Vol. 2, No. 4, 2022
The Implementation of YouTube Video to Improve Students’ Procedure Text Writing Ability at Senior High School
Penerapan Video YouTube Untuk Meningkatkan Kemampuan Menulis Teks Prosedur Siswa Sekolah Menengah Atas
Ulvah Sari*, Kisman Salija, Haryanto Atmowardoyo Department of English Education, Postgraduate Program, Universitas Negeri Makassar, Indonesia
*Corresponding authors: msulvah.sari@gmail.com
ABSTRACT
The objectives of the research are to find out the implementation of YouTube video improve students’ procedure text writing ability and to know student’s perception about the implementation of YouTube video. The researcher applied Quasi-Experimental method. The data were collected by giving pre-test and post-test. The population of the research consisted of 345 and the sample of the research was the eleventh grade of SMA Negeri 4 Luwu, academic year 2021/2022. The researcher took 2 classes as the sample it was XI MIPA 1 consisted 33 students and XI MIPA 6 consisted 33 students. The sample was taken by using cluster random sampling. The result of the research showed that the students’ procedure text writing ability by using YouTube video in pre-test and post-test different significantly. The value of the t-test was greater than t-table. It was t-value (3.976) > t-table (1.997) and the sig. (2-tailed) value of post test score was lower 0.000 < 0.05. It indicated that the alternative hypothesis (H1) was accepted and the null hypothesis (H0) wasrejected. It can conclude that the implementation of YouTube video was effective to improve students’
procedure text writing ability. While the mean score of the students’ perception towards the use of YouTube video was 81. It indicated that the students gave strongly positive respond or agreed that YouTube video was helpful and can increase their writing ability of procedure text.
Keywords: YouTube video, Procedure Text, Writing Ability, Perception
ABSTRAK
Penelitian ini bertujuan untuk menemukan penerapan video YouTube meningkatkan kemampuan menulis teks prosedur siswa dan untuk mengetahui persepsi siswa tentang penerapan video YouTube untuk meningkatkan kemampuan menulis prosedur siswa. Peneliti menerapkan metode Quasi-Experimental. Pengumpulan data dilakukan dengan memberikan pre-test dan post-test. Populasi dalam penelitian ini berjumlah 345 orang dan sampel penelitian ini adalah siswa kelas XI SMA Negeri 4 Luwu Tahun Pelajaran 2021/2022. Peneliti mengambil 2 kelas sebagai sampel yaitu XI MIPA 1 terdiri 33 siswa dan XI MIPA 6 terdiri 33 siswa. Sampel diambil dengan menggunakan cluster random sampling. Hasil penelitian menunjukkan bahwa kemampuan menulis teks prosedur siswa dengan menggunakan video YouTube pada pre-test dan post-test terdapat perbedaan yang signifikan. Nilai t-test lebih besar dari t-tabel. Nilai t-hitung (3,976) > t-tabel (1,997) dan sig. (2-tailed) nilai post test score lebih rendah 0,000 < 0,05. Hal ini menunjukkan bahwa hipotesis alternatif (H1) diterima dan hipotesis nol (H0) ditolak.
Dapat disimpulkan bahwa penerapan video youtube efektif untuk meningkatkan kemampuan menulis teks prosedur siswa. Sedangkan skor persepsi siswa terhadap penggunaan video youtube adalah 81. Hal ini menunjukkan bahwa siswa memberikan respon sangat positif atau setuju bahwa video YouTube bermanfaat dan dapat meningkatkan kemampuan menulis teks prosedur siswa.
Kata Kunci: video YouTube, teks prosedur, kemampuan menulis, persepsi
1. INTRODUCTION
English as a foreign language, the part of English is writing, it is one of the productive language skills, like speaking. Spratt, Pulvernes and Williams (2005, p. 26) said that “Writing is one of the productive language skills which deals with conveying messages with the use of graphic symbols.” According to Harmer, writing is one of four skills that urge children to focus on accurate language use, because writing can help them strengthen their language abilities as they solve difficulties that the writing causes them to think about.
