CHAPTER II LITERATURE REVIEW
In this chapter, multiple literature findings and several expert perspectives of the various factors that will be applied in this research are analyzed. Moreover, the next chapter will discuss the findings from the study. In addition, the findings of comparable research done by previous researchers are presented in this chapter.
The goal of this is to offer an overview, which will allow the researcher to perform research that is superior than research that have been conducted in the past.
2.1 The Use of Youtube in Language Learning
We know that Youtube has much essential information that we can use to improve our language skills. Various groups can easily access YouTube to improve their skills, seek entertainment, or look for information. The use of Youtube among students is prevalent. Because of its popularity, it can be said that 8 out of 10 students use the Youtube application for various purposes. We can use this to improve their English skills, especially in learning the of modal verbs in asking, refusing offering, accepting help or service.. By using Youtube, it is hoped that they will be more interested in learning grammar. It will be easier to understand it because they can play the learning video repeatedly. So, they can better understand the material because they have plenty of time to replay the video until they understand it. According to Barnes, Marateo, and Ferris (2007), several research have indicated that young learners, now known as the "internet generation," exhibit a high level of excitement for learning and curiosity. But, unlike past generations who were unfamiliar with the internet, they have a different method of getting this all knowledge. They seek knowledge in a variety of methods, which causes them to become bored with traditional and tedious learning more rapidly.
Hadi (2017) stated that Video learning as a form of media that combines audio (sound) with visual movements (moving image). Nowadays teachers need to know that learning media through video is one of the learning media favored by students because they often feel entertained by the presence of
interesting, unique audiovisual videos that can entertain them. Therefore, Youtube has an excellent opportunity to be used as a learning supplementary for students of various levels. Furthermore, studying through video has the advantage of clearly presenting sounds and visuals from an event, allowing students to easily comprehend the video’s content (Lestari, 2017).Youtube is an application and website that allows its users to watch and upload various types of videos for free and can be watched by all people in various countries in the world. In February of 2005, Chad Hurley, Steve Chen, and Jawed Karim, all of whom had previously worked for PayPal, launched what would become one of the most successful businesses currently owned by Google: Youtube.
In today's millennial era, the role of Youtube is significant in everyday life, especially among students. They can quickly get various information about the material they are studying because of the many available video sources.
Sianipar (2013) argue that YouTube as a learning medium has various types of information, such as finding information about a science or situations in various foreign countries. Furthermore, Youtube is an audiovisual media that allows users to watch videos while listening to audio to find various information, even entertainment. According to Faiqah, Nadjib, and Amir (2016)'s viewpoint, the clips that are most regularly discovered on YouTube include video outtakes from television shows and movies, as well as films that were created by YouTube users and uploaded individually by those people.
Dwiningrum (2012) states that technological improvements have made it easier for humans to do various things, primarily seeking and getting information. In another statement, Ngafifi (2014) mentioned that technology development was intimately connected to the development of science and that digital innovation has both pros and cons, depending on how we manage it.
2.2 Modal Verbs
2.2.1 Definition of Modal Verbs or Modal Auxiliaries
Barus et al (2004) stated that this grammar types or categories known as "modal auxiliaries" serve as assistance in demonstrating
reality, prognosis, or potential. There are three overarching tasks that language serves: intellectual, interpersonal, and textual. When employed as auxiliary verbs, modal verbs such as must be required to (do, be, and have do not truly have "meaning" of this sort) have dictionary definitions in addition to their grammatical purposes (Azhar, 1989). Li (2000) claimed the interpersonal contextual places a stronger emphasis on the interaction that occurs between the author and the audience that is being targeted. Throughout this interaction, the speaker's attitudes are communicated across language which has an effect on the attitudes and actions of the audience. In statements and questions, the speaker's evaluation of the truth of the proposition, the commitment s/he places on the responder to carry out an instructions, or the ability and willingness of the decision maker in an offer are all examples of modality. According to Halliday, modality is considered to be the primary interpersonal resource that signals social interaction, along with mood. In addition to mood, modality includes the speaker's evaluation of the readiness of the initiator in an offer (1985, 1994).
Modal verbs or modal auxiliaries typically convey a speaker’s attitudes or mood. Modal expressions, for instance, can reflect to a speaker’s strong feelings about something being required, permitted, permissible, possible (Swam, 1980)
2.2.2 Examples of Modal Verbs
▪ The words can, may, may, and perhaps denote permission, capacity, and potential.
▪ Should and must both refer to obligations and necessities.
▪ Would, Shall, and Will Are Terms Used in Volition and Prediction.
