AT SMPN 1 SUMBERGEMPOL THESIS
By:
ISNATIN NUR HIDAYAH NIM. 12203193024
ENGLISH EDUCATION DEPARTMENT
FACULTY OF TARBIYAH AND TEACHER TRAINING STATE ISLAMIC UNIVERSITY OF SAYYID ALI
RAHMATULLAH TULUNGAGUNG
2023
AT SMPN 1 SUMBERGEMPOL THESIS
Presented to
State Islamic University of Sayyid Ali Rahmatullah Tulungagung in partial fulfillment of the requirements for the degree of Sarjana Pendidikan in English
Education
By:
ISNATIN NUR HIDAYAH NIM. 12203193024
ENGLISH EDUCATION DEPARTMENT
FACULTY OF TARBIYAH AND TEACHER TRAINING STATE ISLAMIC UNIVERSITY OF SAYYID ALI
RAHMATULLAH TULUNGAGUNG 2023
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If you cannot run, walk If you cannot walk, crawl But not matter what you do You must keep moving forward”
(Unknown)
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For the endless prayers, cares, loves, and supports.
My dearest grandma and grandpa, Abdul Rochim-Nasiah and Tarso-Tiyah who have been peacefully look after me from heaven.
My friends in TBI B’19, my supportive bestfriends in Al-Mumtazah Dormitory, and all those who could not be fully mentioned one by one.
Dr. Hj. Nanik Sri Rahayu, M. Pd, who has patiently guided the writer to finish the thesis.
Myself
For always being thoughtful in every situation, for never giving up in anything, and for always encouraging to stay stronger to face all the existed obstacles.
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to Allah swt, because of his blessings the writer can accomplish this thesis.
Secondly, peace and salutation always be presented to our prophet Muhammad saw who has guided us from the darknes to the lightness. Here, the writer would like to express the gratitude to:
1. Prof. Dr. Maftukhin, M. Ag., as the Rector of UIN Sayyid Ali Rahmatullah Tulungagung.
2. Prof. Dr. Hj. Binti Maunah, M. Pd.I., as the Dean of Faculty Tarbiyah and Teacher Training of UIN Sayyid Ali Rahmatullah Tulungagung.
3. Dr. Erna Iftanti, S.S. M. Pd., as the Head of English Education Department.
4. Dr. Hj. Nanik Sri Rahayu, M. Pd., as the thesis advisor of the writer, so this thesis can be completed.
5. Drs. H. Gatot Pribadi Leksono, M. Pd, as the Headmaster of SMPN 1 Sumbergempol, who has given permission to the writer for conducting research.
6. Asri Sundari, S. Pd, as the English Teacher in SMPN 1 Sumbergempol, who has guided and assisted the writer while conducting the research at the school.
7. All Seventh-grader students of SMPN 1 Sumbergempol Tulungagung in academic year 2023/2024, especially VII-A And VII-G for the cooperation as the sample of the research.
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Tulungagung, March 27th 2023
The Writer
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BOARD OF EXAMINERS ...iii
MOTTO ...iv
DEDICATION SHEET ...v
DECLARATION OF AUTHORSHIP ...vi
LETTER OF PUBLICATION AGREEMENT ...vii
ACKNOWLEDGEMENT ...viii
TABLE OF CONTENT ...x
LIST OF TABLES ...xiii
LIST OF FIGURES ...xiv
LIST OF APPENDICES ...xv
ABSTRACT ...xvi
ABSTRAK ...xviii
CHAPTER I INTRODUCTION A. Background of The Research ...1
B. Statement of Research Problem...6
C. Objective of The Study...6
D. Formulation of Hypotheses...7
E. Significance of The Research ...7
F. Scope and Limitation of The Research ...8
G. Definition of Key Terms ...8
a. Effectiveness ...9
b. Shorts YouTube ...9
c. Kampung Inggris LC ...9
d. Vocabulary Mastery ...9
CHAPTER II REVIEW OF RELATED LITERATURE A. Vocabulary ...10
a. Definition of Vocabulary ... 1 0 x
e. Testing Vocabulary ...29
B. YouTube ...32
a. Definition of YouTube ... 3 2 b. The Benefits of Using YouTube ...33
c. Teaching Vocabulary through YouTube ...34
d. Shorts YouTube as Media in Teaching Vocabulary ...36
e. Kampung Inggris LC YouTube Channel in Teaching Vocabulary ...38
C. Review of Previous Studies ...40
CHAPTER III RESEARCH METHODOLOGY A. Research Design ...47
B. Variable of the Study ...51
C. Population, Sampling, and Sample ...52
a. Population ...52
b. Sampling ...53
c. Sample ...53
D. Research Instrument ...54
E. Validity and Reliability ...55
F. Normality and Homogeneity Testing ...63
G. Method of Collecting Data ...67
H. Treatment ...68
I. Data Analysis ...71
J. Hypotheses Testing ...71
CHAPTER IV FINDING AND DISCUSSION A. Description of Data ...72
B. Hypothesis Testing ...81
C. Discussion ...84
CHAPTER V CONCLUSION AND SUGGESTION A. Conclusion ...89
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3.1: The Illustration of Research Design ...49
3.2: The Difference Stages of Treatment Between Both Classes ...50
3.4: Population of Research ...53
3.5: Sample of Research ...54
3.6: Standard of Assessment ...58
3.7: The Result of Reliability Testing ...61
3.8: Category of Difficulty Items ...62
3.9: IF Result for Level Difficulty ...62
3.10: Normality Testing in Experimental Class ...64
3.11: Normality Testing in Control Class ...65
3.12: Result of Homogeneity Testing ...66
3.12: Procedure of the Research ...68
4.1: Score Criteria ...73
4.2: Pretest and Posttest Score in Experimental Class ...73
4.3: Descriptive Statistics of Pretest in Experimental Class ...75
4.4: Frequency of Pretest in Experimental Class ...75
4.5: Descriptive Statistics of Posttest in Experimental Class ...75
4.6: Frequency of Posttest in Experimental Class ...77
4.7: Pretest and Posttest Score in Experimental Class ...78
4.8: Descriptive Statistics of Pretest in Control Class ...79
4.9: Frequency of Pretest in Control Class ...79
4.10: Descriptive Statistics of Posttest in Control Class ...80
4.11: Frequency of Posttest in Control Class ...81
4.12: Group of Statistics ftom Gained Score ...82
4.13: Independent Sample T-test from Gained Score ...82
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2.2 Shorts Video on Kampung Inggris LC YouTube Channel ...39 3.2 Causal Effect Relationship ...52
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Appendix I : Lesson Plan ...98
Appendix II : Advisors’ Letter of Instrument Validation ...117
Appendix III : Teachers’ Letter of Instrument Validation ...119
Appendix IV : Blueprint of Instrument ...121
Appendix V : Instrument of Pretest ...123
Appendix VI : Instrument of Posttest ...128
Appendix VII : Key Answer of Pretest and Posttest ...134
Appendix VIII : The Result Score of Experimental Class ...135
Appendix IX : The Result Score of Control Class ...136
Appendix X : Letter of Research Permission ...137
Appendix XI : Letter of Research Permission from SMPN 1 Sumbergempol...138
Appendix XII : Letter of Research Completion from SMPN 1 Sumbergempol ...139
Appendix XIII : Samples of Students’ Answer ...140
Appendix XIV : Documentation ...142
Appendix XV : Form of Consultation on Thesis Writing Guidelines ...144
Appendix XVI : Form of Consultation Completion ...146
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Thesis. English Education Department. Faculty of Tarbiyah and Teacher Training. State Islamic University (UIN) of Sayyid Ali Rahmatullah Tulungagung. Advisor: Dr. Hj. Nanik Sri Rahayu, M. Pd.
