CHAPTER II

THEORETICAL FOUNDANTION

A. Listening

1. Definition of Listening

Listening is the first skill and basic ability in learning a new language

that beginners have to learn. It is a receptive skill meaning that the

language learning beginners receive new words from what they have

heard or listened to. The ability to receive will affect the ability to

produce. If they are good at listening; as a result, they will understand and

even have a good competency in productive skills namely speaking and

writing.1

There are some definitions given by linguists and the following :

a. According to Brown listening is a spoken or written response from the

student that indicates correct (or incorrect) auditory processing. 2

In order to become better listeners, the learners must think actively

when they are listening. Listening is involved in many language-learning

activities, both inside and outside the language classroom. The

improvement in listening will provide a basis for the development of other

language skills.

1
Nurmala Hendrawaty, Loquen English Studies Journal (Vol 12 No 1 (2019):
January-June 2019), 57.
2
H Douglas Brown, Language Assessment Principles and Classroom Practice
(NY: Pearson Education, 2004), 118.
b. Nation and Jonathan “Listening is the natural precursor to speaking; the

early stages of language development in a person’s first language (and in

naturalistic acquisition of other languages) are dependent on listening.” 3

c. Brown defines listening is a complex activity, and we can help students

comprehend what they hear by activating their prior knowledge. The next

section will consider another way teachers can help ease the difficulty of

listening: training students in different types of listening.4

d. According to Lorena Manaj listening is yet another necessitate in

language. The more efficient a listener you are the more successful and

satisfied you will be. Listening is not merely hearing: it is a state of

receptivity that permits an understanding of what is heard and grants the

listener full partnership in the communication process. 5

2. Definition of Listening Skills

Listening skill is key to all effective communication. Without the

ability to listen effectively, messages are easily misunderstood. As a

result, communication breaks down and the sender of the message can

easily become frustrated or irritated.

3
I. S. P. Nation and J. Newton, Teaching ESL/EFL Listening and Speaking
(Routledge : New York, 2009), 37.
4
Steven Brown, Teaching Listening (Cambrige : University Press, 2006), 4.
5
PhD Cand. Lorena Manaj Sadiku, The Importance of Four Skills Reading,
Speaking, Writing, Listening in a Lesson Hour (European : Journal of Language and
Literature Studies, April 2015), 31.
 There are some definitions given by linguists and the following :

a. Vishwanath Bite defines Listening skill is key to receiving messages

effectively. It is a combination of hearing what another person says

and psychological involvement with the person who is talking. 6

b. Listening skill is the communication process, according to Johnson

(1951) and Hampleman (1958),while it is to distinguish words from

recognizing other words.7

c. According to Herbert J. Walberg Listening skills are essential for

learning since they enable students to acquire insights and

information, and to achieve success in communicating with others.8

Based on several definitions above, it can be concluded that listening

is one of the abilities of every human being who can be seen directly, but

not all people in the world can listen to English except those who are

indeed their native speaker or first language in English or involved in

many language-learning activities, both inside and outside the language

classroom and about listening skills are the ability to actively understand

the information provided by the speaker, and display interest in the topic

discussed. It can also include providing the speaker feedback, such as the

6
Vishwanath Bite, Listening : An Important Skill and Its Various Aspects ( The
Criterion : An International Journal in English, 2013), 1.
7
Talat Aytan, The Effect of a Listening Education Course on the Listening
Behaviors of Prospective Turkish Teachers ( Sciedu Press : Department of Turkish
Education, College of Education, Yildiz Technical University, Istanbul, Turkey, 2016), 254.
8
Herbert J. Walberg, Teaching speaking, listening and writing (IAE Educational
Practices Series, 2004), 14.
 asking of pertinent questions; so the speaker knows the message is being

understood.

3. Types Of Listening

A. According to Brown some types of listening as follow:

1) Intensive

Listening for perception of the components (Phonemes, words,

intonation, discourse markers, etc) of a larnger stretch of language.

2) Responsive

Listening to a relatively short stretch of language (a greeting,

question, command, comprehension check, etc) in order to make an

equally short response.

3) Selective

Processing stretches of discourse such as short monologues for several

minutes in order to “scan” for certain information. The purpose of

such performance is not necessarily to look for global or general

meanings, but to be able to comprehend designated information in a

context of longer stretches of spoken language (such as classroom

directions from a teacher, Tv or radio news items, or stories).

Assessment tasks in selective listening could ask students, for

example, to listen for names, number, a grammatical categories,

directions (in a map exercise), or certain facts and events.

Listening to develop a top-down, global understanding of spoken

language. Extensive performance ranges from listening to lengthy

lectures to listening to a conversation and deriving a comprehensive

message or purpose. Listening for the gist, for the main idea, and

making inferences are all part of extensive listening. 9

B. According to Vishwanath Bite some types of listening as follow:

Based on objective and manner in which the Listener takes and

respond to the process of Listening, different types of Listening are:

1. Active listening

Listening in a way that demonstrates interest and encourages

continued speaking.

2. Appreciative listening

Looking for ways to accept and appreciate the other person through

what they say. Seeking an opportunity to praise. Alternatively

listening to something for pleasure, such as to music.

3. Attentive listening

Listening obviously and carefully, showing attention.