▪ Could, May, and Can are Modal Verbs Often used Indicate Permission
2.2.3 Forms of Modal Verbs a. Positive Sentence
The modal pattern in a positive statement is as follows: (S+
Model auxiliaries+ Verb (bare infinitive) + o/c) Example:
Adi can go to the campus now.
b. Negative Sentence
The usage of modal auxiliary words in negative sentences is as follows: (S+ Modal auxiliaries + not + verb (bare
infinitive) + o/c)
Example: Adi can not go to the campus now.
c. Interrogative Sentence
In interrogative sentences, modal auxiliaries adopt a certain pattern. (Modal auxiliaries +S + Verb (bare infinitive) + o/c) Example: Can Adi go to the campus now? Yes, he can.
2.2.4 The Use of Modal Verbs
When expressing demands, potential outcomes, capacities, requests, and orders, modal verbs are utilized.
Auxiliary verbs assist other verbs in displaying tenses and the speaker's mood. Modal verbs are:
• Must
• Shall
• Should
• Would
• Can
• Could
• Might
• Will
Below are detailed functions of modal verb/ modal auxiliaries:
a. Communicating one's capabilities: can and could 1) It could be you that be my wife if you don’t betray
me.
2) I can be a good daughter for you
b. Using can, could, may, and may to express the probability of something happening.
1) I may be able to climb to the top of that mountain 2) You could be a billionaire if you serious about your
business
3) It must be joking if you be my backstabber
c. The words may, might, and both can and could are applied to express permission.
1) May you be my girlfriend?
2) You could eat all of this food 3) She might be a better girl
d. The questions may I, can I, and could I are considered polite.
1) May I be your friend?
2) Can I ride your new car?
3) Could I apply a position in your company?
e. Questions like: can you, will you, could you, and would you are considered polite.
1) Would you like to buy me a food?
2) Will you be here for me forever?
3) Can you please just be silent?
4) Could you please give me some money?
f. Offering words of advice, like should, ought to, and had better.
1) Likely you should borrow my dress
2) You had better to work out every day to lose your weight fast
3) I ought to be a better person.
g. Expressions of the need to do something such as, must, have to, and have got to
1) You must be honest person
2) We have to get up early and do subuh prayer 3) She have got to prepare our breakfast
h. Communicating the absence of a requirement by stating
"Do not have to" and indicating prohibition (must not) 1) You don’t have to be patient all the time
2) We don’t have to bother the other class i. Making logical conclusion: Must
1) Her family must be poor
2) He must be handsome because many girls have a crush on him
j. In the context of an obligation, the word "must" serves the purpose of expressing the concept of an inescapable requirement or a situation that cannot be altered. This may be thought of as the idea of necessity.
1) You must finish your study on time (There are no alternative opportunities given.)
k. Had a better obligation
When it comes to context, "had better" is quite similar to "should" and "ought to." However, "had better"
is typically the more forceful expression. The phrase "had better" frequently conveys a warning or a threat of potential adverse outcomes (Sukur, 2007) The expression
"had better" can refer to either the present or the future. It is then immediately followed by the uncomplicated form of the verb. It is more prevalent in spoken language than it is in written language.
1) Your friends get annoyed with you. You had better to fix your behavior to them
l. Have to
The use of "have" in place of "must" implies a duty or a requirement that cannot be avoided. When used in positive statements, "have to" can be substituted for
"must," and when used in negative sentences, "have to" is frequently used in place of "must."
Examples:
1) We must have breakfast before activity 2) We must not cheating on the exam
"had to modify it's from to signify time and person,"
which is not the case with the modal auxiliaries. I, you, we, and they; we'll be using have to, had to, have had to, and will have to in this sentence. Use either has to, had to, has have to, or will have to when referring to him or her.
m. Speculating and Predicting The future: Will, Would, and Shall Be Going to
1) I’m going to marry you in the future 2) In the future he shall to be a police
3) If she keep focus on her business, someday she will be rich
4) I would get a job that far from my home someday The researcher likes to make the conclusion that modals auxiliaries have multiple interpretations based on the ideas that have been presented above; the majority of the models have more than one meaning and diverse usage.
Such is the utilization of abilities, permissions, offerings, and possibilities, as well as other usages that have previously
been mentioned above. Then, specialists are also confident that modals auxiliaries are usages in a variety of expressions to explain the notion.
2.3 Asking, Refusing Offering, Accepting for Help or Service
2.3.1 Definition of Asking, Refusing, Offering, and Accepting Help or Service.
When we asking, refusing, offering, and accepting for help or service to or from someone who is older or in a higher position from us, formal sentences are employed. When speaking with a close friend or relative, informal sentences are employed.
