66
P-ISSN
2548-6063
KURIKULA: JURNAL PENDIDIKAN VOLUME: 8 NO: 2 TAHUN 2024
https://ejournal.iaingawi.ac.id/index.php/kurikula/index
E-ISSN
2746-4903
THE DEVELOPMENT OF ENGLISH GRAMMAR MATERIAL FOR AUDITORY LEARNERS BASED ON YOUTUBE VIDEO
Imam Wahyudi
Institut Agama Islam Ngawi. Indonesia [email protected]
Article history Submitted 30/12/2023
Accepted 28/03/2024
Published 31/03/2024 ABSTRACT : The primary objective of this study was to create suitable English grammar resources tailored for auditory learners by utilizing YouTube videos. This development was targeted at first-semester students enrolled in the Islamic Elementary School Education Program at the Tarbiyah Faculty of Institut Agama Islam Ngawi. The researcher employed the Research and Development (R&D) method, specifically the Thiagarajan Model, which involves four key phases: Analysis, Design, Development, and Implementation. Conducted within the Islamic Elementary School Education Program at the Tarbiyah Faculty of Institut Agama Islam Ngawi, this study involved 8 students characterized by an auditory learning style. The findings of this research indicated the appropriateness of the English grammar material designed for auditory learners and based on YouTube videos. Expert evaluations rated the material expert at 4, the language expert at 4, and the media/IT expert at 4, resulting in an overall mean score for product validity of 4, denoting an excellent rating. Consequently, it can be inferred that YouTube videos present an effective alternative teaching medium for auditory learners.
Key word : English Grammar, Auditory, YouTube Video,
ABSTRAK : Tujuan utama dari penelitian ini adalah menganalisa grammar bahasa Inggris yang sesuai untuk pembelajar auditori dengan memanfaatkan video YouTube.
Pengembangan ini ditujukan bagi mahasiswa semester pertama yang terdaftar dalam Program Studi Guru Madrasah Ibtidaiyah di Fakultas Tarbiyah Institut Agama Islam Ngawi. Peneliti menggunakan metode Penelitian dan Pengembangan (R&D), khususnya
67 Model Thiagarajan, yang melibatkan empat tahap utama: Analisis, Desain, Pengembangan, dan Implementasi.
Dilakukan dalam Program Studi Guru Madrasah Ibtidaiyah di Fakultas Tarbiyah Institut Agama Islam Ngawi, penelitian ini melibatkan 8 mahasiswa yang memiliki gaya belajar auditori. hasil dari penelitian ini menunjukkan kesesuaian materi tata bahasa Inggris yang dirancang untuk pembelajar auditori dan berbasis pada video YouTube.
Evaluasi dari para ahli menilai ahli materi sebesar 4, ahli bahasa sebesar 4, dan ahli media/IT sebesar 4, sehingga menghasilkan nilai rata-rata kesesuaian produk sebesar 4, menunjukkan penilaian yang sangat baik. Oleh karena itu, dapat disimpulkan bahwa video YouTube merupakan media pembelajaran alternatif yang efektif bagi pembelajar auditori.
Kata Kunci : English Grammar, Auditory, YouTube Video,
A. Introduction
English language learning involves various aspects, among which grammar holds significant importance. A strong command of grammar rules and structures is crucial for effective communication and language proficiency. (Zhang, 2020) states through the study of grammar, students have the opportunity to acquire proficiency in the structure, rules, and various aspects of English. This enables them to enhance their command of the English language, establishing a strong groundwork for the enhancement of reading, speaking, writing, and other language skills. However, learners often encounter challenges in comprehending and applying grammar concepts, hindering their language development.
One factor influencing the effectiveness of grammar instruction is the individual's learning style. Because learning style of the students will get effect on learning process. (Pourhosein Gilakjani, 2011) states Students grasp knowledge most effectively when they recognize the significance and value of the information delivered in the classroom. When students lack interest in the presented material, their ability to comprehend and retain the information diminishes.
Auditory learners, who excel in learning through listening and verbal communication, possess unique preferences and strengths when it comes to language acquisition. They thrive in processing and retaining information through auditory stimuli, such as lectures, discussions, and audio materials. (Kayalar & Kayalar, 2017) state, auditory learners are said to be exceptional listeners. Then, By participating in vocal discussions and paying attention to what the teacher says, students with an auditory learning style can acquire material more quickly.