Keyword: Effectiveness, Shorts YouTube Video, Vocabulary Mastery
Vocabulary is a fundamental component of English that is linked to four main skills. It has a significant effect on teaching and learning activities in class.
Vocabulary acquisition is essential for EFL students because students will struggle to build language structurally or functionally if they do not have a large vocabulary. Without sufficient vocabulary, the student is unable to communicate well. Students who do not understand the words will be unable to understand anything. Additionally, mastering lot of vocabularies is an uneasy task to do because learners tend to be bored in class. Teachers can use media to assist pupils in learning. The media can help teachers not only communicate essential learning messages to students, but also help students learn more English words. In this case, the researcher used audio-visual media namely YouTube. YouTube facilitates access to a selection of videos pertaining to several academic disciplines. YouTube is a great educational resource for students. By giving as much creatively dense content as possible, YouTube can enhance the learning experience. Videos can have a tremendous effect on education since they are accessible, engaging, and available in different languages. YouTube can also make students more interactive by making it easy to find topics and new vocabulary. According to prior statement the writer interested to conduct research entitled The Effectiveness of Shorts Video on Kampung Inggris LC YouTube Channel on Students' Vocabulary Mastery of the First Grade at SMPN 1 Sumbergempol.
The formulation of research problem in this research was Is there any significant difference score of student’s vocabulary mastery between the students who are taught with and without Shorts video on Kampung Inggris LC YouTube Channel of the First Grade at SMPN 1 Sumbergempol?. The objective of the study was to know the significant difference score of the students’ vocabulary mastery between the students who are taught with and without Shorts video on Kampung Inggris LC YouTube Channel of the First Grade at SMPN 1 Sumbergempol the First Grade at SMPN 1 Sumbergempol. This research employed Quasi-Experimental Research by using Two Groups Pretest Posttest design. The population was all the seventh-grader students in SMPN 1 Sumbergempol. The sample of this study was 66 students of VII-A as experimental class and VII-G as control class with detail VII-A consisted of 32 students and VII-G consisted of 34 students. Test is used as research instrument in
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gained score in the experimental class was 16.72, while in the control clas was 10.29. The mean score post-test of experimental class was 85.16 and the mean score of post-test in control class was 71.47. Then the significant P-value is smaller than the significant level (0.002 < 0.05). In other words, Ho is rejected and Ha is accepted. Furthermore, teaching vocabulary with YouTube can build new environment for students. Moreover, they are motivated and enjoyed to follow up the activity in the class. In other words, implementing Shorts video on YouTube is highly suggested to be used as alternative media in supporting teacher to introduce new English vocabularies to their learners.
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Tadris Bahasa Inggris. Fakultas Tarbiyah dan Ilmu Keguruan. Universitas Islam Negeri (UIN) Sayyid Ali Rahmatullah Tulungagung. Pembimbing: Dr.
Hj. Nanik Sri Rahayu, M. Pd.
Keyword: Efektivitas, Video YouTube Shorts, Penguasaan Kosakata
Kosakata adalah komponen mendasar dari bahasa Inggris yang terkait dengan empat keterampilan utama. Hal ini berpengaruh signifikan terhadap kegiatan belajar mengajar di kelas. Penguasaan kosakata sangat penting bagi siswa EFL karena siswa akan kesusahan untuk merangkai bahasa baik secara struktural atau fungsional jika mereka tidak memiliki kosakata yang banyak.
Tanpa kosakata yang memadai, siswa tidak dapat berkomunikasi dengan baik.
Siswa yang tidak mengerti kata-kata tidak akan dapat memahami apa pun. Selain itu, menguasai banyak kosakata adalah tugas yang sulit dilakukan karena peserta didik cenderung bosan di kelas. Guru dapat menggunakan media untuk membantu siswa dalam belajar. Media dapat membantu guru tidak hanya mengkomunikasikan pesan pembelajaran penting kepada siswa, tetapi juga membantu siswa mempelajari lebih banyak kata-kata bahasa Inggris. Dalam hal ini, peneliti menggunakan media audio-visual yaitu YouTube. YouTube memfasilitasi akses ke pilihan video yang berkaitan dengan beberapa disiplin akademis. YouTube adalah sumber pendidikan yang bagus untuk siswa. Dengan memberikan konten kreatif yang seanyak mungkin, YouTube dapat meningkatkan pengalaman belajar. Video dapat memiliki efek luar biasa pada pendidikan karena dapat diakses, menarik, dan tersedia dalam berbagai bahasa. YouTube juga dapat membuat siswa lebih interaktif dengan membuatnya mudah untuk menemukan topik dan kosakata baru. Menurut keterangan sebelumnya penulis berminat untuk melakukan penelitian berjudul Efektivitas Video Shorts di Kanal YouTube Kampung Inggris LC tentang Penguasaan Kosakata Siswa Kelas I di SMPN 1 Sumbergempol.
Rumusan masalah penelitian dalam penelitian ini adalah Apakah terdapat perbedaan yang signifikan terhadap skor penguasaan kosakata siswa antara siswa yang diajar dengan dan tanpa video Shorts pada Kanal YouTube Kampung Inggris LC Kelas I di SMPN 1 Sumbergempol?. Tujuan penelitian adalah untuk mengetahui perbedaan signifikan skor penguasaan kosakata siswa antara siswa yang diajar dengan dan tanpa video Shorts pada Kanal YouTube Kampung Inggris LC Kelas I di SMPN 1 Sumbergempol Kelas I di SMPN 1 Sumbergempol.
