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UNIVERSITI KEBANGSAAN MALAYSIA

FAKULTI PENDIDIKAN

Course: GGGE6683

PROJECT PAPER II

The Use of YouTube for Vocabulary Learning

Name: Aziah bt Abdol Aziz

Matric No: P63671

Program: TESL

Lecturer: Prof. Madya Dr. Parilah bt. Mohd Shah

Date: 29 JUNE, 2014


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DECLARATION

DECLARATION OF ORIGINAL WORK

Students Declaration:
I Aziah bt Abdol Aziz (P63671) from Faculty of Education hereby declare that the work entitled
Students Perception on Using YouTube for Vocabulary Learning is my original work. I have not
copied from any other students work or from any other sources except where due reference or
acknowledgement is made explicitly in the text, nor has any part been written for me by another
person.

____________________ ________________________
(21 June 2014) (Aziah bt Abdol Aziz- P63671)

ACKNOWLEDGEMENT
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First and foremost, praise to Allah for giving me the strength and inspiration to complete
my work. I take this opportunity to express my profound gratitude and deep regards to my guide
Prof. Madya Dr. Parilah bt Mohd Shah for his exemplary guidance, monitoring and constant
encouragement throughout the course of this project paper. The blessing, help and guidance
given by her time to time shall carry me a long way in the journey of life on which I am about to
embark.

I also want to extend my appreciation to both my parents and friend for supporting me to
complete the project. Thank you to the teachers and students of SBP Integrasi Selandar for giving
me opportunities on completing and conducting the research. I am grateful for their cooperation
during the period of my assignment.

Lastly, to my parents, brother, sisters and friends for their constant encouragement
without their supports which this assignment would not be possible.

ABSTRACT
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This paper explores using YouTube for vocabulary learning with students from SBP
Integrasi Selandar, Melaka. Research conducted after students experienced on five vocabulary
lesson via YouTube in the classroom with regard to check on i) students interest and relevance;
ii) students perception concerning advantages on learning; and iii) students perception
concerning problems and challenges faced. 180 students were given questionnaires and 6 of them
were selected for interview session. Overall, students gave positive response on implementing
and practicing YouTube for vocabulary learning. Implications and recommendations are
presented that may be useful for providing better technique in vocabulary teaching and learning
process.

TABLE OF CONTENT
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Page
DECLARATION ii
ACKNOWLEDGEMENTS iii
ABSTRACT iv
TABLE OF CONTENT v
LIST OF TABLES viii

CHAPTER 1
1.1 Introduction 1
1.2 Background of the Study 1
1.3 Statement of the Problem 3
1.4 Objectives of the Study 5
1.5 Research Questions 5
1.6 The Importance of the Study 5
1.7 Operational Definition 6
1.8 Conclusion 7

CHAPTER 2
2.1 Introduction 8
2.2 Conceptual Framework 8
2.3 Literature Review 11
2.3.1 Introduction 11
2.3.2 Introducing Web 2.0 in Classroom 11
2.3.3 Students Engagement with Social Media 14
2.3.4 Current Approach on Learning Vocabulary 16
2.3.5 The Use of YouTube in General 18
2.3.6 Students Motivation on Using YouTube for Learning 19
2.3.7 Teachers Use of YouTube in Teaching and Learning 21
2.3.8 YouTube and Vocabulary Learning 22
2.4 Conclusion 23
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CHAPTER 3
3.1 Introduction 25
3.2 Research Design 25
3.2.1 Quantitative 25
3.2.2 Qualitative 27
3.3 Study Population 27
3.4 Survey Instruments 28
3.5 Data Collection Procedures 29
3.5.1 Questionnaires 29
3.5.2 Interview 29
3.6 Data Interpretation 30
3.7 Instruments Reliability and Validity 30
3.8 Data Analysis 31
3.9 Conclusion 31

CHAPTER 4
4.1 Introduction 32
4.2 Description of the Research Subjects 32
4.2.1 Students Profile 32
4.3 Analysis of Quantitative Data 34
4.4 Analysis of Research Questions 35
4.5 Analysis of Qualitative Data 46
4.7 Conclusion 53

CHAPTER 5
5.1 Introduction 54
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5.2 Research Summary 54


5.3 Summary of Main Findings 55
5.4 Limitations of the Research 56
5.5 Implications and Recommendations of the Research 56
5.6 Suggestions for Future Research 58
5.7 Conclusion 58
REFERENCES 59
APPENDIX A 64
APPENDIX B 68

LIST OF TABLES

FIGURE/ TABLE PAGE


2.1 Coopers Interactive Learning Style Model 8
2.2 Theoretical Framework 10
3.1 The Design of The Study 26
4.1 Profile of the Respondents 33
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4.2 Mean Score Interpretation Table 34


4.3 Mean Score Summary of the Students Perception 35
4.4 Distribution and Frequency on Interest and Relevance 36
4.5 Mean and Standard Deviation on Interest and Relevance 37
4.6 Distribution and Frequency concerning advantages on learning vocabulary via 40
YouTube
4.7 Mean and Standard Deviations concerning advantages on learning vocabulary 42
via YouTube
4.8 Distribution and Frequency concerning Problems and Challenges Faced 44
4.9 Mean and Standard Deviations concerning Problems and Challenges Faced 45