68 Traditional grammar materials predominantly rely on written texts, which may not fully cater to the learning preferences of auditory learners. The text-heavy nature of these resources can pose obstacles for these learners, as they may struggle to engage and absorb the content effectively. Consequently, there is a need to develop instructional materials that specifically target the auditory learning style, allowing auditory learners to enhance their grammar proficiency. Because, Auditory learners have a distinct preference for acquiring and processing information through auditory stimuli. They excel in listening, speaking, and verbal communication, actively engaging in lectures, discussions, and audio resources. With a heightened sensitivity to sounds, auditory learners are attuned to variations in tone, pitch, and rhythm. They memorize information effectively through sound associations and benefit from verbal explanations.
Collaborative environments and group activities that involve discussions and oral interactions enhance their learning experience. However, they may struggle with silent activities and find it beneficial to repeat and rehearse auditory content. Understanding the characteristics of auditory learning helps tailor instructional materials and strategies to optimize the language learning process for these learners.
In recent years, Indonesian students used desktop computers at a rate that was second only to United States students worldwide (54%). In addition, 81% of students utilize computers to complete their assignments. (Assessment, 2023) stated, The census found that Indonesian students use technology in classrooms more than many other countries, often beating even more developed countries. Indonesian students are the highest globally in their use of IT suites or computer rooms (40%). They are also the second-highest in the world for using desktop computers (54%), behind only the USA.
Then, online platforms have gained immense popularity as educational resources, providing engaging and accessible content for language learning like You Tube, Tiktok, and instagram . YouTube, in particular, has emerged as a prominent platform hosting tutorials, lectures, and language learning videos. Its combination of audio and visual elements creates a rich learning experience that aligns well with the auditory learning style.
This study aims to bridge the gap between auditory learning and English grammar instruction by developing tailored materials utilizing YouTube videos. By leveraging the auditory strengths of learners, these materials intend to enhance comprehension, retention, and application of grammar concepts among auditory learners.
By incorporating YouTube videos, the study acknowledges the significance of visual stimuli as supplementary aids to auditory learning. The combination of audio narration, visual aids, and potentially interactive elements within the videos can create a multisensory experience that facilitates better understanding and engagement. The
69 dynamic nature of YouTube videos allows for a more immersive and interactive learning environment, potentially increasing motivation and knowledge acquisition.
Through the development of English grammar materials for auditory learners based on YouTube videos, this study aims to address the specific learning needs of this learner group. By catering to their preferred learning style, the materials seek to optimize grammar learning outcomes, ultimately contributing to overall language proficiency.
By conducting a comprehensive needs analysis and pilot testing, this study ensures that the developed materials align with the specific challenges and preferences of auditory learners. The research outcomes will provide insights into the effectiveness of auditory-based grammar materials and offer valuable recommendations for further enhancements in English language education.
Overall, this study recognizes the importance of accommodating different learning styles in English grammar instruction and seeks to harness the power of auditory learning through the integration of YouTube videos as an innovative and engaging instructional tool. By tailoring grammar materials specifically for auditory learners, this study aims to empower them to overcome grammar challenges and acquire English language proficiency more effectively. Then the Research Problem of the research are How to develop English grammar materials for auditory learners based on YouTube video? And How is YouTube video worthiness an alternative way for auditory learners to understand grammar materials? And the Object of the study of the research To develop English grammar materials for auditory learners based on You Tube video.
And To know the worthiness of YouTube videos as an alternative way for auditory learners
B. RESEARCH METHOD
This segment concentrates on the research approach used in educational Research and Development (R&D) to create additional grammar materials for students in the Islamic Elementary School Education Program. The research is divided into two stages: exploration and product development. Each phase is outlined according to the research type, encompassing data specifics, data sources, methods of data collection, data analysis techniques, the study's subjects, and the time allotted for each phase.
The research procedure aligns with the R&D cycle proposed by Thiagarajan’s model. Nevertheless, certain steps were omitted, while others were considerably simplified in the course of conducting the research. The research and development model proposed by Thiagarajan, (Thiagarajan, S., Semmel, D. S., & Semmel, 1974) also known as the Thiagarajan Model, is a systematic approach used in educational research to develop instructional materials. It consists of four main stages: Analysis, Design, Development, and Implementation.