Penelitian ini menggunakan Penelitian Quasi-Eksperimental dengan menggunakan desain Two Groups Pretest Posttest. Populasinya adalah seluruh siswa kelas tujuh SMPN 1 Sumbergempol. Sampel penelitian ini adalah 66 siswa VII-A sebagai kelas eksperimen dan VII-G sebagai kelas kontrol dengan rincian
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Hasil penelitian menunjukkan bahwa siswa pada kelas eksperimen memiliki nilai rata-rata yang signifikan dibandingkan siswa pada kelas kontrol.
Hal itu dibuktikan dengan skor yang diperoleh di kelas eksperimen adalah 16.72, sedangkan di clas kontrol adalah 10.29. Nilai rata-rata postes kelas eksperimen adalah 85.16 dan skor rata-rata postes kelas kontrol adalah 71.47. Kemudian p- value signifikan lebih kecil dari level signifikan (0.002 < 0.05). Dengan kata lain, H0 ditolak dan Ha diterima. Oleh karena itu, mengajar kosa kata dengan YouTube dapat membangun lingkungan baru untuk siswa. Selain itu, mereka termotivasi dan senang mengikuti aktivitas di kelas. Dengan kata lain, menerapkan Shorts video di YouTube sangat disarankan untuk digunakan sebagai media alternatif dalam mendukung guru untuk memperkenalkan kosakata bahasa Inggris baru kepada pelajar mereka.
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the background of the research which is the basis of the investigation, statement of the research problem, objectives of the study the formulation of the hypothesis, the significance of the research, the scope and limitations, and the definition of key terms
A. Background of the Research
Nowadays, language is a chain to engage with the new knowledge or information. However, we are expected to master more than one language.
English becomes minimum standard requirements for entering the education and occupation world. With adequate language skill can bring people one step forward from others. As we know, they who are uncapable yet in
mastering English will be left behind. Hariyono (2020) stated that in learning English, listening, speaking, reading, and writing are four major skills must be mastered by students first. Thus, teacher should prepare students well before comprehending four English skills. It can start by introducing about vocabulary. Vocabulary is base components of English that integrated with four major skills. It has big impact in teaching-learning activity. Because according to Andrean (2019) vocabulary acquisition has important role in the field of EFL students, because without a broad vocabulary, students will find struggle in constructing language structurally or functionally. In short,
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vocabulary can be interpreted as a collection of words that a person has in a particular language about various things that have meaning.
Vocabulary is also used to convey our thoughts in order to understand what people say. The vocabulary rule is one of the most contentious aspects of teaching English as a foreign language. During the teaching and learning process, teachers will face challenges. One of them is they are unsure how to instruct students in order to achieve satisfactory results. Consequently, teaching vocabulary for junior high school students needs special concerns as they in this age love playing around, disturbing their friends, and being hard to manage. For minimizing the risks, the teacher should plan ahead of time and conduct research on appropriate teaching techniques to use with the students. Furthermore, learning about vocabulary requires considerable effort on all sides. As a result, the involvement of teachers is critical to the progress of students' English abilities. Now, teachers have various options in creating interactive learning environment, and adapting the existing technology is one of them.
Technology promotes teaching-learning activity, particularly in language learning. It is demonstrated by the frequency with which teachers use multimedia as an innovation in the classroom. It is assumed that
conventional teaching hinders students' ability to comprehend a particular language. Moreover, adapting technology to language lessons can increase student motivation. According to Suhardiana (2019), technology assists students in integrating the teaching-learning process and inspiring positive
ideas regarding communication skills and social practice. Since vocabulary is so fundamental, it would look odd to have acquired English things such as tenses but not the English vocabulary, and it would be impossible to speak using only formulas. To avoid a monotonous learning atmosphere in the classroom, previous studies have demonstrated that YouTube videos can be used as enjoyable learning tools for vocabulary. Because audio-visual technology provides abundant information than books.
On the basis of the preceding arguments, some might argue that incorporating technology into students' vocabulary acquisition is strongly recommended. Regarding this, YouTube videos are the most utilized technology for teaching vocabulary. This application provides a variety of English-related content, including mastery of the four skills and English components such as vocabulary. In recent years, social media has been viewed as a useful addition to traditional teaching approaches. Based on Lestari (2017), YouTube is a relatively new phenomena, thus learners and researchers in second language vocabulary acquisition are becoming
increasingly concerned about its efficacy in EFL courses. YouTube provides unlimited options for EFL students to enhance their learning and has the potential to education in such rich learning situations. According to Terantino (2011) YouTube videos provide access to media all over the world which makes learning language, especially English lessons accessible and
interesting. It is certainly considered as one of the most application used by teachers to support their teaching in English language. In addition, employing
videos to boost students' vocabulary recognition and comprehension exposes language learners to actual content and context, hence enhancing the
language skills of the learners.
Many researchers have conducted research about the use of YouTube.
Firstly, it was conducted by Andrean (2019). The researcher found out that there is significant difference score on students’ post-test after being taught using animated video. The second one is, previous study conducted by Belinda (2018). She conducted research about offline YouTube video.
According to her research, the researcher found out that students who were taught using offline YouTube video have higher score on their post-test than in their pre-test. The third one is conducted by Putri (2021). She did her about subtitled YouTube video on students’ reading skill. She examined her
research at SMA Negeri 9 Luwu Utara. Based on this, the researcher found out that YouTube not only effective on acquisition vocabulary, but also on mastering one of the four skills namely Reading skill.
Then, previous study conducted by Imran (2022). In this case, Imran examined his research about YouTube Kids on students’ vocabulary
acquisition. Here, Imran used pre-experimental research design. According to his research, the researcher found out that there is significant different score of mean on post-test than the pre-test. Lastly, the previous study conducted by Ramli (2020). This thesis examined Audio-visual video on Students’
vocabulary mastery. She stated that audio-visual video on YouTube also effective on students’ vocabulary acquisition. It is supported by her statement
that the average score before and after treatment. In conclusion, the score on post-test was higher than that of the pre-test.
Moreover, YouTube videos assist students learn because it can explain all areas of knowledge, interest, and keep students' attention.
YouTube can help teachers come up with new ways to teach and help them be more creative in the classroom. Not only does this activity help students learn new words, but it also helps teachers come up with new ways for students to learn. Using Shorts video on YouTube makes learning new words more fun and gives people more positive motivation to learn English. Due to the many benefits of YouTube, teachers are expected to explain the effects to negative students through Shorts YouTube so that they are not affected.
Because of this, it is expected that learning media based on YouTube videos will help both students and teachers understand English language and literature.
