria
1. 90-100 Excellent
2. 70-89 Good
3. 50-69 Average
4. 30-49 Poor
5. 0-29 Very
Poor
The researcher gave pre-test and post-test in the experimental class.
Table 2 Pre-test and Post-Test Score in Experimental Class No
. Name Pre-
test Post-
test Gain Score
1. AAA 75 80 5
2. ASDK 65 85 20
3. ANS 50 85 35
4. ARL 70 90 20
5. BS 60 75 15
6. CAPA 75 90 15
7. DAM 55 85 30
8. DBA 70 70 0
9. EAAD
P 65 85 20
10. FAA 70 90 20
11. FLYP 65 85 20
12. FDAP 80 90 10
13. FNC 90 95 5
14. GAP 60 75 15
15. GAV 80 95 15
16. IFS 75 90 20
17. KLA 90 95 5
18. KCA 75 95 20
19. MTKR 75 90 15
20. MRAA 70 80 10
21. MFAF 55 90 35
22. MLFA 65 75 10
23. NAP 70 85 15
24. PHS 60 85 20
25. PK 65 80 25
26. RCL 60 85 25
27. SC 40 65 20
28. SWUN 75 95 10
29. TA 75 90 15
30. WNA 60 85 25
31. WZAS 75 85 10
32. ZDL 70 80 10
Total 2185 2725 535
The pre-test results from the experimental class, which was held on January 31, 2023, in the 32-student VII-A class, are the first set of data that will be explained. Twenty multiple-choice questions about the descriptive text were part of the test. The test included a 40-minute time limit for the pupils. The researcher created descriptive statistics from the data after leading the pre-test.
The fundamental trends of data are explained using descriptive statistics. The descriptive statistics were calculated by the researcher using SPSS Window 25.0. Its goal was to calculate the pre-test score's central tendency. To ascertain whether the data values cluster around the mean, measures of central tendency are used.
Table 3 Descriptive Statistics of Pre-test in Experimental Class Statistics
Pretest_Experiment N Valid 32 Missing 0
Mean 68.28
Median 70.00
Mode 75
Minimum 40 Maximum 90
Sum 2185
It displays the results of the pre-test from the experimental group based on the statistical computation previously displayed in the table. The data were revealed to have a sum of 2185, a minimum score of 40, and a maximum score of 90. Additionally, the pre-test had a mean score of 68.28. This indicates that the overall average for all students is 68.28. The score of 70.94 is categorized as average using the scoring standards that have been stated above.
Table 4 Frequency of Pre-test Score in Experimental Class Pretest_Experiment
Frequency Percent Valid Percent
Cumulative Percent
Valid 40 1 3.1 3.1 3.1
50 1 3.1 3.1 6.3
55 2 6.3 6.3 12.5
60 5 15.6 15.6 28.1
65 5 15.6 15.6 43.8
70 6 18.8 18.8 62.5
75 8 25.0 25.0 87.5
80 2 6.3 6.3 93.8
90 2 6.3 6.3 100.0
Total 32 100.0 100.0
According to the table above, the students who got the poor scores is 1 student or (3.1%).
Then, students who got average scores are 13 students or (40.6%). Also, the students who got good scores are 16 students or (50,1%). After that, the students who good excellent scores are 2 students or (6.3%).
Table 5 Descriptive Statistics of Post-test in Experimental Class Statistics
Posttest_Experiment N Valid 32
Missing 0
Mean 85.16
Median 85.00
Mode 85
Minimum 65 Maximum 95
Sum 2725
According to the table above, it shows the result of post-test from experimental group. It was shown that the sum of the data was 2725, the minimum score of the data was 65, and maximum score was 95. Furthermore, the mean score in the post-test was 85.16. Based on the score criteria that has been presented above, 85.16 is classified as good score.
Table 6 Frequency of Post-test in Experimental Class
Posttest_Experiment Frequency Percent
Valid Percent
Cumulative Percent
Valid 65 1 3.1 3.1 3.1
70 1 3.1 3.1 6.3
75 3 9.4 9.4 15.6
80 4 12.5 12.5 28.1
85 10 31.3 31.3 59.4
90 8 25.0 25.0 84.4
95 5 15.6 15.6 100.0
Total 32 100.0 100.0
The table previously shows that the students who got the average scores are 1 student or (3.1%). Then, students who got good scores are 18 students or (56.3%). Also, the students who got excellent scores are 13 students or (40.6%).
The researcher also conducted the pre-test and post-test in the control class. The item test was exactly the same with the ones that be given to experimental class. It is the 20 multiple choice questions about descriptive text and they were given 40 minutes to finish the test.