70 The study was carried out during the initial semester of the Islamic Elementary School Education Program at the Tarbiyah Faculty of Institut Agama Islam Ngawi. It spanned from December 1st to December 21st, 2023, encompassing a total of 8 sessions. The participants in this investigation comprised 8 students who possess an auditory learning preference.
The research team administered need analysis questionnaires using paper-based forms, conducting assessments in-person with each validator. Additionally, students' perception questionnaires were employed to gather data for evaluating and refining the final product. The data underwent analysis utilizing both quantitative and qualitative methods, involving the calculation of response percentages. The outcomes derived from the data were then interpreted through descriptive analysis, with the Mean (X) serving as a key indicator in measuring the results
FINDINGS AND DISCUSSION FINDINGS.
a. The observation of students' learning styles
The researcher conducted an investigation centered on identifying the distinct learning styles among first-semester students in the Islamic elementary school students program. Their aim was to examine the correlation between these learning styles as the students exhibited varying approaches to learning. The findings revealed that the students possessed kinesthetic, auditory, and visual learning styles. Subsequently, the researcher conducted specific research focusing on students with an auditory learning style. The objectives of this research were twofold: firstly, To develop English grammar materials for auditory learners based on You Tube video. And, second To know the worthiness of YouTube videos as an alternative way for auditory learners
Additionally, the researcher analyzed the English grammar materials the students had engaged with to ensure their adequacy. It was discovered that the materials provided were of a general nature and did not cater to the specific needs of auditory learners in their department. As a consequence, the students encountered difficulties comprehending the content discussed in each session. Consequently, the researcher concluded that there is a necessity to develop English grammar materials specifically designed for auditory learners in the context of their department. This adaptation aims to enhance the English language skills of auditory students by providing materials that align with their learning style and are tailored to their academic field.
b. Academic backgrounds of the students
The researcher carried out a study aimed at discerning the educational backgrounds of the students. The analysis revealed a diverse distribution among the students' academic backgrounds: over 60% hailed from SMA, 15% from private high
71 schools (MA Swasta), 20% from vocational high schools (SMKN), 5% from private vocational schools (SMK Swasta), and 10% from Islamic high schools (Muadalah).
These students had been exposed to English education primarily focusing on grammar, neglecting consideration for their individual learning styles. However, upon integrating English grammar materials tailored to their respective learning styles, the students experienced a heightened sense of enjoyment, easy to understood, and interest in their learning process.
a) The Result of Need Analysis a. Target Needs
The researcher gave questions to students in the first semester of the Islamic elementary school education program of the faculty at Tarbiyah Institut Agama Islam Ngawi. The samples were the students who had an auditory learning style, consisting of 5 males and 3 females.
Necessities
The information presented in these charts displays the outcomes of the questionnaire regarding students' requirements in grasping grammar during their learning process.
The depicted chart illustrates the objectives or aims behind studying English grammar materials. It's evident that 80% of students aim to correctly structure English
text. Following this, 15% aspire to master English proficiency in both spoken and written forms for future career prospects, while 5% seek to attain high grades in English courses. From this data, the researcher infers that all students exhibit motivation to learn grammar. However, the majority, constituting 80%, are specifically focused on arranging English text effectively.
10%0%
20%30%
40%50%
60%70%
80%90%
I can arrange English text
correctly.
To be proficient in English both orally and in writing for
the sake of my future work.
To achieve good grades in the English language
course
Other (write down)...
What is your goal in learning English grammar in class?
72 Based on the data above, we can analyze the students’ needs related to their motivation to master English grammar. As a teacher, I can teach correct English grammar materials and get 73%; when I face the TOEFL test, I can answer the questions easily and correctly and get 17%; and improving proficiency in the four language skills in English gets 10%. So, we can conclude that the students learn English grammar for the teaching process when they are teachers in elementary school or elsewhere.
0%
10%
20%
30%
40%
50%
60%
70%
Basic grammar for elementary school /
Madrasah Ibtidaiyah children.
Basic tenses for elementary school /
Madrasah Ibtidaiyah
Types of materials related to daily life
others
What type of grammar material do you need that supports mastering grammar skills
0%
10%
20%
30%
40%
50%
60%
70%
80%
As a teacher, I can teach correct English grammar
materials.
When I face the TOEFL test, I can
answer the questions easily
and correctly.
Improving proficiency in the 4 language skills in
English.
Other (write)...