According to the previous studies that have been presented above, the researcher uses Shorts video on Kampung Inggris LC YouTube channel to investigate whether it has impact on students’ vocabulary mastery. Since the feature of YouTube Shorts just came out past years ago, the researcher wants to add it as novelty from the previous studies. Priorly, the previous
researchers have used other type of videos, such as animated YouTube video, subtitled YouTube video, or offline YouTube video. In other words,
conducting research about Shorts YouTube video is an update. the researcher will examine the YouTube Shorts on Kampung Inggris LC channel because it
is one of the most viewed English leaning Channel on YouTube with approximately 1.7 million subscribers. In addition, there are already many vocabularies learning video from YouTube platform, but research on the Shorts YouTube channel produced by Kampung Inggris LC is limited. In conclusion, the researcher will do research entitled "The Effectiveness of Shorts Video on Kampung Inggris LC YouTube Channel on Students' Vocabulary Mastery of the First Grade at SMPN 1 Sumbergempol”.
B. Statement of Research Problem
According to the background of the research above, the research problem is formulated as follows:
“Is there any significant difference score of student’s vocabulary mastery between the students who are taught with and without Shorts video on Kampung Inggris LC YouTube Channel of the First Grade at SMPN 1 Sumbergempol?”
C. Objective of the Study
Based on the research problem above, the objective of the research is
“to know the significant difference score of the students’ vocabulary mastery between the students who are taught with and without Shorts video on
Kampung Inggris LC YouTube Channel of the First Grade at SMPN 1 Sumbergempol the First Grade at SMPN 1 Sumbergempol”
D. Formulation of Hypothesis
To get the answer of the question, the researcher proposed two
hypotheses. They are Null hypothesis (H0) and Alternative hypothesis (Ha).
1. Null Hypothesis (Ho)
There is no significant different score between the students who are taught with and without Shorts Video on Kampung Inggris LC YouTube Channel of the First Grade at SMPN 1 Sumbergempol.
2. Alternative Hypothesis (Ha)
There is significant different score between the students who are taught with and without Shorts Video on Kampung Inggris LC YouTube Channel of the First Grade at SMPN 1 Sumbergempol.
E. Significance of the Research
In this significance of the study, the result may contribute to the following parts:
1. For the English teacher
The findings of this research are expected to provide teachers with other options for improving their English learning methodology through the existing technology, particularly in vocabulary mastery.
Furthermore, this research is expected to encourage teachers for being more creative and innovative in applying teaching learning system in order to get students more excited in class.
2. For the students
For the students at the seventh grade, the researcher expects that after doing the research, learning vocabulary through Shorts YouTube video can be the alternative media in enriching their vocabulary mastery.
3. For the future researcher
The findings of this research are expected to make contribution for further information related to the use of Shorts YouTube on students’ vocabulary mastery. Then, this research is expected to be good experience for researcher to make better writing in the future
F. Scope and Limitation of the Research
The scope of this study examines the effectiveness of the Shorts YouTube video on Kampung Inggris LC YouTube channel on students at SMPN 1 Sumbergempol. In addition, to make the research more concentrated and comprehensive, the study only examines the treatment on students’
vocabulary mastery. It will conduct to the 7th grade students at SMPN 1 Sumbergempol in 2022/2023 academic year.
G. Definition of Key Terms
Unless the terms used in this research are not defined and briefly explained, they may cause confusion and misunderstanding, here are the definitions of some key terms.
1. Effectiveness
Effectiveness describes when certain strategy makes a change. In addition, the treatment is considered effective when the experimental class has a higher mean score than the control group.
2. Shorts YouTube
Shorts YouTube is the new feature provided by YouTube that containing brief videos from every content creator on YouTube platform.
3. Kampung Inggris LC
Kampung Inggris LC is one of the most well-known language learning chanel on YouTube that presenting variety of learning English through some creative video explanations.
4. Vocabulary Mastery
Vocabulary mastery refers to students’ knowledge level about various types of words in the English language, encompassing both semantic and phonetic aspects.
the material of vocabulary, YouTube, and previous studies.
A. Vocabulary
1. Definition of Vocabulary
Vocabulary describes as the collection of words in a certain language that has variety and meaning. According to Alqahtani (2015) vocabulary development is critical in foreign language learning since the meanings of new words are frequently emphasized, whether in books or in classrooms. It is also essential in language learning and teaching. Due to this reason, it can argue that vocabulary is an essential component of language acquisition. Because there would be no language without words.
Without a large vocabulary, one cannot employ the structure and function of language to its fullest extent in communication. Because prior to being able to listen, speak, read, and write, it is necessary to know the
vocabulary. It is supported by Sihotang, et al (2017) vocabulary is one of the linguistic aspects that plays a crucial part in interpreting passages and communicating ideas, emotions, and sentiments. It is taught orally and in writing. The capacity of students to read and grasp a subject is
significantly influenced by their vocabulary, and mastering a foreign language requires knowing a large number of words.
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By recognizing the relationship among words, concepts, and facts, children gain skills that aid in text comprehension. In the past,
methodologists undervalued vocabulary and viewed it solely as a tool for teaching grammar, but vocabulary is now given greater consideration.
However, vocabulary is regarded as less important than grammar, and that we do not place as much emphasis on it as we should, particularly in state institutions. According to linguistics, this could be due to the fact that vocabulary is something that most students can acquire more quickly than grammar and still receive decent grades. In conclusion, they do not need to understand anything, but merely memorize it quickly. It gives the sense that vocabulary is less significant because it is simple. However, to know a word is a broader concept, as it requires knowledge of multiple
characteristics. It describes each element in the following order: form, grammar, collocation, meaning, and word formation.
2. The Kinds of Vocabulary
Words in a language are little units that compose a language and serve to communicate ideas. Hatch and Brown (1995) divided vocabulary into two categories:
a. Receptive vocabulary
It refers to the words or lexical items that can be understood in the context of listening and reading. Receptive Vocabulary. Learners acquire receptive vocabulary through hearing and reading. It was
utilized to gain the message's meaning and comprehension. This vocabulary was regarded as the fundamental vocabulary. Receptive vocabulary is associated with reading and listening.
b. Productive vocabulary
It consists of the words we employ in writing and speaking.
Based on Belinda (2018), productive vocabulary can be said as an active process, since students can generate their own words to describe their concepts and ideas.
Be sides productive in contrast to receptive vocabulary, other experts provide statements regarding the various kinds of vocabulary. In addition, Harmer (1991) states that there are two categories of vocabulary, which include examples such as:
1. Active vocabulary
Active vocabulary is the word knowledge that students already have. Active vocabulary consists of both spoken and written terms. It consists of the first words that come to a person's thoughts when he or she must produce spoken or written phrases to communicate with others. This type of vocabulary consists of terms that a person comprehends thoroughly, employs constructively, and pronounces appropriately when speaking and writing.