Table 7 Pre-test and Post-Test Score in Control Class No
. Name Pre-test
Score Post-test
Score Gained
Score
1. ADS 50 65 15
2. AA 60 55 -5
3. AKW 75 80 5
4. BAP 55 70 15
5. BHZ 70 75 5
6. CMN 65 70 5
7. DFJS 75 85 10
8. DPM 60 65 5
9. DFA 70 80 20
10. ERW 75 90 15
11. ER 65 75 10
12. ESR 60 65 5
13. FRA 55 70 15
14. GCBS 80 85 5
15. GSD 40 65 25
16. JNAM 55 65 10
17. JO 45 60 15
18. KARQ 75 65 -10
19. MO 65 90 25
20. MR 50 65 15
21. MHP 55 75 20
22. MARS 40 55 15
23. MNA
K 55 65 10
24. MNS 40 50 10
25. MSJA 55 60 10
26. NNN 55 60 5
27. PDI 65 85 20
28. PJ 65 75 10
29. RRR 70 75 5
30. RSKP 75 80 5
31. RST 55 70 15
32. SAP 75 80 5
33. STL 65 75 10
34. ZF 80 85 5
Total 2095 2430 350
Based on the table above, it presents the result of pre-test from control group. It was shown that the sum of the data was 2095, the minimum score of the data was 40, and maximum score was 80. Furthermore, the mean score in the pre-test was 61.62. In conclusion, based on the criteria of students’ score 61.62 is classified as average score.
Table 9 Frequency of Pre-test in Control Class Pretest_Control
Frequency Percent Valid Percent Cumulative Percent
Valid 40 3 8.8 8.8 8.8
45 1 2.9 2.9 11.8
50 2 5.9 5.9 17.6
55 8 23.5 23.5 41.2
60 3 8.8 8.8 50.0
65 6 17.6 17.6 67.6
70 3 8.8 8.8 76.5
75 6 17.6 17.6 94.1
80 2 5.9 5.9 100.0
Total 34 100.0 100.0
Based on the table above, there are some students who got poor score in this test. The students who got the poor scores are 4 students or (11.7%). Then, students who got average scores are 19 students or (55.8%). Also, the students who got good scores are 11 students or (32.3%).
The table above shows the result of post-test from control group. It was shown that the sum of the data was 2430, the minimum score of the data was 50, and maximum score was 90.
Furthermore, the mean score in the pre-test was 70.59. In conclusion, based on the criteria of students’ score 71.47 is classified as good score. The students who got the average score are 14 students or (41.1%). Also, the students who got good scores are 18 students or (53%). Then, last students who got excellent score are 2 students or (5.9%).
Table 10 Group of Statistics from Gained Score
Kelas N Mean Std. Deviation Std. Error Mean Gained_Score Experiment 32 16.72 8.290 1.465
Control 34 10.29 7.481 1.283
Table 11 Independent Samples T-Test from Gained Score Levene's
Test for Equality of
Variances t-test for Equality of Means
F Sig. t df
Sig.
(2- tailed)
Mean Difference
Std. Error Difference
95% Confidence Interval of the
Difference Lower Upper Gained_Score Equal
variances assumed
.505 .480 3.309 64 .002 6.425 1.942 2.546 10.304
Equal variances not assumed
3.298 62.334 .002 6.425 1.948 2.531 10.318
The table 11 above showed the result of Lavene’s Test. H0 is accepted if Sig. > 0.05. Then, H0 is rejected if Sig. < 0.05. According to the Lavene’s Test on the previous table 4.13, the value of Sig. was 0.480. So, 0.480 was larger than 0.05 (0.480 > 0.05), it can be interpreted that the varience of the data between the experimental and control class was homogeneous (H0 is accepted). Furthermore, the interpretation of the Independent Samples T-test table was guided by the values in the Equal Variances Assumed on the table 11.
The P-value was 0.002 based on the column T-test in table 11. It indicated that the significant value (0.002 < 0.05) was less than 0.05. The alternative hypothesis is then adopted as the basis for the T-test decision, which follows the rejection of the null hypothesis. Additionally, it can be deduced that there are significant differences in the vocabulary mastery scores of students who are taught using and without the use of the Shorts videos on the Kampung Inggris LC YouTube channel. In short, using the Shorts videos on the Kampung Inggris LC YouTube channel helped students become more proficient in vocabulary.
CONCLUSION
The conclusion of the research, the pupils' vocabulary mastery test scores improved dramatically after using the Shorts videos on the Kampung Inggris LC YouTube channel. As can be observed, the pre-test mean score was 68.8 and the post-test mean score was 85.16. This indicates that the experimental class's post-test was larger than the control class's post-test.
