SOCIAL MEDIA (YOUTUBE) AS A CREATIVE DISCOVERY IN TEACHING VOCABULARY

OF YEAR 2 LEARNERS AT RURAL SCHOOL.

Puganeswary a/p Muniandy

College of Arts and Sciences, University Utara Malaysia

Email: vinthakee@yahoo.com

Abstract- Vocabulary has become a very important aspect of learning English Language especially
for young learners because it is the first words which acquired as a basis for a better learning of
children. Related to the important of vocabulary for the young learners, the teachers have to think or
provide a new interesting teaching aid such as You Tube. You Tube is not very famous yet in schools to
teach English subjects. Using You Tube is considered to make students easier to master their vocabulary
with fun and enjoyable learning process. The aim of this study is to find out the differences between
teaching the students using the traditional ways and You Tube the social media in teaching vocabulary.
Social media is a fairly new way since it almost nobody heard or use it for almost 15 years ago. This
study is important as most of the students in this school are still unable to master their vocabulary.

1.0 Introduction

1.1.Background

One of the most important challenges that learners will face during the process of

second language learning is learning vocabulary. Vocabulary has been recognized as

crucial to language use in which insufficient vocabulary knowledge of the learners led to

difficulties in second language learning. Thus, in the case of learning the vocabulary in

second language, students need to be educated with vocabulary learning strategies.

Students often instinctively recognize the importance of vocabulary to their language

learning. Vocabulary is the first important step in language acquisition. In a classroom

where students are not finding themselves comfortable with L2, language learning can be

made interactive and interesting with the introduction of appropriate vocabulary.

1
Problems may occur if the students do not master the vocabulary well. They will not able

to comprehend the content of the text if they have less vocabulary.

Vocabulary learning is a neglected area in English Language in Malaysia since it is a

very complex issue. According to Calderon, et.al. (2005), poor vocabulary is a grave

issues for English language learners. Otherwise, mastering vocabulary will increase

students’ motivation to communicate in their environment. Nowadays, the teaching of

vocabulary has assumed as a fundamentally important aspect of language development.

In teaching new vocabulary, teachers should make variation and make teaching learning

process more interesting. It is important to give students a lot of variety in what they

learn to. Rather than that teachers should consider four principles for teaching vocabulary

as suggested by Nunam (2003:135-140). The four principles for teaching vocabulary are

as follows; i) focus on the most useful vocabulary, ii) focus on the vocabulary in the most

appropriate way, iii) give attention to the high frequency words across the four stands of a

course and iv) encourage learners to reflect on and take responsibility for learning.

As Schmitt (2010) noted, ‘learners carry around dictionaries and not grammar books’

(p.4). Teaching vocabulary helps students understand and communicate with others in

English. Voltaire purportedly said, “Language is very difficult to put into words”. It

shows that English language students are generally would concur, yet learning

vocabulary also helps students master English for their purposes. Schmitt and McCarthy

in their book “Vocabulary: - Description, Acquisition and Pedagogy” stated that the

learners clearly needed to know the 3,000 or so high frequency words of the language.

According to Robert Lado (1955), talked about patterns of difficulty in vocabulary

teaching. He highlighted key issues related to words, the native language factor and about

2
patterns. Without vocabulary, no message is conveyed. Steven Stahl (2005) put it, “

Vocabulary knowledge is knowledge; the knowledge of a word not only implies a

definition, but also implies how that word fits into the world. Vocabulary knowledge is

not something that can ever be fully mastered; it is something that expands and deepens

over the course of a lifetime. Instruction in vocabulary involves far more that looking up

words in dictionary and using the words in sentence”.

Richards and Renandya says, “Vocabulary is a core component of language

proficiency and provides much of the basis for how well learners speak, listen, read and

write”. So, vocabulary is a main skill which should be mastered by the students to get and

understand whole English skill: - receptive skill (listening & reading) and productive skill

(speaking & writing). Visnja Pavicic (2003) dealt with a way to improve students’

abilities to explore, store and usage of vocabulary items. He determined the role of

vocabulary teaching and how a teacher could help their learners. He laid emphasis on

self-initiated independent learning with strategies, in which formed practices, functional

practices and memorizing could be included. He said that the teacher should create

activities and tasks to help students to build their vocabulary and develop strategies to

learn the vocabulary on their own.