Students' motivation learn english grammar
73 Based on the data above, we can analyze the students’ needs related to their grammar materials for learning process. Basic grammar for elementary school/Madrasah
Ibtidaiyah get 64%; basic tenses for elementary school/Madrasah Ibtidaiyah get 31 %;
and type of materials related to daily life 5 %. So, we can conclude that the students need grammar material related to the basic grammar for teaching learning process in elementary school or madrasah Ibtidaiyah
Lack
This data depicts the outcome of the questionnaire regarding students' lack in learning grammar through the subsequent chart
With the data at hand, we can evaluate the inadequacy in the students' lack of grammar. From the data preparation, 20%, the basic level, 30%, and the intermediate level 50% into the advanced level. Consequently, it's evident that there's a requirement for teaching materials related to basic grammar for the elementary school or Madrasah Ibtidaiyah learning processes.
0%
10%
20%
30%
40%
50%
60%
Preparation level (knows nothing)
Basic level (has a grasp of some basic vocabulary)
Intermediate level (capable of following English conversations and
responding to them)
others
Your current English grammar proficiency level is at
74 With the data at hand, we can evaluate the difficulty in learning grammar due to the students' lack of grammar. Using English sentence structures correctly (grammar correctly) gets 34%, lack of motivation to learn grammar gets 20%, understanding numerous formula rules gets 1%, and difficulty remembering understood formula rules gets 45%. Consequently, we can conclude that the students find it difficult to remember the formula rules of the grammar
Wants
This data depicts the outcome of the questionnaire regarding students' wants in learning grammar through the subsequent chart :
0%
5%
10%
15%
20%
25%
30%
35%
40%
45%
50%
Using English sentence structures (Grammar) correctly
Lack of motivation to learn grammar.
Understanding numerous formula rules.
Difficulty in remembering
understood formula rules.
others
Difficulty in learning English grammar
75 With the data at hand, we can evaluate the most wanted grammar materials in the learning process based on the students' wants for grammar. The students who want to learn modal get 2%, singular and plural get 11%, noun phrase and verb phrase get 15%, tenses (simple present, simple progressive, simple past tense, simple future tense) get 53%, direct and indirect speech get %, passive voice gets 8%, and conditional sentences get 4%. Consequently, we can conclude that the students want to learn tenses because tenses are the basis of learning grammar.
b. Learning Needs Input
This data depicts the outcome of the questionnaire regarding input of the students in learning grammar through the subsequent chart:
0%
10%
20%
30%
40%
50%
60%
modals singular and plural
Noun Phrase and verb phrase
Tenses (simple present, simple progressive,
simple past tense, simple future tense)
Direct and indirect
speech
passive voice
conditional sentence The most wanted grammar materials
76 With the data at hand, we can evaluate the most learning needs in input of grammar materials in the learning process. The students who want to learn topic related to nature accompanied by audio to understand grammar get 13 %, topic related to the latest technology accompanied by audio to understand grammar get 15%, topic related to daily life accompanied by audio grammar get 72% Consequently, we can conclude that the students want to learn related to the topic of daily life accompanied by audio grammar in learning grammar.
With the data at hand, we can evaluate the most learning needs in input of media for teach grammar in teaching learning process. The students who want audio recorder uploaded on Youtube get 80% %, Audio and video uploaded on Youtube get 5%, audio visual ( live streaming ) upload on Youtube get 5%, and reality ( real project ) upload on Youtube chanel get 5%. Consequently, we can conclude that the students want to learn
0%
10%
20%
30%
40%
50%
60%
70%
80%
Topics related to nature accompanied
by audio to understand grammar.
Topics related to the latest technology
accompanied by audio to understand
grammar.
Topics related to daily life accompanied by audio to understand
grammar.
others The topic of students' need
0%
20%
40%
60%
80%
100%
audio recorder uploaded on
youtube
audio and video uplouded on
youtube
audio visual ( Live streeming )
uploaded on youtube
reality ( real project) uploaded on
youtube
others
The media will be used in teaching learning process
77 related to topic will be recorded and the material in audio uploaded on Youtube Channel.
With the data at hand, we can evaluate the most learning needs in input of entire grammar material for teach grammar in teaching learning process. The students who want presented with more text and audio get 60% %, presented with more illustrations and audio get 20%, presented with explanatory videos get 10%, presented with a colorful display get 10%. Consequently, we can conclude that the students want to learn related to topic will be presented with more text and audio.