Harmer also shared his thoughts on writing, stating that “writing is a process in which what writers write is sometimes significantly influenced by genre limits, thus these factors must be present in learning activities.”
Procedure text, according to Pardiyono (2007, p. 93), provides information about how something is accomplished through a series of activities or processes. This could include step-by-step instructions on how to do or make something. Students can find procedure texts in game rules, cooking recipes, using ATM machines, etc. Those are examples of the authentic texts of procedure texts that students can find in the daily life. It is helpful for the students in learning procedure writing.
YouTube video is one of the most popular video sharing services on the internet. It can use as a learning medium that presents images and sound representations of various ideas or events in the classroom. Watching video can be another way of learning besides lecturing and reading books, because it is expectations of internet generations who tend to demand varied learning. YouTube is as a social network that is being widely used today. The researcher intends to implementation YouTube video to improve students; procedure text writing ability.
2. RELATED LITERATURE
2.1 Writing
According to Langan writing skill as a skill, writing as process of discovery (2010:3), then also states that writing consists basically of making a point and then providing evidence to support or develop that point (Langan, 2010:5). Writing is an activity to communicate writers’ idea with others or readers by using written text. It involves the knowledge of vocabulary,
grammar, syntax, and others to arrange the sentence into good and clear written text.
2.2 Procedure Text
Procedure text, according to Anderson, is a piece of literature that gives the reader or listener instructions on how to do something. Its purpose is to provide instructions on how to make something, complete a task, or travel. According to Walter, procedure text is a guideline, or an instruction, that is presented or followed to achieve a desired result usually a series of sequential steps.
There are three types of process text definitions: (1) Texts that describe how something works or how to use instruction/operation manuals, such as how to use a video, computer, tape recorder, photocopier, or fax machine. (2) Texts that explain how to perform a specific activity, such as recipes, game rules, science experiments, and road safety guidelines. (3) Texts that deal with human behavior, e.g., how to live happily, how to succeed.
2.3 Video
Video is the visual part of a movie or recorded program, or something recorded to watch in the future.
An example of a video is something you would watch on YouTube. According to Harmer (2003: 290), video can improve simulations not just because it can provide feedback by allowing students to watch themselves and evaluate their performance, but also because it makes students feel more realistic.
2.4 YouTube Video
According to Alqahtani (2014:15) video YouTube is a video sharing website that allows users from over the world to watch videos posted by other users and upload videos of their own. It includes several kinds of video such as educational, political, historical, medical, personal videos, and entertainment. Miller et al. (2010) YouTube video is a video sharing community. That means that YouTube users can both upload and view all sorts and view all sorts of video clips online, using any web browser.
2.5 Previous Related Finding
Some studies have conducted their researcher on teaching writing ability as follow:
The first previous study was conducted by Rusliyah about “Improving Students’ Ability in Writing
Argumentative Essay Using Video”. The result is by using video it can give significant effect on students’
writing argumentative essay.
The second was by Meylia Azurah about “The impact of video tutorials on student writing of procedural texts”. This study claims that the use of video tutorials has a significant impact on students’ writing procedure text, as student writing outcomes are higher after learning with video tutorials than before giving treatment video tutorials. So, the video tutorials can help students practice to write procedure text.
The third was conducted by Ariyuni. She studied “The Effect of Using Video on Students’ Achievement in Writing Procedure Text”. Experimental research was employed as the method. The study was undertaken to determine whether video significantly affected on students’ achievement in producing process text. SMA Swasta Sinar Harapan Lubuk Pakam. The students were split into two groups, one experimental and the other control group. The experimental group received instruction via video, while the control group received instruction without video. The data was gathered using an essay test. The t-test formula was used to assess the data. Level of significance of 0.05 and a degree of freedom (df) of 68, the analysis revealed that value is greater than table (4.79 > 2.00). It can be concluded that using video to teach students how to write procedure text enhances their performance.