2. Passive vocabulary
Passive vocabulary is made up of words that students will know when they hear them but probably won't be able to make up on
their own. passive vocabulary consists of words that are recognized but rarely used since they are not fully grasped by learners. Therefore, these terms are seldom employed in writing and speech. This vocabulary is regarded as the fundamental vocabulary for language application. It has more terms than the active vocabulary.
In order to learn vocabulary, students need to know what words mean. Brown and Hatch (1995), Thornbury (2002), says there are eight groups of words: nouns, pronouns, verbs, adjectives, adverbs, prepositions, conjunctions, and determiners. The further explanation is as follows:
a. Nouns are the names of people, places, and things. Nouns can be the subject, the object, or the object of a verb or a preposition. Zayn Malik, Bella Hadid, the table, the door, Indonesia, Korea, and so on are all nouns.
b. Adjectives Pronouns are words that stand in for people or things, like
"I," "you," "we," "they," "he," "she," and "it."
c. Verbs are words that describe actions (push, kick, read, walk), events (become, happen), conditions (to be, exist), and attitudes (agree, blame, disagree). A verb is the most important word in a sentence.
Even when we speak, we can say something that others can understand with just a verb.
d. Adjectives are words that describe or change something, like
"incredible," "ancient," "beautiful," "perfect," "pretty," and so on.
e. Adverbs are words that describe a verb or another adverb or adjective.
For instance, brilliantly, upstairs, now, yesterday, etc.
f. Preposition is a word that goes in front of a noun or pronoun to show how it relates to another part of the sentence. They are "at," "on," "in,"
"into," "from," "of," "etc."
g. Conjunctions are words that link a group of words or sentences together. Most of the time, conjunctions are used in adverbial clauses, like although, as, if, for, because, and so on.
h. Determiner, the words like "a," "an," "the," "some," "this," and "last."
Thornbury (2002) put them into two groups to make learning them easier: grammatical words or called function words and content words.
There are prepositions, conjunctions, determiners, and pronouns in grammatical words. Content words include nouns, verbs, adjectives, and adverbs. Words that have to do with grammar are taught in grammar class, while words that have to do with content are taught in vocabulary class.
After that, as the analysis of lexical relation, the meaning of a word is considered not in terms of its constituent parts, but in terms of its relationship to other words. According to Hasan (2018) the most common sorts of lexical relations can be succinctly defined and illustrated by the following:
1. Synonym is a term whose meaning is identical or nearly identical to that of another word Richard et.al. (1985). Thus, synonymy refers to two or more forms with meanings that are quite similar and frequently,
but not always interchangeable in sentences. Exemplary pairs of synonyms include applaud-cheer, brief-short, and bold-brave.
2. Antonym is a term whose meaning is opposed to that of another. Thus, two terms with opposite meaning are known as antonyms. Gradable and non-gradable antonyms serve as an additional distinction between antonyms. The pairs bad-good and dry-wet are, respectively, examples of gradable and non-gradable antonyms. A thing that is not awful must be excellent, but a dry season must not be rainy.
3. Hyponymy is the relationship between two words in which the meaning of one term incorporates the meaning of the other. Examples of such couples include dog and animal and carrot and vegetable. The inclusion principle at play here is the notion that if an object is a dog, it must be an animal. Therefore, animal is contained within the definition of dog, or dog is a hyponym of animal.
4. Homophony is the relationship between two or more written forms that have the same pronunciation, such as die-dye, curb-verb, key-quay, flour-flower, fore-four, and gait-gate.
5. Homonymy is when one form (written or spoken) contains two or more unconnected meanings. The following pairs are examples of homonyms: lead (first place of position) and lead (of water pipes), and sow (adult female pig) and sow (plant).
6. Polysemy. The definition of polysemy is one (written or spoken) form having numerous meanings that are all related through extension.
Example (head: of a person, of a pin, of an organization).
3. Importance of Vocabulary Mastery
The vocabulary is vital since it is the foundation of communication. According to Jamalipour, et al (2012), the vocabulary is widely acknowledged as the primary communication instrument.
Vocabulary can be viewed as an expression of the human mind because humans use vocabulary to convey their emotions, ideas, and so on. From a linguistic standpoint, vocabulary appears to be more important and valuable than grammatical function. According to Staehr (2008), the number of words in a student's vocabulary positively predicts the four major language skills: listening, speaking, reading, and writing. It contributes more positively to reading and writing skills, but just somewhat to speaking and listening skills. Despite the fact that the benefits of vocabulary proficiency are not fairly distributed, vocabulary remains an essential component of all language skills.
The acquisition of vocabulary is of primary importance in English language learning. Because gaining vocabulary is considered a fundamental stage of language acquisition Nation (2001). A student is incapable of communicating without the necessary vocabulary.
Vocabulary is one of the keys to comprehending a comprehension,
paragraph, or statement; therefore, if pupils do not comprehend the words, they will be unable to comprehend anything. Acquisition of vocabulary is fundamental to language learning, regardless of whether the target language is native, second, or foreign Decarrico (2001). As students make associations between known and unknown terms, they get a greater comprehension of their subject matter. If students lack vocabulary knowledge, they quickly realize their limited capacity to grasp and express themselves (Decarrico, 2001; Nation, 2001). It demonstrates the need of having a sufficient vocabulary regardless of the language background of the learner.
4. Teaching Vocabulary
Vocabulary knowledge is one of the most frequently discussed aspects of teaching English as a second language. When the teaching and learning process occurs, teachers may encounter difficulties. They struggle with how to instruct kids to achieve satisfactory results. The instructor must plan and research the strategies that will be utilized with the students.
A skilled educator should equip themselves with a variety of modern techniques. According to Alqahtani (2015), teachers must be able to master the content in order to be understood by students and to engage them in the classroom's teaching and learning process. Teachers should be careful that teaching vocabulary is innovative and distinct from the students' native language. They must also consider that teaching English to
young learners differs from teaching English to adults. Teachers must understand the qualities of their students. In addition, they must create appropriate procedures and materials in order to achieve the language teaching objective. Furthermore, in teaching vocabulary educators have so many options in introducing and making students feel enjoy to learn it, such as via strategies, techniques, or media.
1. Strategies for Teaching Vocabulary
In vocabulary learning, there are several stages: hearing the word, saying the word, understanding the meaning, creating an image in the form of sentences, doing meaning exercises, saying the words aloud, and writing words. Vocabulary is unique among these components; it cannot be fully learned. Lifelong vocabulary growth and developed. According to the statement, vocabulary evolves throughout life and schooling. English skills, including vocabulary, develop with age. At the elementary until university level, vocabulary will expand from simple words with simple meanings to new vocabularies with complicated meanings and no single sentence context meaning. Various methods exist for teaching and acquiring vocabulary, one of them is creating learning strategies. Learning strategies are the deliberate thoughts and activities employed by learners to achieve a learning objective. This indicates that learning strategies aid pupils in achieving their language-learning objectives.