There are some vocabulary learning strategies which can be used to improve the

students’ vocabulary, like using authentic language, making creative activities,

encouraging self-motivation, creating mental linkages, doing memory strategies,

visual/auditory strategies, and physical action, applying strategies which is used to

overcome anxiety, strategies which is used to organized words like using flash cards,

videos, songs, etc. (Schmitt and McCarthy, 1997).

3
 The research to date has tended to focus on vocabulary learning strategies rather

than language learning strategies. These are some other studies on vocabulary learning

strategies by Schmitt and Schmitt, 1993; Schmitt, 1997; Nation, 2001; Fan, 2003; and

Go, 2003.

Schmitt and Schmitt, (1993) divided learning vocabulary in to remembering a word

and learning a new word. Gu (2003) classified second language (L2) vocabulary learning

strategies as cognitive, metacognitive, memory and activation strategies. Schmitt (1997)

improved vocabulary learning strategies based on Oxford (1990) into determination (not

seeking another person’s expertise) and though the remembering category, comprises,

social, memorization, cognitive and metacognitive strategies. Fan (2003) who refined Gu

(2003)’s classification categorized vocabulary learning strategies into a “primary

category” which contains dictionary strategies and guessing strategies as well as,

“remembering category” which integrate repetition, association, grouping, analysis and

known words strategies.

Harmen (2007:176) states that teachers should see technology as tools to help them

in whatever techniques and approaches they have chosen to use. Nevertheless, teachers in

Ciamis still see the technology as methodologies for teaching and You Tube is not

popular yet in teaching English in elementary schools. Besides, there are still many

schools which do not have facilities as good and as complete as other schools have.

Previous studies have indicated that YouTube is important in teaching English

(Tarunpatel, 2009; Jauhara, 2009; Eileen, 2010; Alimemaj, 2010; Brooks, 2010). The

studies regarding the use of YouTube in teaching English were conducted by Jauhara

(2009) in Indonesia, and Alimmemaj (2010) in Albania. They concern the implementation

4
of YouTube in teaching and learning English. The main goal of their research was to

investigate the effectiveness of the YouTube to teaching English. Based on their research

finding, the teaching program that used a YouTube enhances students’ motivation to learn

English and YouTube gives teacher opportunities to teach English. They propose that

students have positive ideas and attitude toward the implementation of YouTube in

teaching English.

1.2 REFLECTION ON TEACHING EXPERIENCE

Being a teacher is really challenging job. In fact, now a day there are so many issues

are been raised up about teachers especially English teachers. It’s already 18 years; I had

been enjoying my career as an English teacher. Sekolah Kebangsaan Sg Karangan, is my

third school as a trained teacher. Most of the pupils in my school are unable to converse

in English. It is due to their family backgrounds and the environment. Most of them use

their mother tongue to communicate with their parents, teachers and friends.

This year (2017), I was assigned to teach Year 2, 1 class. This is my first year

teaching Year 2 units and syllabus, KSSR. Passed 2 years (2015 and 2016), I was

teaching Year 1 and Year 6. Since, Year 2 was my pupils in Year 1 last year, so I felt it is

easier for me to tackle them because I knew each and every one’s level in English

Language. My pupils in Year 2, especially 2 UKM and 2 USM, are able to understand

any of my instructions in English because they had already known my way and also my

body language and gesture. I used to convey my lesson as much in English by using my

body language, gestures and sign language for my pupils to understand. I will make them

to tell what I am trying to tell in Bahasa Malaysia.

5
 Since my pupils in Year 1, I really want them to know the words (vocabulary) or to

get familiar with it according to the units or topics. I provided them a small book (555)

each, for them to write the words (vocabulary) which I had introduced to them in that

unit. My pupils will write the vocabulary in their small book and they will memorize it

for spelling for the next day. So, for this year I had just continued the same way. I

observed that my pupils felt bored and they started to ignore writing the words in their

small book. They are expecting for something new. I came to knew that when the pupils

came to me and tell, “Teacher, tak syoklah tulis dalam buku kecil ini.”, “Teacher ni,

asyik-asyik spelling.” So, I realized that there are several areas of my teaching practice

that I would like to improve, like including developing higher order thinking skills

(HOTS) to make my pupils to upgrade their vocabulary.