3. RESEARCH METHOD
3.1 Research Design
In this research, the researcher used a quantitative method. In addition, the research design used in this research is a quasi-experimental study. The researcher applied quasi-experimental study which used two groups of samples; experimental group and control group to know about the implementation of You-Tube video improve students’ procedure text writing ability.
The experimental group is the group that received the treatment using media, it is video, meanwhile the control group is the group that received the treatment using conventional media (non-video), it is picture.
The researcher used pre-test before the treatment and post-test after the treatment for two groups of samples.
3.2 Instrument of the Research
The research instrument that used in this research are test and questionnaire. In the test, there are pre-test and
post-test. The test was written test. While in questionnaire gave to know the students’ perception about the implementation of YouTube video to improve students’ procedure text writing ability. It consists of 20 statements.
3.3 Analysis Data
Data analysis techniques are used using statistical calculations with using SPSS 25 to find out the results of data collection from instruments that have been given to respondents and draw research conclusions.
4. FINDING AND DISCUSSION
4.1. Finding of Research
The result used to get empirical evidence about the implementation of YouTube video to improve procedure text writing ability at the eleventh grade of UPT SMA Negeri 4 Luwu in academic 2021/2022.
Table 1. Classifying the Students’ Score in Experiment Group Scores Classification Pre-Test Post-Test
(f) (%) (f) (%)
86– 100 Very Good - - 23.00 69.70%
71 – 85 Good 5.00 15.15% 10.00 30.30%
56 – 70 Average 21.00 63.64% - -
41 – 55 Poor 7.00 21.21% - -
0 – 40 Very Poor - - - -
33.00 100% 33.00 100%
From the Table 1 above showed about the frequency and rate percentage of students’ score in pre-test and post-test of experiment group. It can be seen in pre-test of experiment group none students got very good, there were 5 (15.15%) students got good scores, 21 (63.64%) students got average scores, 7 (21.21%) students poor scores, and none students got very poor scores. While in post-test of experiment group there were 23 (69.70%) got very good score, 10 (30.30%) got good score and none students got average, poor, and very poor score.
Table 2. Classifying the Students’ Score in Control Group Scores Classification Pre-Test Post-Test
(f) (%) (f) (%)
86– 100 Very Good - - 9.00 27.27%
71 – 85 Good 5.00 15.15% 21.00 63.64
56 – 70 Average 18.00 54.55% 3.00 9.09
41 – 55 Poor 9.00 27.27% - -
0 – 40 Very Poor 1.00 3.03 - -
33.00 100% 33.00 100%
From the Table 2 above showed about the frequency and rate percentage of students’ score in pre-test and post-test of control group. It can be seen in pre-test of control group none students got very good, there were 5 (15.15%) students got good scores, 18 (54.55%) students got average scores, 9 (27.27%) students poor scores, and 1 (3.03%) got very poor scores. While in post-test of experiment group there were 9 (27.27%) got very good score, 21 (63.64%) got good score, 3 (9.09%) got average, and none students poor and very poor score.
The researcher calculated the gain score in Table 3 to decided significance difference of students’ procedure
text writing ability score before and after the treatment.
The gained score of experiment group and control group can be seen on the table above, it showed the gained score of experiment group which taught by YouTube video in writing procedure text was higher than the score gained of control group taught by picture. It was 24.78 > 21.25.
Table 3. The Students’ Gain Score
Group Pre-Test Post-Test Gain Score
Experiment 62.64 87.42 24.78
Control 60.45 81.70 21.25
Table 4. Test of Normality
Group Kolmogorov-Smirnov Shapiro-Wilk
Statistic df Sig. Statistic df Sig.
