CHAPTER I INTRODUCTION 1.1 Research Background
The official language of Indonesia is Indonesian; English is not widely spoken there. However, English is one of the languages that has to be acquired in order to attend an international school, work in a field of work that requires us to be able to speak a foreign language, work at a higher level, or work in a position that has the potential chance for us in order to communicate with clients who are based in other countries, or even if we wish to find a job in countries other than Indonesia (Dwaik, Shrouf, and Sahib, 2019). Because of the essential function that English plays in reaching greater levels of professional achievement, individuals in Indonesia are highly encouraged to begin studying the language at a young age. Listening, reading, writing, and communicating orally are the four fundamental facets of the English language that students of English need to acquire.
When studying English, student of english learners are frequently asked to compose sentences in the language. The objective is to increase their vocabulary proficiency and teach students how to produce an English text that follows the grammar rules and conveys the intended idea. As a result, English learners must learn about grammar in order to produce good writing that follows the rules, as this is the primary foundation for developing strong writing abilities.
One of the things that led grammar to be deemed a difficult subject, according to Payana, Pramunsiye, and Aini (2019), was the large number of rules in it and the difficulty in memorizing all of them. According to Mutmainnah and Fitriani (2021), the way the instructor offers explanations to the students in an unsuitable way might lead students to lose interest in learning grammar, feel bored while studying it, and feel confused in comprehending grammar. Students are now able to use YouTube videos
as one of many sources of extra learning material since technological advancements are occurring at an ever-increasingly quick pace. YouTube videos offer millions of tutorials that can help students overcome challenges with utilizing grammar.
The current Youtube application can be prevalent in different groups of society, especially teenagers, because this application is loved by people from the early childhood to elderly. This is because Youtube has a complete collection of various videos, various types of updated videos such as comedy videos to learning videos can be easily found on YouTube.
According Setiadi, Azmi, & Indrawadi (2019) YouTube now has more than one billion users, which equates to roughly a third of all those who use the internet, according to a poll that looked at what YouTube is and how it works. More than 70 percent of the time spent watching videos on YouTube is done so on a mobile device, and the majority of users are between the ages of 18 and 34 years old. In consideration of this, it is logical to assume that YouTube is widely used in Indonesia. As a result, the information communicated across the two channels is seen as more effective and efficient in terms of public acceptance. We can see the great potential of the YouTube application in Education. In addition, the benefits that we can get are substantial if we can use this social media application well. For example, to hone and improve foreign language skills, especially English.
We can choose and watch millions of English learning tutorial videos according to our needs. The varied teaching variations make us feel entertained when watching the video, even though it is an educational video that can be learning supplementary. According to Sudjana and Rivai (1992), video learning media can stimulate motivation, make the message’s meaning become more precise, making mastery and accomplishment of delivery targets conceivable, facilitate the mastering and achievement of delivery objectives.
This study will find out about the effectiveness of YouTube as a
learning supplementary material in learning modal verbs in asking, refusing offering, and accepting help or service. The researcher hopes that doing this research later will help students and teachers consider using YouTube as supplementary learning material.
1.2 Research Questions
According to the background that was reviewed in previous articles, it establishes the foundation for providing the researcher with assistance to carry out the research. The following questions will be used in the research:
1. Is the use of YouTube videos as supplementary learning materials effective in improving students’ comprehension of modal verbs at a senior high school in Banyumas region?
2. What are the impacts of the use of YouTube videos on the students’
learning habit?
1.3 Aims of Study
To find out how successful the use of YouTube is in helping to enhance students' understanding in modal verbs at a senior high school in SMA X in the Banyumas region, and to know the usefulness of YouTube videos as extra learning resources to increase students' comprehension of modal verbs in asking for, denying, offering, or accepting aid or service are the goals of this research project.
1.4 Significance of Research
The purpose of this research is to determine the impacts that can be achieved as a result of this research. This research is anticipated to give fresh information for educators on the efficacy of utilizing YouTube videos as a technique to boost students' knowledge of modal verbs as well as their grasp of the concepts behind these verbs. Later, this can be considered for teachers if they use YouTube videos as learning media, whether this is practical or less effective for students, especially at the high
school level. For students, this research expected to provide new knowledge about YouTube videos as supplementary learning in increasing their understanding of modal verbs in asking, refusing offering, accepting help or service.
If this research proves to be effective, students can use it as supplementary learning to better understand the past tense even though they are studying independently. However, if this research proves to be ineffective, later they can look for alternative learning media as supplementary learning to study independently.
1.5 Clarifications of the Terms
To avoid mistakes in the meaning of the following research terms, the researcher will clarify them, as follows;
1.5.1 Supplementary Learning
According to Depdiknas (2008), supplementary teaching resources are elements which are used to strengthen, add to, or deepen the curriculum's content. Supplementary teaching materials, according to Arif (2015), are teaching materials that are supposed to support, add to,or enrich the curriculum content.
1.5.2 Youtube
According to Sianipar (2013), YouTube seems to be a database that houses well-known social media visual content as well as a source of a range of highly substantial knowledge. In furthermore, YouTube is a platform that enables users to upload and share their own videos. Youtube comes with a feature that allows the user to search for video information or immediately watch videos. The usage of social media in a classroom setting, as well as YouTube can affect how students learn and communicate, as well as improving relationships between professors and students, as stated by Jaffar (2012). According to Watkins and Wilkins
introducing students to a variety of English dialects. Classroom lectures, institutional promotions, bulletins, and newsletters are now all using YouTube videos (Almoswai & Rashid, 2017)
1.5.3 Learning Video Media
Learning video media, according to Riyana (2007), is media that provides audio and visuals that contain good learning messages includingconcepts, principles, methods, and knowledge application theory to improve in the comprehension of a learning material.
One of the key benefits of learning videos according Kurniawati (2013), is that learners not only hear but also see the language. Because of this, these clips may be used to stimulate or encourage learners to develop in order to make the subject matter of importance to the subject they are enthusiastic about. This can be accomplished by using the movies in a learning environment.