Educators are playing an important role in helping the pupils to develop their

strategies towards upgrading their proficiency in vocabulary. According to Marshall,

2008-2012, higher- order thinking is the ability to think beyond rote memorization of

facts or knowledge and pupils can actually understand and manipulate facts and gain new

ways to solve problems. Based on the explanation about, I would like to conduct a

research on using social media (You Tube) to upgrade my pupils’ vocabulary.

2.0 LITERATURE REVIEW

One aspect of second language teaching via multimedia to have received attention over

the past few years is the impact of glossing individual vocabulary words through difficult

modalities. In order to examine the efficacy of multimedia annotations, to study incidental

vocabulary learning, and to explore the relationship between look-up behavior and

vocabulary test performance. Chun and Plass (1996) ran three studies with their second-year

6
students of German using a multimedia program called Cyber Buch. This program provides

annotations through pictures, printed texts and video. After reading the story, the students

took a vocabulary test and wrote a recall protocol. The results indicated that recall for visual

annotations was higher than for words annotated with text alone, with higher rate for

incidental learning vocabulary, and no correlation between the type of annotation looked up

and performance on the vocabulary test.

As Hanley, Herron, and Cole (1995), study showed that a video clip is a more effective

organizer than a picture. Brown (1993) used a video disc to evaluate the effects of word

frequency and saliency, or importance. Duquette and Paichaud (1996) compared listening to

a dialogue with and without visual aids in order to determine which would better allow

learners to guess the meaning of new words. Neumann and Keskinen (1992) state that

captioned video with sound provides a semantically enriched context where the visual and

the audio lend meaning to the printed words on the screen. Their study compares learning

vocabulary through watching television, through reading and listening to a document, and

through listening alone. Their results indicated that words were learned and retained best

from watching television.

Another explanation for the present findings is that the participants’ attention and

concentration were higher when watching the video presentation because they wanted to

know what was going to happen in their next segment of the video clip. This could have

made presenting the target vocabulary in the form of a video a more memorable experience

and in the long run, a better retrieval cue. Research evidence suggests that the stimulation of

curiosity enhance the acquisition of information (Day, 1982, McCombs, 1972).

7
 Research suggest that people learn abstract, new, and novel concept more easily when

they are presented in both verbal and visual form (Salomon, 1979). Other empirical research

shows that visual media make concepts more accessible to a person than text media and help

with later recall (Cowen, 1984). In Willingham’s (2009) research he asks a simple question

to make his point, “Why do students remember everything that’s on television and forget

what we lecture?” It is because visual media help student retain concepts and ideas.

Bransford, Browing and Cocking (1999,p 194) also note the crucial role that technology

plays for creating learning environments that extend the possibilities of one-way

communication media, such as movies, documentaries, television shows and music into new

areas that require interactive learning like visualization and student- created content.

You Tube is famously as an internet video search website (USAToday,2006). Kelsey

(2010) defines it as a website where you can upload and share videos. It uses Adobe Flash

Video technology to display a wide variety of user-generated content, video content,

including movie clips, television clips and music videos as well as amateur content such as

video blogging and short original videos. Unregistered users can watch the videos for free,

while registered users are permitted to upload an unlimited number of videos. Dowse (2009)

expresses that the You Tube website provides a wide variety of content suitable for English

teaching and it should be effectively manipulated by the teachers in the language classroom.

He states that using successful techniques and appealing tools especially in teaching new

vocabulary items where about the students able to find words easier to remember and become

more motivated in class. As stated by Barska (2006), the most important factor in language

learning is the motivation, which is why English language teachers have always tried to find

8
 new strategies in their lessons. Teachers should be vigilant in selecting appropriate videos or

clips in the You Tube to be implemented in the teaching of vocabulary lessons.