Pre-Test Experiment Group (YouTube Video) .119 33 .200* .972 33 .536
Post-Test Experiment Group (YouTube Video) .088 33 .200* .973 33 .556
Pre-Test Control Group (Conventional/Picture) .123 33 .200* .970 33 .487
Post-Test Control Group (Conventional/Picture) .151 33 .055 .948 33 .115
The result of normality test in Table 4 showed that the significance level of experimental group was 0.200 and 0.536 in pre-test and 0.200 and 0.556 in post-test. The control group was 0.200 and 0.556 in pre-test and 0.055 and 0.115 in post-test. It means that the probability value (p) of both experimental group and control group was higher (>) than the degree of significance 5%
(𝛼 = 0.05). Therefore, it is concluded that the data of both experiment group and control group was normally distributed.
From the result of Levene Statistic Test in table 4.5, it has seen that the significance level or probability value (p) of the data from experiment group and control group post test score was 0.59. It means that the
significance level or probability value (p) was higher than the significance degree 5% (𝛼 = 0.05). the result of homogeneity test showed that the sample data from population has homogenous variance.
Table 5. Test of Homogeneity of Variances Post Test Levene
Statistic df1 df2 Sig.
Based on Mean 3.694 1 64 .059
Based on Median 3.455 1 64 .068
Based on Median and
with adjusted df 3.455 1 46.976 .069 Based on trimmed
mean 3.441 1 64 .068
Table 6. Independent Samples Test 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
Equal variances
assumed 3.694 .059 3.976 64 .000 5.727 1.440 2.850 8.605
Equal variances
not assumed 3.976 51.733 .000 5.727 1.440 2.836 8.618
The result of T-test in the Table 6 above showed that t-
value which was 3.976 with sig. (2-tailed) 0.000. Then t-
value was compared to the t-table to know whether the YouTube video gave significantly improve toward
students’ writing ability of procedure text. The t-table was taken from the requirement which has been standard in analyzing the data. The t-table showed 1.997 with 64 as the degree of freedom (df) in the significance level 0.05. The comparison showed that t-value (3.976) >
t-table (1.997) and the sig. (2-tailed) value of post test score was lower 0.000 < 0.05. It means there was significantly improve of YouTube video toward students’ writing ability of procedure text.
In item 1 showed that 14 (42.42%) out of students chose strongly agree, 14 (42.42%) chose agree, 5 (15.15%) chose undecided, and there are no students who chose disagree and strongly disagree. It means that most of students agree that the audio of You-Tube video that has given was clear so that the students could understand the content of video.
In item 2 showed that 14 (42.42%) out of students choose strongly agree, 18 (54.54%) chose agree, 1 (3.03%) student choose undecided, and none students choose strongly disagree and disagree. It means that most of students agree that the quality of YouTube video is good and clear.
In item 3 showed that 16 (48.48%) out of students choose strongly agree, 11 (33.33%) agree, 6 (18.18%) choose undecided, and none students choose disagree and strongly disagree. It means that YouTube video that has given was related to students’ daily life so they can be easy to understand the content of video. In items 4 showed that 12 (36.36%) out of students choose strongly agree, 12 (36.36 %) choose agree, 9 (27.27%) students choose undecided, and none student choose disagree and strongly disagree. It means that most of the students agree that the students are more easily understand the material about procedure text with using YouTube video even though there are students still undecided.
In item 5 showed that 9 (27.27%) out of students choose strongly agree, 16 (48.48%) students choose agree, 8 (24.24%) students choose undecided, and none student choose disagree and strongly disagree. It means that most of the students agree that learning procedure text with using YouTube video make them more enthusiastic for studying.
In item 6 above showed that 9 (27.27%) out of students choose strongly agree, 11 (33.33%) choose agree, 10 (30.30%) students choose undecided, 3 (9.09%)
students choose disagree and none students choose strongly disagree. It means that most of students agree that using YouTube video had a big effect for them to understand about procedure text even though there are students disagree and still undecided.
In item 7 showed that 12 (36.36%) out of students choose strongly agree, 14 (42.42%) students choose agree, 7 (21.21%) students choose undecided, and none students choose disagree and strongly disagree. It means that most of the students agree that YouTube video is needed as a learning media of procedure text.
