THE EFFECTIVENESS OF YOUTUBE VIDEOS AS SUPPLEMENTARY LEARNING MATERIALS TO IMPROVE STUDENTS’
COMPREHENSION OF MODAL VERBS
A Thesis
Submitted to English Education Department as partial fulfilment of the Requirement for S. Pd. degree
Written By :
SALMA ZAFIRA ADILAH 1801050012
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM FACULTY OF TEACHER TRAINING AND EDUCATION
UNIVERSITAS MUHAMMADIYAH PURWOKERTO 2022
MOTTO
“And He finds you as confused, then He gives guidance.”
(Q.S Ad-Duha: 7)
“Hard work betrays none, but dreams betray many.”
-Hachiman Hikigaya-
“You better work hard and don’t get left behind.”
-Gojo Satoru-
ACKNOWLEDGEMENT
Bismillahirohmanirrohim, Assalamualaikum Wr Wb
Alhamdulillahirobbilalamin, all praise and gratitude to Allah SWT for the abundance of grace and guidance and for providing health blessings so that I can complete the thesis entitled "The Effectiveness of YouTube Videos as
Supplementary Learning Materials to Improve Students’ Comprehension of Modal Verbs” Various obstacles faced in completing this thesis, but all of them are part of the struggle and challenge of getting the S.Pd. To complete this thesis, it is not possible to do it alone without the help of anyone; Therefore, I would like to express my deepest and sincere thanks to:
From the deepest and purest of my heart, this thesis is heartedly dedicated to:
1. My parents, Sukirman and Susi Annalis who never stop providing support and support for me
2. I want to thank me for doing all this hard work. I want to thank me for having no days off. I want to thank me for never quitting. I want to thank me for always being a giver and trying to give more than I receive. I want to thank me for trying to do more right and wrong. I want to thank me for just being me at all the times.
3. My supervisor, Feisal Aziez, Ph.D, who helped me complete this thesis and always took the time during his extraordinary activity as the head of the study program to guide my thesis to completion.
4. The lectures of the English Education Department at Muhammadiyah University of Purwokerto have provided a lot of knowledge that is very useful in this world and the hereafter (inshaa Allah)
5. My remarkable man, Adi Muliana, who is always support me and always there whenever I need him, a man who always tries his best to make me happy and make sure I'm okay every time. Thank you for coming into my life, making some of the burdens of my life lighter, and making my life more colourful
6. My beloved friends, Winda, Ota, Fahma who always gives positive support to go through lectures like a roller coaster and finish this thesis. Thank you also for always giving joy in any condition
7. All of PBI A 2018 friends for the support and togetherness.
8. All people who have helped me, that I can’t mention them one by one.
Waassalamualaikum Wr. Wb
Purwokerto, 15 August 2022
Salma Zafira Adilah
PERNYATAAN PERSETUJUAN PUBLIKASI SKRIPSI UNTUK KEPENTINGAN AKADEMIS
Sebagai sivitas akademika Universitas Muhammadiyah Purwokerto dan demi pengembangan ilmu pengetahuan, saya yang bertanda tangan di bawah ini:
Nama : Salma Zafira Adilah
NIM : 1801050012
Program studi : Pendidikan Bahasa Inggris
Fakultas : Keguruan dan Ilmu Pendidikan
Perguruan Tinggi : Universitas Muhammadiyah Purwokerto
Jenis Karya : Skripsi
Menyetujui dan memberikan Hak Bebas Royalti Nonekslusif (Non-Excludive Royalty-Free Right) kepada Universitas Muhammadiyah Purwokerto atas karya ilmiah saya yang berjudul:
The Effectiveness of Youtube Videos as Supplementary Learning Materials to Improve Students’ Comprehension of Modal Verbs
Beserta perangkat yang ada (jika diperlukan). Dengan Hak Bebas Royalti Noneksklusif ini, Universitas Muhammadiyah Purwokerto berhak menyimpan, mengalihmedia/mangalihformatkan, mengelola dalam bentuk pangkalan data (database), merawat, dan mempublikasikan tugas akhir saya dengan tetap mencantumkan nama saya sebagai penulis/pencipta dan sebagai pemilik Hak Cipta.
Pernyataan ini saya buat dengan sebenarnya.