2.1 Method
This study employed mixed methods study i.e. the combination of a qualitative and

quantitative component in a single research project (Bergman, 2008:1). Quantitative and

qualitative approach as it involved the data collection and data analysis. The reason for utilizing

mixed methods is for complemented this study, Tashakkori and Teddlie (2008:103) proposed

mixed methods are used to gain complementary views about the similar phenomenon or

relationship.

Based on the classification of research designs from Nunan and Bailey (2009,100-101)

the first study can be characterized as a true- experimental, and the second study has a

characteristic of a case study because of several reasons. First, this study attempted to describe

and interpret a particular phenomenon in the classroom (Gerring, 2007:17). Second, the study

was carried out in a single case (Gerring, 2007:20). A single case of the study referred to the

issue of the implementation of the YouTube in learning vocabulary where the writer acted as a

teacher. Third, this study employed multiple data collection techniques particularly direct

classroom observation, and questionnaire. Multiple data collections are aimed at enhancing the

validity of the study. Lastly, the second study did not formulate hypothesis and seek to test it out.

Regarding this, the result of this study cannot be generalized (see Fraenkel and Wallen, 1993:

381).

This study used multiple techniques of data collection. This means that the data were

collected not only from one source of data. To gain more valid data of students, the writer used

test, classroom obsevation, and questionnaire as instruments.

9
3.0 FOCUS OF INVESTIGATION

3.1 Statement of problem

Learning vocabulary is very important part of learning a language. The more

words we know, the more we will able to understand what we hear and read. There

are a lot of words in English compared with many other languages, and it is

impossible to know them all and even native speaker frequently meet words they

have never seen before in their reading. So, it is very important to know as much

vocabulary as we can. Many researchers (as I mention in Literature review) found

that pupils are able to remember vocabulary through media (video).

I want my Year 2 pupils to remember as much vocabulary as they can from the

topics that they going to learn for the year. I found that my pupils able to remember

the vocabulary through video rather than just showing the picture cards and word

cards. In fact, my native speaker Mr. Francois had done a lesson with my 2 UTM

class on Unit 5 (I am special). During his lesson, he had used video to show the parts

of the body. There is also a song on parts of the body that he had showed. Although

he speaks and explains all in English, my pupils in 2 UTM able to response during the

lesson. It’s showed that media (video) is able to make the weak class pupils to

understand and able to achieve the objectives.

My pupils are able to read but they have difficulty to know the meaning. So, I had

planned to teach my pupils using media (video) to make them remember and

understand the vocabulary according to the units or topics. Thus I need to find a way

10
 to provide a method that could help my pupils to practice the vocabulary which they

had learnt rather than just know it or remembered it.

3.2 Research focus

A survey of 2,462 Advanced Placement (AP) and National Writing Project (NWP)

teachers find that digital technologies have helped them in teaching their middle

school and high school students in many ways. At the same time, the internet, mobile

phones, and social media have brought new challenges to teachers. (Pew Research

internet Project by Kristen Purcell, Alan Heaps, Judy Buchanan and Linda Friedrich,

Feb 28, 2013).

Kedah state had implemented Kedah Top 5 2017, Waves of English to upgrade the

English Language proficiency among the students. One of the activities under this

wave is writing 1000 simple and easy sentences to improve writing skills. It is

constructed to help students with basic vocabulary tenses. Since vocabulary has been

very important for the pupils to construct sentences, so I am going to upgrade the

pupils’ proficiency towards vocabulary from the early stage. I am going to focus my

research on how to increase my pupils’ vocabulary according to the topics or units for

the year.

11
 RESEARCH
FOCUS

TO INCREASE THE
VOCABULARY FOR YEAR 2
LEARNERS

DEVELOP THE PUPILS

VOCABULARY BY USING
VIDEO

Figure 1: The Research focus

4.0 OBJECTIVES AND RESEARCH OBJECTIVES

4.1 Research objectives

I would like to use video to examine whether the use of video is preferable in

vocabulary learning compared to picture cards and word cards. I hope by using video,

it will engage, enhance my pupils, aid their retention of vocabulary, motivate their

interest in the subject matter, and illustrates the relevance of many concepts.

12
 Therefore, this study aims is to observer and analysis my pupils’ ability in vocabulary

after using video.

4.2 Research question

The following research question is proposed:-

 Will the use of video enhance the level of vocabulary for Year 2 pupils?