In item 8 showed that 9 (27.27%) out of students choose strongly agree, 12 (36.36%) choose agree, 9 (27.27%) choose undecided, 3 (9.09%) choose disagree, and none students choose strongly disagree. It means that most of the students agree that video from YouTube can increase their writing ability even though there are students disagree about the statement.
In item 9 showed that 8 (24.24%) out of students choose strongly agree, 15 (45.45%) choose agree, 10 (30.30%) choose undecided, and none students choose disagree and strongly disagree. It means that most of the students strongly agree that they learn more efficiently during the use of YouTube video in learning activities.
In item 10 showed that 10 (30.30%) out of students choose strongly agree, 15 (45.45%) choose agree, 8 (24.24%) choose undecided, and none students choose disagree and strongly disagree. It means that most of the students agree that video that has given is interesting and easy to understand but there are students are still undecided.
In item 11 showed that 2 (6.06 %) students choose strongly agree, 1 (3.03%) choose agree, 3 (9.09%) chose undecided, 15 (45.45%) choose disagree, and 12 (36.36%) choose strongly disagree. It means that most of students disagree if they do not like procedure text material with using YouTube video.
In item 12 showed that 2 (6.06%) out of students choose agree, 8 (24.24%) choose undecided, 14 (42.42%) choose disagree, 12 (36.36%) choose strongly disagree and none choose strongly agree. It means that most of the students disagree that the use of YouTube video in teaching procedure text made them confused with material.
In item 13 showed that 5 (15.15%) choose undecided, 16 (48.48%) choose disagree, 12 (36.36%) choose strongly disagree, and none students choose strongly agree and agree. It means that most of the students disagree that they are difficult to understand procedure text wit using YouTube video.
In item 14 showed that 1 (3.03%) out of students choose strongly agree, 1 (3.03%) choose agree, 8 (24.24%) choose undecided, 15 (45.45%) choose disagree, and 8 (24.24%) choose strongly disagree. It means that most of the students disagree that they are bored when the use of YouTube video in learning process procedure text.
In item 15 showed that none students choose strongly agree and agree choose agree, 5 (15.15%) choose undecided, and 14 (42.42%) choose disagree and strongly disagree. It means that most of the students disagree that the use video YouTube did not match with the topic of material being taught.
In item 16 showed that none students chose strongly agree, 2 (6.06%) choose agree, 5 (15.15%) chose undecided, 15 (45.45%) choose disagree, and 11 (33.33%) choose strongly disagree. It means that there are some students undecideds about this item, but most of the students disagree if they are not focused on learning process with using YouTube video.
In item 17 showed that 1 (3.03%) student chose strongly agree, 7 (21.21%) choose agree, 9 (27.27%) choose undecided, 12 (36.36%) students choose agree and 4 (12.12%) choose strongly disagree. It means that of the students disagree that the use of YouTube video is just variation of teaching so they did not bore, but the material that they receive is same if did not use YouTube video.
In item 18 showed that none students choose strongly agree and agree, 4 (12.12%) choose undecided, 15 (45.45%) choose disagree and 14 (42.42%) students choose strongly disagree. It means that most of the students disagree that learning procedure text with YouTube video is neither fun nor entertaining even though there are student still undecided.
In item 19 above showed that none students choose strongly agree, 1 (3.03%) choose agree, 10 (30.30%) choose undecided, 11 (33.33%) choose disagree and strongly disagree. It means that most of the students
disagree that they did not pay attention in learning process during the use of YouTube video even though there is student agree with it.
In item 20 showed that none students choose strongly agree and agree, 4 (12.12%) choose undecided, 18 (54.54%) choose disagree, and 11 (33.33%) choose strongly disagree. It means that most of students disagree if the use of YouTube video in learning procedure text did not help them to improve their writing ability.
Based on the table above the total scale Strongly Agree (SA) from the questionnaire was 159, Agree (A) was 303, Undecided (U) was 95, Disagree (D) was 33, and Strongly Disagree (SD) was 10.