2.3.1.1 Asking for Help or Service
In order to appear more courteous, we frequently use the word "please" while requesting permission to do something.
Although it is not grammatically required, using "please" might help you avoid being impolite. Please can be inserted before the verb, in the beginning, or at the conclusion of a statement.
• Can you be my research partner please?
• Can you please to close the door when you come in?
• Please can you be polite to us?
Below are some examples of formal expression of asking for help or service:
• Can I…?
• May I…?
• Might we have a party tonight?
• Would you mind to make me a coffee?
Below are some examples of informal expression of asking for help or service:
• Would you like…?
• Do you want…?
• Don’t you mind if I borrow your sweater?
• You might follow my way to get excellent score on final test
2.3.1.2 Refusing for Help or Service
Below are some examples of formal expression of refusing for help or service:
• It’s very good of you to offer, but I will
• Manage it on my own
• I’m very grateful for your offer but ....
• Please don’t trouble yourself
• That’s extremely kind of you, but....
Below are some examples of formal expression of refusing for help or service:
• No, thank you
• Don’t worry I can help myself
• Don’t worry I will do it myself
• Thanks, but I prefer not bothering you
• I appreciate that but I can do it myself
• Please don’t be bother yourself 2.3.1.3 Offering for Help and Service
A person who is in need of assistance might be offered assistance through the use of a statement or method known as
"offering help." To be of aid is the goal of this endeavor. The following is a list of some instances of formal expressions of giving assistance or services:
• Could I help?
• Can I help in any way?
• Would you like/need any help?
• Can I help you with any of it?
• Maybe I could help in certain situation; etc.
Below are some examples of informal expression of offering help or service :
• Can I assist you?
• Do you desire or require help?
• Let me lend a hand you
• Need to get some help?
• How can I help you?
• What could I do for you?
• Can just I help you?
2.3.1.4 Accepting for Help or Service
Below are some examples of formal expression of accepting help or service:
• That’s extremely kind/good/thoughtful of you
• Thank you, It’s very kind of you
• That is so nice of you, thank you
Below are some examples of informal expression of accepting help or service:
• Yes, please
• Yes, please. I really appreciate it
• Yes, if you don’t mind
• Just what I needed!
2.4 Previous Studies
There have been a number of research done on how effectively using YouTube for English instruction may work. Some of them will be used as a reference source for this research.
The first study, a research by Almurashi (2016) conducted due to the researcher's awareness of the enormous number of users of the YouTube site in various circles, especially among teenagers, especially students. The other reason is the researcher's concern about the lack of enthusiasm of students if
they are taught using the traditional way, considering that nowadays teenagers prefer to learn using gadgets rather than using traditional methods. The research subjects of the researcher are 53 students who study English at Aula.
In conducting research, the researcher uses qualitative and quantitative methods. In the qualitative method, the researcher collect data using the interview method. In the quantitative, the researcher use an online survey to determine the effectiveness of YouTube in learning English. The results obtained by the researcher were that the use of YouTube was proven to be active in increasing students' understanding of learning English as a supplementary learning material.
The reasons that have been stated by Almurashi (2016) for carrying out his research are one of the backgrounds for this new research to be carried out.
We all know that the use of social media is increasing every year, therefore to prove whether theuse of Youtube can affect the mastery of of modal verbs in asking, refusing offering, accepting help or service material, this research will be conducted.
In the second study which Kurniawati (2012) carried out with the assistance of experimental research, YouTube served as the independent variable, English grammar served as the dependent variable, and YouTube served as the attribute variable (attitude). There were a total of 72 people who took part in this study. All of the participants were first- year students at IAIN Lampung who were majoring in English Education. Of the 72 participants, 36 students were assigned to the control group, and the remaining students were assigned to the experimental group. The first procedure is a test that will establish whether or not the objects being used are genuine, as well as whether or not the two instruments are reliable. The results of the grammar exams were analyzed to assess the level of grammatical competence possessed by the participants. The results of the Behavior Questionnaire were employed in the method of figuring out the attitude levels of the participants.
The conclusions of the students' grammatical assessments were employed to gather the information for the grammar test, and these tests were
performed after every class had indeed been taught eight times. The outcomes of the research were assessed using analysis of variance (ANOVA), together with the Tukey test. According to the outcomes of the study which the researcher performed out, it is acceptable to make the conclusion that YouTube is more successful than textbooks in the subject of teaching grammar. This is evidenced by the average value of students who are taught using YouTube being more significant than those taught using textbooks, which is 27.75 higher.