5.0 RESEARCH PARTICIPANTS

5.1 The participants

For my research, I am going to choose 1UTM, the average class with 33 pupils. There

are 11 girls and 22 boys. 32 pupils are Malay (97%) and one boy is from other ethic (3%).

Based on their LINUS (English) screening test 2014 (Appendix A) which held in April, 24

pupils (72.8%) are able to mastered all the 12 constructs. 5 pupils (15.2%) are unable to

master construct 1 and 2 meanwhile 4 pupils (12%) are unable to master construct 3 until 12.

So there are 9 pupils are under LINUS program. I am going to choose these 9 pupils for my

research.

5.2 The school

The school is located at a rural area. It is a big school with total enrollment of 706

pupils including the kindergarten pupils (Appendix B). The majority pupils are Malay, 358

boys (50.71%), 327 girls (46.3%). There are 13 Indian pupils (1.8%) and 8 from other ethics

(1.1%). The academic staffs consist of 45 classroom teachers (12 men-26.67 percent and 33

ladies-73.33 percent), 3 clerical staffs and 5 non-staff.

The classroom teachers have a maximum of 15 years of experience. Teachers with

Diploma (DGA) account for 71.11 percent with the remaining 28.89 percent are obtaining

13
 Bachelor’s degree. There are 41 Malay teachers, 1 Indian teachers, 1 Chinese teacher and

Siamese teacher.

The school has 24 classrooms, a computer lab, 2 science labs, a canteen, a library, a

music room, a Mathematic/Science room, Self-Access Learning (SAL), and a room for

Bahasa Malaysia Panel. Furthermore, it has 1 PE store, a counseling room, a PBS room, a J-

Qaf room, 2 staffrooms, a meeting room, an office and a room to keep examination papers

(Bilik Kebal).

6.0 RECOMMENDED ACTION

6.1 Action Plan

This study will be carried out for four weeks. On the first week, first day, a pre-test

(Appendix C) will be given to the pupils to evaluate their vocabulary level according

to the units/topics which I had selected. I had selected 2 topics under the theme of

World of knowledge (unit 12- On the farm and unit 15- Save the sea creatures). For

the first pre-test the pupils need to fill in the blanks with the name of the animals,

their young and also their homes. Teacher lists out 8-10 farm animals for the pupils to

fill in the blanks. The next day, the teacher will give on more pre test on Unit 15-

Save the sea creatures (Appendix D). The pupils need to count and name the sea

creatures in the pre test. These tests will be carried out as a whole class test but the

data collection is only for the 9 pupils. The teacher wills analysis on how many

pupils able to fill in the blanks correctly and how many of them unable to fill in the

blanks correctly. From the results collected, the teacher will come out with a graph to

show the level of pupils in vocabulary. The teacher will carry out a pre interview

(Appendix E) to find out why the pupils unable to fill in the blanks correctly.

14
 On the second week, the teacher will take the pupils to the computer lab to watch

the video on the farm animals (http://www.turtlediary.com/kids-videos/farm-

animals.html). The pupils will watch the video. While watching the video the teacher

will distribute a list of farm animals (Appendix F) for them to tick. Teacher will play

the video again for the pupils to check again the list. Teacher will ask the pupils what

are the farm animals that they had seen in the video. The teacher will stress on 11

farm animals and its young and their homes.

On the third week, the teacher will take the pupils again to the computer lab to

watch video on Sea Creatures (http://www.youtube.com/watch?v=WcIlqhkthj8) and

(http://www.youtube.com/watch?v=qdD6GH_Mr30&list=PLwhnj0Wlbu--TWp-

jqtjjaFoweQGPkORS&index=14) . Teacher will distribute a list of sea creatures to

each pupil for them to tick while watching the video. Teacher will carry out the same

activities which she had done during teaching topic ‘Animals on the farm’. For this

topic also the teacher will do pre interview with the pupils. Teacher will collect the

list and analysis the pupils’ performance.

On the fourth week, the teacher will carry out post test to see the result of the

intervention. For the post test, the teacher will distribute the same worksheet as in the

pre test. Here the pupils must be able to fill in the blanks without any mistakes or less.