Purwokerto, 29 Agustus 2022 Yang menyatakan,
Salma Zafira Adilah
TABLE OF CONTENT
COVER ... i
APPROVAL ... ii
LEGALIZATION ... iii
DECLARATION ... iv
MOTTO ... v
ACKNOWLEDGMENT ... vi
PUBLICATION APPROVAL STATEMENT ... viii
TABLE OF CONTENT ... ix
LIST OF TABLES ... xi
LIST OF APPENDICES ... xii
ABSRACT ... xiii
CHAPTER I INTRODUCTION ... 1
1.1 Research Background... 1
1.2 Research Questions ... 3
1.3 Aims of Study ... 3
1.4 Significance of Research ... 3
1.5 Clarification of Terms ... 4
1.5.1 Supplementary Learning ... 4
1.5.2 Youtube ... 4
1.5.3 Learning Video Media ... 5
CHAPTER II LITERATURE REVIEW ... 6
2.1 The Use of Youtube in Language Learning ... 6
2.2 Modal Verbs ... 8
2.2.1 Definition of Modal Verbs ... 7
2.2.2 Examples of Modal Vebs ... 8
2.2.3 Forms of Modal Vebs ... 8
2.2.4 The Use of Modal Vebs ... 9
2.3 Asking, Refusing, Offering, Accepting Help or Service ... 13
2.3.1 Definition of Asking for Help or Service ... 13
2.3.1.1 Asking for Help or Service ... 13
2.3.1.2 Refusing for Help or Service ... 13
2.3.1.3 Offering for Help or Service ... 14
2.3.1.4 Accepting for Help or Service ... 15
2.4 Previous Study ... 15
2.5 Assumptions ... 19
2.6 Hypothesis ... 19
CHAPTER III RESEARCH METHODOLOGY ... 20
3.1 The Research Method Design ... 20
3.2 Subject of The Study ... 21
3.3 Place and Time of The Study ... 21
3.3.1 Place of the Study ... 21
3.3.2 Time of the Study ... 22
3.4 Writer’s Role of the Study ... 22
3.4.1 Data Collection ... 23
3.5 Technique of Data Analysing ... 23
3.5.1 Correlation Pearson Test ... 24
3.5.1.1 Decision Making Basis ... 25
3.5.1.2 Relationship Degree Guide ... 25
3.5.2 Descriptive Statistics (SPSS) ... 25
3.5.3 Data Distribution Analytical (Percentage) ... 25
3.5.4 Normality Test ... 26
3.5.5 T-Test and Mann-Whitney Test ... 27
3.5.6 The Trustworthiness of the Study ... 28
3.5.6.1 Validity of the Test ... 28
CHAPTER IV RESULT AND DISCUSSION ... 29
4.1 Analysis Result of Pre-Test and Post Test ... 29
4.1.1 Pearson Correlation Test ... 29
4.1.2 Result of Pre-Test and Post-Test ... 30
4.1.3 Descriptive Analysis of Experimental Class and Control Class . 31 4.1.4 Distribution of Pre-Test and Post-Test in Control Class ... 32
4.1.5 Distribution of Pre-Test and Post-Test in Experimental Class ... 33
4.1.6 Normality Test ... 34
4.1.7 Homogeneity of Variances Test ... 35
4.1.8 Mann-Whitney Test ... 36
4.2 Result of Questionnaire ... 37
4.3 Discussion ... 39
4.3.1 Discussion of The Effect of Youtube as Supplementary Learning ... 39
4.3.2 Discussion of Quisionnarie Result ... 43
CHAPTER V CONCLUSION ... 46
5.1 Conclusion ... 46
5.2 Suggestions ... 47
REFERENCES ... 48
APPENDIX ... 52
LIST OF TABLES
Table 3.1 The Research Design ... 21
Table 3.2.1 Research Timeline (Month) ... 22
Table 3.2.2 Research Timeline (Date) ... 22
Table 3.3 Data Distribution Criteria... 26
Table 4.1 Correlation Pearson Test ... 29
Table 4.2 Result of Pre-Test and Post-Test ... 30
Table 4.3 Descriptive Statistics ... 31
Table 4.3.1 Distribution of Pre-Test and Post Test in Control Class ... 32
Table 4.3.2 Distribution of Pre-Test and Post Test in Experiment Class ... 33
Table 4.4 Normality Test ... 34
Table 4.3.1 Distribution of Pre-Test and Post Test in Control Class ... 35
Table 4.5 Result of Homogeinity Test ... 35
Table 4.6.1 Ranks of Mann-Whitney Test ... 36
Table 4.6.2 Test Statistics of Mann-Whitney Test ... 36
Table 4.7.1 Ease of Understanding the Material ... 37
Table 4.7.2 Impact on Enthusiasm for Learning ... 38
Table 4.7.3 Perception of Grammar for Students after Using YouTube as Learning Source ... 38
Table 4.7.4 User Experience ... 39
LIST OF APPENDICES
APPENDIX 1 PLAGIARISM DECLARATION ... 53
APPENDIX 2 PRE-TEST INSTRUMENT ... 54
APPENDIX 3 POST-TEST INSTRUMENT ... 66
APPENDIX 4 PRE-TEST AND POST-TEST RESULT ... 77
APPENDIX 5 QUESTIONNARIE GUIDILINES ... 79
APPENDIX 6 QUESTIONNARIE RESULT ... 81
ABSTRACT
THE EFFECTIVENESS OF YOUTUBE VIDEOS AS SUPPLEMENTARY LEARNING MATERIALS TO IMPROVE STUDENTS’
COMPREHENSION OF MODAL VERBS
By:
Salma Zafira Adilah
This study was conducted to determine the effectiveness of YouTube as supplementary learning to improve students' comprehension of modal verbs. This research was conducted in a high school in the Banyumas region. There are 36 students in experimental group, and 34 students in control group. The statistical test used in this study is the Mann-Whitney test. The results of the Mann-Whitney test showed that the value of Sig.2 tailed is 0.029. Therefore, the test result was not statistically significant. Therefore we can conclude that there is no difference in the distribution of scores on the use of youtube as supplementary learning to improve the students’ comprehension of modal verbs in the experimental class. In terms of the impact of Youtube on the students’ learning habit, more than 80% students of experimental group agreed and gave favorable responses to the questionnaires, indicating that YouTube positively impacted students' study habits.
Keywords: YouTube, Supplementary Materials, Learning Habits, Modal Verbs