In accordance with the findings of a research study that was carried out by Kurniawati (2012) in IAIN University in Lampung, there were determined that the usage of YouTube is more beneficial than the usage of textbooks. Another research will conduct a research in a different location, at a senior high school X in the Banyumas region. The goals of this study is to discover the extent to which the usage of YouTube is also useful for enhancing grammatical skills in the domain of high school.
The students in the 10th grade who were enrolled at SMA IT Rahmaniyah served as the research subjects for the third study conducted by Kristiani and Pradnyadewi (2021). A literature review was utilized by the author during the data collection process. Both primary and secondary sources were utilized in the collection of information for the first one. Reading research articles on the use of YouTube in learning, specifically in the teaching and learning of Speaking Skills, was how the primary sources and the data were collected for this study. In the secondary resources, such as books and articles, the researcher obtained material that may be utilized to assist this inquiry. After that, in the second stage, the data were examined and categorized, with the primary focus being on the efficiency of YouTube as a learning medium for enhancing students' speaking abilities. The researcher moved on to the next part of the project, which consisted of forming a conclusion based on the data after first classifying and then analyzing the collected information.
According to the findings of the study that the researcher carried out, it is possible to draw the conclusion that the application of YouTube as a learning medium is helpful for students, particularly those students whom are more
introvert. Because by learning through YouTube, they can access the material whenever and wherever they want. In addition, because of the many material sources, they are free to choose any video that has a suitable delivery format and is easilyunderstood by students.
From the conclusions obtained based on research conducted by Kristiani
& Pradnyadewi (2021), it is very relevant to one of the reasons the researcher will carry out this research. The researcher wants to know the impact of using YouTube for students, whether it is a positive or negative impact.
In the fourth study by Jati, Saukah & Suryati (2019) conducted on how YouTube Tutorial Videos can help students enhance their speaking skills when doing procedure text. The action began with a preliminary investigation to identify the students' speaking problem, followed by developing a lesson plan, the preparation of teaching materials and media, the preparation of instruments, and the establishment of success criteria. The researcher continued their investigation by moving on to the subsequent stages, which included the following: organizing the plan, conducting it out, analyzing and reviewing it, and representing on it. Following the conclusion of the initial session, the researcher and collaborator conducted an analysis of the data. The researcher would then proceed to the second session, which would conclude without further intervention if the outcome met the success criteria that had been established earlier.
The results of the investigation show that the speaking abilities may be improved significantly by observing instructional videos on YouTube. Another condition supporting the effectiveness of applying YouTube video tutorials in speaking is the difference test, which shows that students improved their speaking performance from cycle to cycle after using YouTube tutorial videos as an alternative teaching media. From the research conducted by Jati, Saukah
& Suryati (2019), it was found that the use of YouTube was proven to be effective in gradually increasing speaking performance. In this research that will be carried out, researcher want to know whether YouTube can also increase students' knowledge of of modal verbs in asking, refusing offering, accepting
help or service. mastery or not.
2.5 Assumptions
It has been determined that the program YouTube may serve as a useful educational tool when used in that capacity. This is because users are treated with a high prevalence of video available to choose from, an intuitive user interface, and a number of engaging extra features. This is backed up by the findings of studies that have been carried out by Almurashi (2016), Kurniawati (2012), Kristiani and Pradnyadewi (2021), and Jati, Saukah and Suryati (2019).
These study shows that the adoption of YouTube as a medium of instruction and for supplemental learning is super successful. In addition, therefore using YouTube not only provides beneficial, but it can also be entertaining. This is evidenced by the high enthusiasm of students in using the Youtube application as a learning medium.
In addition to this, Kristiani and Pradnyadewi (2021) found that the usage of YouTube as a medium of instruction is ideally conducive and beneficial for use with students who may have introverted characteristics. This was discovered as a result of the research that was carried out by Kristiani and Pradnyadewi. With YouTube, they can explore material without being afraid and hesitant to ask questions and communicate with others.
2.6 Hypothesis
It is possible to draw the conclusion from some of the sources mentioned above that YouTube is an excellent learning medium. This is supported by the numerous research that have been carried out with YouTube serving as the experimentation medium. It is possible to draw the following conclusion from the four research references that were presented earlier: Using YouTube videos as a learning medium has the possibility of significantly enhancing students' abilities. It would have the possibility of assisting students who have personalities that are more passive or silent in trying to continue to fully understand learning materials; this happens because students can access all learning materials via YouTube whenever and wherever they desire.