The result of the post test will be collected and analyzed by comparing the scores

obtained from the pre test and post test. The results which had been obtained will be

recorded and tabulated in a bar graph. The teacher also will be carrying out a post

15
 interview to find out whether the implementation of using video to teach vocabulary

was effective or not.

Table 1
Explanation of steps and activities that will be carried out and the justification of
activities.
WEEK LESSON ACTION TAKEN RATIONALE

1 Unit 12 Method  To identify the level of

(On the farm) Pre test pupils’ achievement and
& analyzing skills before
Unit 15 carrying out the invention.
(Save the sea creatures)

Skills Method  To obtain information from

Reading & Writing Pre interview pupils who had difficulties
in answering the pre test.

2 Unit 12 Method
(On the farm) Video
 Teacher will take the  To provide input or
pupils to the computer lab information regarding the
Skill to watch the video on the topic through watching
Listening & Speaking topic. video.
 It also to recall their
 Pupils will tick the previous knowledge.
animals, their young and
their homes that they see  To see or to clarify whether
in the video. the pupils are concentrating
during watching the video.

16
3 Unit 14  Teacher will show 2  To provide input or
(Save the sea creatures) video clips on the topic to information regarding the
the pupils. topic through watching
video.
 To recall previous
knowledge.

Skill  Pupils will tick the sea  To make the pupils are
Listening & Speaking animals while watching concentrating to the words
the video clips. while watching the video
and understand it.

4 Unit 12 Method
& Post test
Unit 15  Teacher will give the
worksheets which had
been given during the pre
test.
 Pupils need to complete
two sets of worksheets
(On the farm & Save the
creature)
 Test will be tested as a
whole class but only the 9
pupils’ data will
collected for analyze.
 The data collected from the
test will be analyzed by
comparing the pupils’
scores obtained from the
pre test and post test.
 Able to identify appropriate
method or techniques for
the pupils to increase their
vocabulary more
effectively.
be

Method
Pre interview
 To identify the pupils’

17
 interest on learning
vocabulary in more
effective way after
implementing the
intervention.

7.0 DATA GATHERING METHOD

I will be using the quantitative and qualitative methods in collecting data. In quantitative

method, I will be focusing on a small group of pupils (9 pupils), in-depth interviews and

reviews of documents for types of theme. Where in qualitative method, I need to surveys,

structured interviews and observation, and reviews of records or documents for numeric

information. I also will be using statistical texts to analysis.

Pre test and Post test

By giving the pupils pre test and post test, the teacher able to identify the pupils’

achievement before and after the intervention. In my study, the aim of my investigation is to

find out whether by using video is more effective than just using picture cards, words cards

and verbal to teach vocabulary. The pre test and the post test, consisted with 11questions in

the first worksheet on ‘On the farm’ and 6 questions in the second worksheet on ‘Save the

sea creature’. Time allocation for the first worksheet is 20 minutes and for the second

worksheet will be 10 minutes. All items are used based on the Year 2 English Curriculum

KSSR.

The pre test

18
 In the pre test, pupils will ‘Fill in the blanks with the words given’. This wills the

pupils’ first worksheet meanwhile ‘Count the number of sea creatures’ will be their second

worksheet.

The post test

The post test will be carried out to see the result of the intervention. It will be carried out

on the fourth week. For the post test, pupils will be given the same worksheets as in pre test.

This is to see how the 9 pupils had done the worksheets compared to before and after the

intervention. Pupils will be given around 30 minutes to complete the 2 worksheets.

Pupils’ worksheet

I will be carrying out the pre test for 2 days of the first week of my intervention. The first

day, I will be giving test on the topic of ‘On the farm’. The next day, I will be carrying out a

test for topic ‘Save the sea creature’. Both topics are under the same theme ‘World of

knowledge’. After I carried out the intervention, I will collect the pupils’ worksheets and

check their progress. I will collect and evaluate their scores by using graph. Meanwhile, the

pupils will be given a checklist of words (vocabulary) for them to tick while watching the

video.

Pre and post interview

I will be carrying out a semi- structured interview in order to obtain an in-depth

understanding of pupils’ interest and the problems faced by them. A pre interview will be

carried out after the pre test and a post interview will be carried out after the post test.