Procedures
This data depicts the outcome of the questionnaire regarding procedures of the students in learning grammar through the subsequent chart:
0%
10%
20%
30%
40%
50%
60%
70%
Presented with more text and
audio
Presented with more illustrations
and audio
Presented with explanatory
videos
Presented with a colorful display
The entire grammar material
0%
10%
20%
30%
40%
50%
60%
70%
Identifying errors in sentence
structure
Correcting errors in sentence
structure
Writing sentences according to the
taught patterns
others
Active in learning grammar
78
With the available data, we are able to assess the predominant learning requirements regarding the active in learning grammar for teaching grammar in the learning process. Students who prefer Identifying errors in sentence structure 63%, those who prefer correcting errors in sentence structure 20%, while those Writing sentences according to the taught patterns 17%. As a result, It can be inferred that students want to identify errors in sentence structure as part of their learning process.
Setting
This data depicts the outcome of the questionnaire regarding setting of the students in learning grammar through the subsequent chart:
With the available data, we are able to assess the predominant learning requirements regarding the setting in doing the task for teaching grammar in the learning process. Students who prefer individual tasks get 10%, those who prefer classmate’s task get 75%%, while those groups tasks get 15%. As a result, It can be inferred that students want to classmate’s task as part of their learning process.
Teacher’s role
This data depicts the outcome of the questionnaire regarding teacher’s role of the students in learning grammar through the subsequent chart:
0%
20%
40%
60%
80%
Individual tasks Classmate's task
Group tasks others
The setting in doing the task
0%
50%
100%
Monitoring students'
progress
Acting as a facilitator
Acting as a motivator
others
the teacher's role in learning
79 With the available data, we are able to assess the predominant learning requirements regarding the teacher’s role in learning for teaching grammar in the learning process. Students who prefer Monitoring students' progress get 90%, those who prefer Acting as a facilitator get 5%, while those Acting as a motivator get 5%. As a result, it can be inferred that students want to monitor students’ progress as part of their learning process.
Learner’s role
This data depicts the outcome of the questionnaire regarding Learner’s role of the students in learning grammar through the subsequent chart:
With the available data, we are able to assess the predominant learning requirements regarding the students’ role in learning for teaching grammar in the learning process. Students who prefer Responsive participants (able to negotiate with peers/teachers regarding the learned topics) get 30%, those who prefer Listeners and performers in the class get 50%, while those Active participants directly involved in class activities get 20%. As a result, it can be inferred that students want to listen and perform in the class as part of their learning process.
d) Designing
In this subsection, the researcher will design teaching materials intended for student learning in this study. The topics to be authored by the researcher are based on
0%
10%
20%
30%
40%
50%
60%
Responsive participants (able to negotiate with peers/teachers regarding the learned topics)
Listeners and performers in
the class
Active participants
directly involved in class activities
others
The students' role in learning
80 the results of the questionnaire completed by students with an auditory learning style, which has been analyzed by the researcher. There will be 8 units authored by the researcher within these teaching materials. Additionally, the model of these teaching materials will be developed to cater to the needs of the designed auditory learning style.
It will be combined with technological advancements, utilizing a YouTube Channel as a stimulus for students' learning.
1) Unit one
In this unit, the researcher will write topics related to basic grammar, where students will learn about nouns, verbs, and articles. This topic will be accompanied by clear examples.
2) Unit two
In this unit, the researcher will write topics related to basic grammar, where students will learn about Adjective and adverb. This topic will be accompanied by clear examples.
3) Unit three
In this unit, the researcher will write topics related to basic grammar, where students will learn about Simple present. This topic will be accompanied by clear examples.
4) Unit four
In this unit, the researcher will write topics related to basic grammar, where students will learn about Simple progressive tense. This topic will be accompanied by clear examples.
5) Unit five
In this unit, the researcher will write topics related to basic grammar, where students will learn about Simple Future Tense And Be Going To. This topic will be accompanied by clear examples.
6) Unit six
In this unit, the researcher will write topics related to basic grammar, where students will learn about Simple Past tense. This topic will be accompanied by clear examples.
7) Unit seven
In this unit, the researcher will write topics related to basic grammar, where students will learn about Present Perfect Tense. This topic will be accompanied by clear examples.