The strategies for acquiring vocabulary are likewise seen as crucial for
mastering vocabulary. Several vocabulary learning approach taxonomies were suggested by Schmitt (1997), the explanation as follows:
a. Discovery dimension. These are ways to figure out what a new word means. It involves:
1. Determination strategies are the methods a person uses to figure out what a new word means without asking someone else for help. We can figure out what a word means by guessing based on our knowledge of a language's structure, guessing from a cognate in your first language, guessing from the word's place in a sentence, or using a dictionary.
2. Social strategies help you learn a language by getting you to talk to other people. Learners can ask their teachers or classmates to find out more about a new word. The answers could be synonyms, translations, etc.
b. Consolidation dimension. These are ways to remember a word after it has been taught
1. Social strategy consolidation is kind of studying vocabulary with other people. Learners can work with a group or talk to other people to learn or practice the words.
2. Memory strategies which used to be called "mnemonics,"
involve relating the word to be remembered to something you already know or have seen or heard. A new word can be added
to many kinds of existing knowledge, like past experiences or words you already know, or images can be made to help you remember it, like pictures of how the word looks or what it means.
3. Cognitive strategies are the ones which have the same purpose, which is to help the learner change or manipulate the target language. These strategies are similar to memory strategies, but they don't focus as much on manipulating mental processing. They include repetition and using mechanical ways to study vocabulary, like keeping a vocabulary notebook.
4. Metacognitive strategies involve taking a conscious look at how you learn and making choices about how to plan, monitor, or evaluate the best way to study.
2. Technique for Teaching Vocabulary
Besides the strategies above, several techniques are used to teach vocabulary. However, most English teachers must remember a few things if they want to teach their students new terminology. The English teachers urge students to remember new vocabulary. To prevent students from forgetting, it must be learned, practiced, and reviewed. Teachers use different methods depending on material, time, and student value. Teachers use various vocabulary presentation methods for this reason. Instead of using one strategy, the teacher frequently used several to present one vocabulary item. Additionally,
teachers should use as many vocabulary presentation methods as possible. According to Brewster et.al (1992), vocabulary teaching techniques are included below:
a. Using Objects
Concrete nouns can be used to demonstrate meanings with objects. Visualizing a new word by exhibiting the genuine object helps learners to remember it. This technique uses realia, visual aids, and demonstration. Because humans have a good recall for things and pictures and may utilize visual clues to retain words.
b. Drawing
Objects can be sketched either on the chalkboard or on flash cards. They can be reused if they are made of plastic-coated.
It will assist young students in comprehending and retaining the classroom's most important lessons.
c. Using Illustrations and Pictures
Pictures help kids learn new words by helping them connect what they already know to a new story. There is a lot of vocabulary with pictures. They are great for explaining They are great for helping students understand words they don't know.
words you do not know. Posters, flashcards, wall charts, magazine pictures, drawings on a board, stick figures, and photographs are all types of pictures. There are many places where pictures for teaching vocabulary come from. These days, a lot of newspapers,
dictionaries, and coursebooks have a lot of nice pictures that explain basic words. The teacher can use the school's tools to support their teaching. The teacher may use materials made for the classroom. They can also make their own pictures or use pictures from magazines. Visual support helps students understand what a word means and helps them remember it better.
d. Contrast
Some words are easy to explain to students by showing them how they are different from their opposites. For example, students can quickly understand what the word "good" means if they compare it to the word "bad." But a few of them are not. The terms that are almost impossible to compare are the ones whose opposite is the gradable one. When the words "black" and "white"
are put next to each other, the word that comes between them is
"grey." Also, "contrast" is a verb that means to show a difference, like how "before" and "after" photos show how much weight a person has lost.
e. Enumeration
Enumeration is a collection of items that includes an exhaustive and chronological listing of each of the items that make up that collection. Meaning can be communicated through the use of it. In short, this method is useful when it is hard to explain the visual meaning of a word. For instance, the teacher may illustrate
the meaning of the term "clothes" by naming several items of clothing, such as a dress, a skirt, pants, and so on. After that, the student will understand what the word means.
f. Translation
However, translation doesn't make or encourage students to think about what words mean, it can be helpful for teachers in some situations. For example, when dealing with incidental vocabulary, making sure students understand, or pointing out similarities or differences between the first language and the second language, when these are likely to lead to mistakes. There will always be a few words that need to be translated, but this method can cut a lot of time out of the process.
3. Media for Teaching Vocabulary
The information that is conveyed from the transmitter to the receiver is carried by the media, which can also be defined as a mediator or conductor. According to Arif (2020), in the context of the teaching and learning process, the term "medium" refers to any and all of the objects that facilitate the teaching and learning process. In the process of teaching students of English as a foreign language (EFL), teachers have the important role of ensuring that their students fully comprehend the material and eventually become proficient in the language. The interest of the learners can be piqued in a variety of ways by the teachers. Utilizing teaching media, particularly audio-
visual teaching media, is one of the things that teachers can do to help students learn and is one of the ways that teachers can help students learn.
People who teach English as a second language are not completely unfamiliar with the media. Most teachers use different kinds of media to teach their students specific information about the content or subject of what they are learning. According to Arsyad (2011:4), the media itself can be used to spread the educational message. When teaching English as a second language, teachers usually have trouble getting their students to understand how important education is. So, using a variety of media can help teachers meet their needs when teaching the English language, especially when teaching students English vocabulary. The way teachers can help students learn is by using media. The media can help teachers not only get important messages to students about learning, but also help students learn more English words. As a result, it might be easier for both the teachers and the students to communicate in English. The media are both a way to communicate and a source of information.
According to the prior statements, teaching vocabulary through strategies or techniques have good impact to students. Nevertheless, teaching vocabulary via media is highly recommended. Because, it makes teaching more entertaining and engaging. Thus, teachers must identify and apply vocabulary-teaching media. Media have an
essential part in the success of teaching and learning activities within the context of learning. There are many ways for a teacher to talk about what they have learned. Students can see for themselves how many different things are transmitted, which makes it easier to comprehend the details of different problems. Using media will help make things easier to understand. The way students think is not abstract. According to Arif (2020) There are typically three categories of educational resources available. These media include:
1. Audio Media
Audio is kind of media that can be listened to. The examples of audio media are explained as follows:
a. Radio
Radio is a way to send and receive sounds using radio waves. It also uses for instructional programs of elementary, middle, high, and college students. It largely covered curricula. Also, it seeks to enlighten students and teachers on content, teaching methods, and curriculum gaps. It lets people hear and speak English during radio lessons.
b. Digital Audio Recording
Digital audio recording is one that is made in a computer program like Windows Media Player, MP3/MP4, Quick Time Player, or Window Classic. This sound recording device is a digital one. It lets computer users record and play
back sound waves, such as the human voice. There are two types of recordings: analog and digital. The digital format is different from the analog format. It has code that can exactly define the role a player wants to play.
c. Tape-recorder
The term tape-recorder refers to a piece of equipment that is capable of both recording onto magnetic tape and playing back what has been previously recorded on the tape.