Pre interview

19
 Pre interview will be carried out to obtain information from the pupils who had

difficulties in identifying and understanding the meaning of the words (vocabulary). My

concern is on the 9 pupils who did not master the 12 constructs during the LINUS screening

test.

Post interview

Post interview will be carried out to identify the pupils’ interest. Through this post

interview, I will able to find out the effective way to teach and to increase the level of

vocabulary among the pupils especially the 9 pupils.

8.0 DATA ANALYSIS

The pupils’ pre test and post test data will be tabulated in a graph to see the differences in

pupils to identify the vocabulary according to the pictures in the worksheets. Rather than that,

the tabulation of data will also show the results of the intervention.

Pre test and post test

After carrying out the pre test, I will tabulate all the scores in a table according to the

pupils’ name (9 pupils). I will calculate the percentage of mistakes and right answers and

tabulate it in a graph. The data collected from the pre test will be analyzed by comparing the

scores obtained during post test and it will be recorded and tabulated in a graph.

Pre and post interview

20
 I will interview the pupils in Bahasa Malaysia. The interview will be taped and recorded.

By using semi- structured interview, I will be able to identify the better or effective way for

the pupils to learn vocabulary.

Table 2
DATA GATHERING METHOD AND METHOD OF ANALYSIS

DATA GATHERING METHOD METHOD OF ANALYSIS

1 Pre test and post test

Pre test
 It will be used to identify the level of the
vocabulary that the pupils had mastered
before implementing the intervention.
 As a benchmark for research
Post test
 Will be used to see the results after the
intervention.
 The data collected from the test will be
analyzed by comparing the scores
obtained from before and after
intervention.
 To get feedback from the pupils.
 Results obtained will be recorded and
tabulated in a graph.

2 Pupils’ worksheets  The results of their scores will be

 To evaluate the pupils’ interest recorded and tabulated in a table
while watching the video clip according the pupils’ names (9 pupils).
(Appendix F).  To evaluate the pupils’ knowledge in
 To evaluate the pupils’ previous vocabulary after implementing the
knowledge before the research. intervention.

3 Pre and post interview  Tape and record the interview.

 Will be carried out to obtain information
from the pupils who had difficulties in
identifying and understanding the

21
 vocabulary.
 Will be carried out to identify the effective
way to teach vocabulary to the pupils.

TABLE 3
THE BUDGET FOR THIS RESEARCH

MATERIALS QUANTITY & COST TOTAL

EXTERNAL DISC RM155 RM155

A4 PAPERS RM10x2 RM20

PHOTOSTAT RM10 RM10

TOTAL RM185

CONCLUSION

The aim of my research is to teach vocabulary to the pupils in different and effective ways.

I would like to try a different way by using video to increase the knowledge of vocabulary

among pupils at a rural school. I hope I will be able to achieve my objective of this research.

In teaching vocabulary, it is important to choose appropriate technique. The application of

You Tube English videos/clips in English language learning is considered as one of the

effective ways to teach vocabulary as it created enjoyment in learning process and make

students attracted to learn the English Language. The students are the one who learn the

language so they should be the center of teaching and learning process. By using You Tube

22
as a medium in teaching vocabulary, students become active learners who experienced what

they are learning. As a matter of fact, the findings have shed light that the experimental group

had far more significant improvement in their vocabulary competence as compared to the

control group.

In view of limitations, there is a need for further research to be conducted with a bigger

sample size which will help to obtain more data and confirm the findings. Plus, a longer

experimental period is needed to enable the researcher to draw valid conclusions to see

whether the improvements are consistent. This study provides useful information to teachers,

students and other researchers. Teachers can start trying out this method to teach their

students and students can improve their vocabulary competency. Other researchers can use

this study as their references to conduct similar studies. Hence, it can be concluded that

videos and clips in English from You Tube are effective towards students’ vocabulary

competency. This proved that students vocabulary competency after using English

videos/clips in You Tube were better and shows improvement in terms on achievement

compared before they were given the treatment. In addition, teaching vocabulary using

English videos and clips can help students to remember vocabulary easily because they were

stimulated by videos and clips.

23