8) Unit eight
In this unit, the researcher will write topics related to basic grammar, where students will learn about Question word. This topic will be accompanied by clear examples.
81 After the content is written into all teaching materials, the researcher will design the material to be as engaging and straightforward as possible to ensure that students with an auditory learning style can easily comprehend the material. Additionally, the teaching material model will be colorful to make it appealing.
e) Developing
In the development of this product, the researcher combines various materials from YouTube channels, filling the gap identified in this study. YouTube itself serves as a popular platform for student learning, particularly for learners with an auditory learning style, as it can be designed to be engaging and audio-friendly, allowing for easy comprehension through added audio elements.
In this section, the researchers began developing grammar teaching materials for students with an auditory learning style. In the development of these teaching materials, the researchers utilized a YouTube channel as a means to facilitate understanding of the subject matter. Within the YouTube videos, explanations corresponding to the written teaching materials were provided. Additionally, QR codes were incorporated into the teaching materials containing the web address of the YouTube channel. This was intended to assist auditory learners in better comprehending the material. The steps involved are as follows.
a. Developing of grammar materials in channel YouTube
b. The materials in book
82 c. The students can be scanned a Qr Code to get audio
f) Product validation
In this section, the product developed by the researcher is validated by experts, consisting of English language experts for students in the Elementary Islamic School Education study program, IT experts, and subject matter experts in English for elementary school subjects
a. Material expert
In this section, the material developed by the researcher is validated by the subject matter expert, namely the Head of the Elementary School Teacher Education Program, Dewi Susilo Reni, M.Pd.I., due to her expertise in English language material for elementary school. The validation results are as follows:
Table 4.1
Average score by material expert judgment
No Assessment aspect Score Categories
1 The material is appropriate for the curriculum students in PGMI
4 Very good
2 The material suits the needs of students in PGMI
4 Very good
3 The level of material difficulty is suitable for the cognitive
development for students in PGMI
4 Very good
4 The material is relevant to the topic discussion
4 Very good
83 5 Material is suitable with the audio 4 Very good
6 The arrangement of each activity ( task, quiz, ect ) is from easiest to the most difficult
4 Very good
7 The instructions for each activity are understandable
4 Very good
8 Each activity is students centered 4 Very good 9 Each activity students to recognize
their achievements and weaknesses in learning activities
4 Very good
10 Each activity contains sentences related to the material topic
4 Very good
Therefore, the calculation of the mean score from the material experts’ judgment results:
Mn = = 40/10 = 4
Based on the average calculation of the expert assessments mentioned above, which amounted to 4, it can be concluded that the material is “very good” and aligned with the subject of basic grammar for elementary school in the Elementary School Teacher Education Program.
b. Language expert
In this case, the teaching material developed underwent a correction process by an English language expert. The English expert was responsible for correcting aspects related to material accuracy, grammar, topics, and others. The language expert who corrected the teaching material is Novi Nur Lailisna, M.Pd. She has an educational background in English language studies and works as an English lecturer.
Table: 4.2
Average score by language expert judgment
No Assessment aspect Score Categories
1 The use of language is appropriate for students in PGMI
4 Very good
2 The language presentation is comprehensive and suitable for the level cognitive
development t
4 Very good
84 3 Instruction and explanation in the material are
understandable for students PGMI
4 Very good
4 The language use is clear and effective 4 Very good
5 The language use is communicative 4 Very good
6 The language use can increase the motivation of the students
4 Very good
7 The language use is appropriate with grammatical role
4 Very good
8 The spelling of language is clear 4 Very good
9 The presentation of massages or information reflects the coherence of meanings in one part
4 Very good
10 The presentation of massages or information reflects the coherence of meanings between part
4 Very good
Therefore, the calculation of the mean score from the language experts’
judgment results:
Mn = = 40/10 = 4
Based on the average calculation of the expert assessments mentioned above, which amounted to 4, it can be concluded that the language is “very good” and aligned with the subject of basic grammar for elementary school in the Elementary School Teacher Education Program.