In other word, it is a piece of equipment that can record and play back sounds such as music, speech, or other forms of noises.
2. Visual Media
Visual media are any kind of media that can be seen in order to teach English especially vocabulary. This type of medium was made using paper. This type of media is good for educating or inspiring people, and it is also the most traditional form of educational media. For instance:
a. Book
Book is a collection of an author's writings that are clustered by subject and follow the curriculum that was in place at the time. This collection of writings could be called a textbook Depdiknas (2004:6). Brown (2001:141) says that a textbook is another type of book used in an educational
curriculum. Because of this, the textbook is usually the most common type of teaching material that the teacher uses.
b. Magazine
Magazine is a large, thin printed book with a paper cover that is usually published once a week or once a month.
It contains news, ads, and articles on many different topics Hornby (1995: 706 & 782). Publications like magazines can be used to build good relations with the public by showing that the school, college, or other group is working hard to reach its goals.
c. Flashcard
Flashcard is a piece of cardboard that is about 18x6 inches and has a word, sentence, or simple picture that outlines a word written on it. So that it can be read from the back of the room. Edwards (2006), on the other hand, said that flashcards were a good way to remember information because they let the user write questions on one side and answers on the other, with notes that the font needs to be big, clear, and easy to understand.
3. Audio-visual Media
These are all the teaching materials that engage the senses of sight and sound. This media is preferable than the alternative media. Here are the examples of audio-visual media:
a. Animation Video.
Animation is also called cartoon. Animation comes from Yunani "anima," the meaning is soul or life. Animation is also the process of animating an object. The term animation also refers to the process of giving an object life by moving it at a specified time. In sum, animation is a collection of images or objects. According to Munir (2016) the characteristics of animation video are: animated video has brief duration, it uses simple vocabulary for daily conversation, the speaker speaks smoothly and understandable, and it has moral value.
b. Video YouTube
YouTube is an interesting website that lets people who use social media to use it. YouTube is now the most popular website for sharing videos in the world. YouTube makes it easier for people to learn English everywhere. YouTube helps students get better at reading, writing, listening, speaking, and English vocabulary. According to Sutanti (2021), YouTube has a lot of content that can be used to teach English, and teachers should know how to use it well in the classroom. The previous researchers said that using YouTube has interesting materials to teach new words helps students remember them.
Based on the previous statements, it can be concluded that using audio-visual media is a good way to practice and learn a foreign language than other alternative media. As everyone knows, English is a foreign language in Indonesia. This makes it hard for Indonesian students to learn a foreign language. So, teachers of English can help their students understand more and improve their vocabulary by using audiovisual media in the classroom. On the other hand, Nurrizal (2021) states that the effect of using audio-visual media is almost twice as strong as the effect of using either audio or visual only media. In sum, this study looks at how Shorts YouTube as audiovisual media can be used to teach English, particularly on vocabulary.
5. Testing Vocabulary
The most common reason for a conduct test is to show some kind of ability and find out how well someone knows something. Same goes for organizations that hire interpreters or translators. They definitely need reliable tests of language ability. We are unable to move from tests almost anywhere. Ivana (2009) says that language tests play a big role in many people's lives, acting as gateways at important transitional points in education and work. For teachers, the reason for testing is clear they need to know how their students'
progress. Even though tests are not really popular with students, they need to be taken regularly because teachers need to know if their students understand a language subject or not. In this case, it should be a sign that the parts of the language that were not understood well need to be changed
a. Multiple choice
Multiple-choice questions require test takers to pick the best or most appropriate answer. Multiple choice exam technique has significant advantages. The most obvious benefit is that scores can be hundred percents accurate. In addition, scoring should be quick and cheap. Because test takers only need to make a mark on paper, it is easier to add more questions than with other types of tests. In order to make effective and high-quality multiple-choice questions, the test developer should formulate the stem, the correct answer, and the distractors with attention.
b. Matching
Matching tests ask students to pair two test sections.
Typically, the two components are related in terms of meaning or content. This test appears to be tough because there are several combinations of verbs and nouns, however some students who studied the vocabulary thoroughly had no objections, although others grumbled a great deal.
c. Sentence Completion
This appeared to be the most difficult method of testing vocabulary, since pupils were required to complete sentence starters or even develop their own. The sentences must make sense and be grammatically correct. Hence, this strategy includes more than simply vocabulary, students must demonstrate their command of all other parts of the language and demonstrate a high level of knowledge.
d. Dictation
Dictation is a way to test students where a passage is read out loud to them and they have to write down as much of what they heard as they can remember. Usually, this kind of test is used to see how well a student can spell.
e. Odd one out
This test is considered as simpler test. According to Ivana (2009), this test each line contained of several words, three of which were connected by a single verb. Students were required to circle the word that did not belong with the group. Finally, odd one out question is more engaging to complete and typically simpler to grade because only meaning is tested in the exam.
B. YouTube
1. Definition of YouTube
YouTube is a platform for sharing videos that has a vast number of videos. YouTube is an illustration of this increasingly sophisticated technological development. The YouTube platform provides easy access to a variety of videos in various sectors of study.
YouTube is an excellent educational resource for students. In addition, YouTube videos are one of the technologies available for use. YouTube is a video sharing website where users can publish, share, and view videos, according to Riswandi (2016). Students benefit from the usage of video in the learning process since it can explain all areas of knowledge and interest and capture their attention Elyas, et al (2015).
Additionally, the usage of YouTube can make learning enjoyable by providing as creatively dense content as possible.
Videos can have a significant impact on education since they are easy to access, entertaining, and available in multiple languages and cultures. In other words, YouTube can positively influence the learning environment. Additionally, YouTube can make students more interactive by making it easier to locate topics and new
terminology. Mayer (2001) highlights that the use of videos is particularly helpful in initial courses because it simplifies difficult ideas and captures the attention of both weak and visual/special students. In sort, it found that using YouTube can boost students' participation and engagement in the classroom, as well as their learning strategies.
2. The Benefits of Using YouTube
The video on YouTube is easy to understand and has more relevant and inspiring information compared to anything else YouTube and other modern learning platforms have an effect on children's intellectual curiosity and feelings because they don't need basic or specific information to work as long as the networks that make up the internet are working. Learners can use it whenever and wherever they want. Moreover, YouTube is getting more requests for educational content. Users can learn more about the English language by watching videos on the website.