The students' vocabulary mastery test scores, which were taught using conventional teaching, did not significantly improve. As can be observed, the pre-test mean score was 61.62, and the post- test mean score was 71.47. The pupils' scores in the control group were not getting improvement significantly. However, the post-test results revealed that the experimental group's mean score was greater than the control group. It is concluded that short YouTube videos on the Kampung Inggris LC channel improve students' vocabulary mastery more effectively than convetional teaching.
The results of the T-test using SPSS 25.0 at the significant level of 0.05 indicated that the significant value (Sig-2 tailed), 0.002, was less than 0.05 (0.002 0.05), according to the statistical analysis. The alternative hypothesis (Ha) that claims "there is significant different score between the students who are taught with and without Shorts Video on Kampung Inggris LC YouTube Channel" was therefore accepted. While, the null hypothesis (H0) that claims "there is no significant different score between the students who are taught with and without Shorts Video on Kampung Inggris LC YouTube Channel" was rejected. The researcher also noted that the experimental group's mean gain was higher (16.72 > 10.29) than the control group's mean gain in support of the conclusion. It indicates that students' vocabulary mastery has significantly improved.
SUGGESTION
It is strongly advised that English teachers should be more modern, creative, and imaginative in their use of new methods, strategies, techniques, and media while introducing English in the classroom, particularly when teaching vocabulary mastery. In the present day, teachers must become accustomed to existential technology. Shorts Video on Kampung Inggris in this instance LC A teacher can teach kids new terms with the help of the YouTube channel. This YouTube feature is fitted with short durations that keep pupils from becoming bored, and the author also adds subtitles.
Although this study was not yet flawless, the researcher used Shorts Videos from the Kampung Inggris LC YouTube Channel to assess students' vocabulary mastery. As a result, the researcher advises other researchers to develop their own research using the YouTube channel for Kampung Inggris LC's short videos. The following researchers could teach the other four primary
skills or subjects using short videos. Additionally, this research can serve as a source of information for university students in the future.
REFERENCES
Andrean, C. (2019). Improving Students’ Vocabulary Mastery by Using Animated Video. Jurnal Pendidikan Dan Pembelajaran Khatulistiwa, 8(9), 1–9. Retrieved from https://jurnal.untan.ac.id/index.php/jpdpb/article/view/35834.
Arsyad, A. (2015). Media Pembelajaran. Jakarta: PT. Raja Grafindo Persada.
Belinda, I. (2018). The Effectiveness of Using Offline Youtube Video Toward Students’
Vocabulary Mastery at The Seventh Grade of SMPN 14 Kota Tangerang. Repository Untirta, 1–52.
Brewster, Ellis, and Girard. (1992). Teaching English for Young Learners. London: Longman Elyas, T. &. (2015). The Impacts of Using Youtube Videos on Learning Vocabulary in Saudi EFL
Classrooms. ICERI 2015 Conference, 3525–3531.
Hariyono, T. C. (2020). Teaching Vocabulary to Young Learner Using Video on Youtube at
English Course. Language Research Society, 1(1), 41–46.
https://doi.org/10.33021/lrs.v1i1.1038.
Juniardi, Y. (2006). Doing Quantitative Research Inapplied Linguistics. Setia Budhi Jurnal Pendidikan, 2(1), 91–99.
Lestari, R. (2017). Penggunaan YouTube Sebagai Media Pembelajaran Bahasa Inggris. The Second Progressive and Fun Education Seminar, (1), 633–640.
Ma’ruf Nurrizal, L. S. (2021). Improving Students’ Vocabulary Mastery by Using Audio Visual Media.
Mayer, R. (2001). Multimedia Learning. Cambridge: Cambridge University Press. Retrieved from:
http://dx.doi.org/10.1017/CB09781139164603
Mozes, G. N. (2020). The Influence of Youtube on English Vocabulary for Children 7-8 Years Old.
Epigram, 17(2), 119–124.
Ma’ruf Nurrizal, L. S. (2021). Improving Students’ Vocabulary Mastery by Using Audio Visual Media.
Mayer, R. (2001). Multimedia Learning. Cambridge: Cambridge University Press. Retrieved from:
http://dx.doi.org/10.1017/CB09781139164603
Sihotang, R. A. (2017). Vocabulary Learning Strategies Applied By the Students of English Education Study Program of Bengkulu University. Journal of English Education and Teaching, 1(1), 86–95. https://doi.org/10.33369/jeet.1.1.86-95.
Staehr, L. S. (2008). Vocabulary Size and The Skills of Listening, Reading, and Writing. Language Learning Journal, 36,139-152
Sutanti, R. E. (2021). The Use Of Youtube Media In Improving Students ’ Vocabulary Through Online Learning.
Terantino, J. M. (2011). Emerging Technology YouTube for Foreign Languages: You have to see this Video. Language learning & technology, 1(15), 10-16.