c. Media IT expert
In this section, the teaching material developed by the researcher is validated by an expert in the field of IT. As this teaching material utilizes a YouTube channel as part of the researcher's approach, the researcher needs to validate the teaching material with an IT expert. The designated IT expert for this validation is Muhammad Syaiful Anwar, M.Kom. He has an educational background in computer science and currently serves as an IT expert at the Institut Agama Islam Ngawi
Table. 4.3
Average score by Media IT expert Judgment
No Assessment aspect Score Categories
1 The video in YouTube channel easy to understand
4 Very good
2 Search results can appear quickly 4 Very good
85
3 The website is easy to access 4 Very good
4 Link YouTube channel work well 4 Very good
5 The materials in YouTube essay to understand
4 Very good
6 The explanation in YouTube Video is easy to understand
4 Very good
7 The Voice in YouTube Video is easy to understand
4 Very good
8 The use of language in YouTube video is suitable with the materials
4 Very good
9 The instruction for using YouTube Video is easy to understand
4 Very good
10 The quality of Video in YouTube channel is good
4 Very good
Therefore, the calculation of the mean score from the IT experts’ judgment results:
Mn = = 40/10 = 4
Based on the average calculation of the expert assessments mentioned above, which amounted to 4, it can be concluded that the Media YouTube is “very good” and aligned with the subject of basic grammar for elementary school in the Elementary School Teacher Education Program.
f) Implementation
At this stage, the researcher implements the teaching material that has been designed and developed according to the needs of students in the Elementary Islamic School Teacher Education program who have an auditory learning style. The implementation of the product spans from Unit 1 to Unit 8. The implementation period runs from December 1, 2023, to December 21, 2023, totaling 8 sessions. During this timeframe, students will study basic grammar materials aligned with the curriculum of the Elementary Islamic School Teacher Education program. In this case, there are 8 students with an auditory learning style out of the total student population.
Subsequently, after implementing the product with the students, the researcher evaluated the product with the students. The evaluation results indicated that the students were very pleased with learning using the teaching material because it aligned
86 with their learning style, which is auditory. Additionally, the product was found to be suitable and did not require any revisions.
DISCUSSION
Recognizing the important of learning grammar, a competency listed in the curriculum the students of Islamic Elementary School Education program fakultas tarbiyah Institut Agama Islam Ngawi, the researcher carried out research related to grammar. It had been found that in learning english, especially grammar, there were several problems faces by students. The problems include students’ lack of knowledge of grammar materials. Therefore, the researcher want to develop english grammar for auditory learners based on YouTube Video. This materials were developed though the Thiagarajan’s model is a systematic approach used in educational research to develop instructional materials. It consists of four main stages: Analysis, Design, Development, and Implementation. Based on the product evaluation, the product is already good and does not require any revisions. The researcher concludes the following:
1. The material has learning objectives that follow students’ necessities
2. The material consist grammatical item and the material was easy to understands 3. The material related to the curriculum and students’ need
4. The video grammatical in YouTube is easy to understand 5. The material is clear and effective
CONCLUSION
This research aims to develop the appropriate basic english based on the students’ need on auditory style, the researcher used Thiagarajan’s model is a systematic approach used in educational research to develop instructional materials. It consists of four main stages: Analysis, Design, Development, and Implementation. The grammar material through Vido YouTube is qualified as appropriate. Based on all expert judgments, it obtained score 4 with qualification “Very Good”.
Furthermore, the researcher will address the research problem statement and objectives, with the research problem formulated as follows.
a) How to develop English grammar materials for auditory learners based on YouTube video?
In the development of this product, the researcher combines various materials from YouTube channels, filling the gap identified in this study. YouTube itself serves as a popular platform for student learning, particularly for learners with an auditory learning style, as it can be designed to be engaging and audio-friendly, allowing for easy comprehension through added audio elements.
87 In this section, the researchers began developing grammar teaching materials for students with an auditory learning style. In the development of these teaching materials, the researchers utilized a YouTube channel as a means to facilitate understanding of the subject matter. Within the YouTube videos, explanations corresponding to the written teaching materials were provided. Additionally, QR codes were incorporated into the teaching materials containing the web address of the YouTube channel.
b) How is YouTube video worthiness an alternative way for auditory learners to understand grammar materials?
The evaluation results indicated that the students were very pleased with learning using the teaching material because it aligned with their learning style, which is auditory. Additionally, the product was found to be suitable and did not require any revisions. It is mean that, YouTube Video worthiness and It can alternative way as a media teaching learning process.
Subsequently, from the answers to the stated research problem, in line with the objectives of this study which are. To develop English grammar materials for auditory learners based on You Tube video. And To know the worthiness of YouTube videos as an alternative way for auditory learners
REFERENCES
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