From 33 students total score of the questionnaire was 2673 and total number of the items was 20. So, below the means score:
𝑿 =∑𝒙 𝐍 𝑿 =𝟐𝟔𝟕𝟑
𝟑𝟑 = 81
The calculating above showed that the mean score of the students’ perception towards the use of YouTube video was 81. It indicated that the students gave strongly positive respond or agreed that YouTube video was helpful and can increase their writing ability of procedure text. It indicated that the rate from students’ perception is categorized agree looking from the result above.
4.2 Discussion
The score of students' writing after being taught by YouTube videos was higher than before the researcher gave the treatment, it can be considered that YouTube videos can improve students' writing ability of procedure texts, according to the data analysis of the research. There are many reasons to support the result:
first, the implementation of YouTube video can improve the students’ writing ability in terms of content, organization, language use, vocabulary, and mechanics. Second, after the researcher taught by using YouTube video it can make students more active in writing procedure text, improve the students’ interest, motivation, and attitudes. Third, YouTube video can reinforce the students’ experience while watching YouTube video to determine the sequence or structure organization in writing procedure text and the last
YouTube videos can be used as a tool to assist students practice writing procedure texts. Furthermore, this study supported Ariyuni's prior research at SMA Swasta Sinar Harapan Lubuk Pakam, which found that YouTube videos are one of the most effective media for improving students' procedure text writing. It also aided students in organizing their thoughts, selecting appropriate words, producing grammatically accurate sentences, and paying full attention during the session.
In conclusion, using YouTube videos can improve students' procedure text writing ability at eleventh grade of SMA Negeri 4 Luwu.
In this part, it described the students’ perception in writing procedure text using YouTube video. To measure it, the researcher used questionnaire but only distributed in experiment group. There are 20 items of questionnaire. It showed that 14 (42.4%) out of 33 students were categorized as strongly positive, 19 (57.6%) out of 33 students were categorized as positive and none of them belong to undecided, negative and strongly negative. It could be concluded that the students have strongly positive perception on implementation YouTube video to improve their procedure text writing ability. So YouTube video can be used by teacher for teaching in the class and it was helpful for the teacher. Based on students’ responses, overall answers explained that YouTube video was pleasant. It was easy to understand the material of procedure text with implementation of YouTube in learning process and this also makes students believe that learning with YouTube video can increase the score of their English subject.
5. CONCLUSION
The research was investigated implementation of YouTube video to improve Students’ Procedure Text Writing Ability and students’ perception of it. It was conducted to the eleventh-grade students of SMA Negeri 4 Luwu. It was XI MIPA 1 and XI MIPA 6 but to see the students’ perception the researcher only chose class who was given treatment, it was XI MIPA 1. As describe in the previous data findings and discussion, it could be concluded that the implementation of YouTube video can improve students’ procedure text writing ability. It can be seen from the data with. It can be seen from the statistical data, the significance level of 5% indicated that the mean score of post-test value in the experimental group after the treatment by using you-tube videos was 87.42. This value was higher than mean score of
the pre-test before giving the treatment, it was 62.64.
Data analysis also showed that at sig. 2-tail (ρ) < a, or 0.000 < 0.05. This indicated that the null hypothesis (H0) was rejected and the alternative hypothesis (Ha) was accepted. Then, the results of statistical hypothesis testing using the independent sample t-test showed that at the 5% (α = 0.05), t-value was 3.976 while t-table was 1.997 or t-value > t-table (tvalue was higher than t table). So, this showed that YouTube videos can improve students’ procedure text writing ability at the eleven grade students of SMA Negeri 4 Luwu.
While the data from questionnaire showed that 14 (42.4%) out of 33 students were categorized as strongly positive, 19 (57.6%) out of 33 students were categorized as positive and none of them belong to undecided, negative and strongly negative. It could be concluded that the students have strongly positive perception on implementation YouTube video to improve their procedure text writing ability.
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