Using YouTube can also improve a students’ ability to learn through motion. When learners watch short movies and simple English videos on YouTube on a daily life, it can help them remember words and construct sentences. By creating an environment that is good for active learning, YouTube can help students whose main way of learning is through movement to study and learn English language.
Active learning can happen among students who have different ways of learning. They can use all of their senses, including physical, emotional, and mental ones, when they are learning. By doing these things, a students’ English vocabulary will be stored in long-term memory and turn into knowledge. But, one problem with YouTube is that it can be hard to use if learners have a slow internet connection.
The whole video will take a very long time to load, and the images will look grainy.
3. Teaching Vocabulary through YouTube
In teaching learning activity, it is absolutely essential to select the appropriate learning support medium. According to (Arsyad, 2015), in order to generate an effective learning media product, a good principle is required for media selection. YouTube is one of the ways in which learning material can be utilized in various ways.
Anyone, at any time, from any location, and in any setting, can use the internet to quickly and easily access the vast amount of valuable knowledge that is made available by YouTube in the form of videos.
The resources made available by YouTube in the form of English language learning videos can be utilized by students for a variety of educational reasons, including vocabulary study. Students are exposed to socialization or given explanations utilizing the learning approach
that makes use of YouTube. This method is used to teach students how to obtain vocabulary via YouTube.
One of the learning strategies that is not only fairly engaging and enjoyable, but also has the potential to make students feel comfortable with the content that is being presented is learning vocabulary via YouTube Mozes (2020). Because YouTube includes both audio and visual content, students will not become easily bored with the material they are learning by using this platform. If the students are having a good time while they are learning, it will be much easier for them to comprehend the learning goals that have been set for them. Students' talents in the cognitive, emotional, psychomotor, and creative domains can be stimulated when they use YouTube as a learning medium. Students can get additional information that is not covered in their textbooks if they use learning media like YouTube to support their education.
However, teacher should be selective in choosing high-quality videos from YouTube. Because not all videos that have been uploaded on YouTube are appropriate for pupils to watch. Videos contains violence or offensive language are the examples. Then, when it comes to instruct learning vocabulary using YouTube, make sure that the amount of allocation time is proportionate to the amount of stuff that you will educate. Furthermore, teachers must be aware of the subject that their students will be learning, then teacher must well
prepare before teaching in the classroom by studying the material, selecting the media or approach that will be used to teach, and so on.
In teaching the English language, while teachers are teaching English vocabulary, they also teach the various parts of lexis that must be considered, particularly in terms of the meaning and pronunciation of English vocabulary.
4. Shorts YouTube as Media in Teaching Vocabulary
YouTube Shorts is a new feature service that allows users to search for brief duration videos, leave comments, submit videos, and subscribe to other users. It is exactly the same with the ordinary YouTube video. But it only contains video with duration approximately 15 to 60 seconds. Shorts on YouTube is mostly choosen by YouTube creator because it is easy massively being public view. It can be done by adding hashtag shorts (#shorts) on the description and title. Besides, Shorts YouTube promises the larger number of viewers than the ordinary video. There are several videos available on YouTube, including movies, music videos, tutorial videos, educational videos, etc. According to Nasution (2019), YouTube is not only a source of entertaining films, but it can also be utilized as a learning resource to find many educational videos at the beginner, intermediate, and advanced levels. Further, he asserts that YouTube provides language learners with numerous resources that
might assist them in enhancing the target language. According to Kristiani, et.al (2021) argues that there are various benefits of Shorts YouTube for enhancing learners' skills, particularly their grasp of vocabulary:
a. Students can access the movie for educational purposes anywhere and at any time. Using YouTube Shorts videos, students may learn and practice English not only in the classroom but also at home.
They will have more time to learn than they would in a traditional classroom setting.
b. Students can learn in an entertaining and engaging way. During the learning process, teachers supply pupils with YouTube Shorts videos to watch in the classroom, which creates a different ambiance than typical.
c. Students might become more receptive to the topic and involved in their learning. Using relevant YouTube Shorts videos might help students concentrate on what they are hearing and seeing during the learning processStudents can find several authentic examples of everyday idioms, vocabularies, and also collocation in English that are commonly used by native speakers.
Accordance with prior statements, the teacher also should build good learning atmosphere for student in learning English. Based on Sismona (2020), there are some tips for students engage in a variety
of activities while using video in the teaching and learning process, such as :
1. Freeze frame exercise, in which the teacher encourages students to describe what they see, create a vocabulary list, and express their feelings depending on what they observe.
2. Silent viewing activity in which students attempt to retell the story to their classmates.
3. Prediction activity in which the instructor pauses the movie and asks students to guess the following scene.
4. Listening-only activity in which the teacher turns off the image and has the pupils listen to a clip.
5. The back-to-back exercise involves having the students sit back- to-back, playing the video without sound, and asking them to describe what is happening in real time.
6. Summary strip assignment asks students to write a few phrases that describe the video.
7. In a check activity, the instructor asks questions after each video clip to assess the students' understanding.
8. Normal viewing exercise in which the students view the entire video.
5. Kampung Inggris LC YouTube Channel
The Kampung Inggris Language Center course is represented on the official website and on the YouTube channel of the Kampung Inggris Language Center. It is an educational establishment that can be found at Pare Kediri, East Java. 2009 marked the year that Arif Kuswanto, S.Pd. became the company's founder. Courses offered by Kampung Inggris Language Center are known for having high levels of trustworthiness in the context of the teaching and learning process.
Because the Kampung Inggris Language Center YouTube channel offers a variety of engaging teaching strategies, which can be of great assistance to students in their pursuit of English language proficiency.
Figure 2.1 Kampung Inggris LC YouTube Channel
Figure 2.2 Shorts Video on Kampung Inggris LC YouTube Channel
This YouTube channel may be accessed without charge, and it features a lot of information created by an instructor, including lessons on grammar, vocabulary, and pronunciation. The instructor that teaches on the Kampung Inggris Language Center channel on YouTube is the most qualified instructor available through the Kampung Inggris Language Center program. The following process is utilized while instructing students in vocabulary with the use of the Kampung Inggris Language Center's channel on YouTube:
1. Decide which videos will be used to show how an idea or principle works or to give the presentation its content. In this study, the focus is on vocabulary.
2. If you want to tell students what to see, hear, and look for, you should either give them clear instructions or come up with discussion questions.
3. Give a quick overview of the video on YouTube to show what it is for.
4. Ask the learners to watch the YouTube video "Shorts" on their own phone.
5. Stop the YouTube video at any scene to focus on a certain subject, or play it again to get ready for a certain classroom activity.
6. Set aside some time to think about what has happened so far.