4. Biased listening

9
H. Douglas Brown, Language Assessment Principle and Classroom Practices
(San Francisco: Longman, 2004), 120.
 Listening through the filter of personal bias i.e the person hears only

what they want to listen.

5. Casual listening

Listening without obviously showing attention. Actual attention may

vary a lot.

6. Comprehension listening

Listening to understand. Seeking meaning (but little more).

7. Critical listening

Listening in order to evaluate, criticize or otherwise pass judgment on

what someone else says.

8. Deep listening

Seeking to understand the person, their personality and their real and

unspoken meanings and motivators.

9. Discriminative listening

Listening for something specific but nothing else (eg. a baby crying).

10. Empathetic listening

Seeking to understand what the other person is feeling.

Demonstrating this empathy.

11. Evaluative listening

Listening in order to evaluate, criticize or otherwise pass judgment on

what someone else says.

Pretending to listen but actually spending more time thinking.

13. Judgmental listening

Listening in order to evaluate, criticize or otherwise pass judgment on

what someone else says.

14. Partial listening

Listening most of the time but also spending some time day-dreaming

or thinking of a response.

15. Reflective listening

Listening, then reflecting back to the other person what they have

said.

16. Relationship listening

Listening in order to support and develop a relationship with the

other person.

17. Sympathetic listening

Listening with concern for the well-being of the other person.

18. Therapeutic listening

Seeking to understand what the other person is feeling.

Demonstrating this empathy.

Paying very close attention in active listening to what is said and the

deeper meaning found through how it is said.10

C. According to I.S.P. Nation and J. Newton some types of listening

as follow:

1) One-way listening typically associated with the transfer of

information (transactional listening).

2) Two-way listening typically associated with maintaining social

relations (interactional listening).

4. Listening Processes

A. According to I.S.P. Nation and J. Newton some listening processes

as follow:

a) Bottom-up Processes

These are the processes the listener uses to assemble the message

piece-by-piece from the speech stream, going from the parts to the whole.

Bottom-up processing involves perceiving and parsing the speech stream

at increasingly larger levels beginning with auditory-phonetic, phonemic,

syllabic, lexical, syntactic, semantic, propositional, pragmatic and

interpretive (Field, 2003: 326).

10
Vishwanath Bite, Listening : An Important Skill and Its Various Aspects ( The
Criterion : An International Journal in English, 2013), 4-5.
 b) Top-down Processes

Top-down processes involve the listener in going from the whole their

prior knowledge and their content and rhetorical schemata to the parts. In

other words, the listener uses what they know of the context of

communication to predict what the message will contain, and uses parts

of the message to confirm, correct or add to this. The key process here is

inferencing.11

B. According to Vishwanath Bite The process of listening occurs in

five stages. They are hearing, understanding, remembering,

evaluating, and responding as follow:

1) Step-1 Receiving (Hearing): Hearing it is referred to the response

caused by sound waves stimulating the sensory receptors of the ear; it

is a physical response; hearing is the perception of sound waves; you

must hear to listen, but you need not listen to hear (perception

necessary for listening depends on attention). Brain screens stimuli

and permits only a select few to come into focus- this selective

perception is known as attention, an important requirement for

effective listening.

2) Step-2 Understanding (Learning): Understanding this step helps to

understand the symbols we have seen and heard, we must analyze the

11
I. S. P. Nation and J. Newton, Teaching ESL/EFL
Listening and Speaking (Routledge : New York, 2009), 40.
 meaning of the stimuli we have perceived; symbolic stimuli are not

only words but also sounds like applause and sights like blue uniform

that have symbolic meanings as well; the meanings attached to these

symbols are a function of our past associations and of the context in

which the symbols occur. For successful interpersonal

communication, the listener must understand the intended meaning

and the context assumed by the sender.

3) Step-3 Remembering (Recalling): Remembering is an important

listening process because it means that an individual has not only

received and interpreted a message but has also added it to the mind”s

storage bank. Listening to our attention is selective, so too is our

memory- what is remembered may be quite different from what was

originally seen or heard.

4) Step-4 Evaluating (Judguing): Evaluating only active listeners

participate at this stage in Listening. At this point the active listener

weighs evidence, sorts fact from opinion, and determines the presence

or absence of bias or prejudice in a message; the effective listener

makes sure that he or she doesn’t begin this activity too soon ;

beginning this stage of the process before a message is completed

requires that we no longer hear and attend to the incoming message as

a result, the listening process ceases.

the receiver complete the process through verbal and/or nonverbal

feedback; because the speaker has no other way to determine if a

message has been received, this stage becomes the only overt means

by which the sender may determine the degree of success in

transmitting the message.12

From the explanation above about the types and processes

purpose of the listening is to have social relationships with people

around and we can do many things because the conversation has

many functions one of which we can mingle with everyone and

The purpose of listening performance is not necessarily to look

for global or general meanings but to be able to comprehend

designated information. Students can improve their listening

skills and gain valuable language input through a combination of

extensive and intensive listening material and procedures.

5. Strategies of Listening

a. Top-down strategies are listener based. The listener taps into

background knowledge of the topic, the situation or context, the type

of text, and the language. This background knowledge activates a set

12
Vishwanath Bite, Listening : An Important Skill and Its Various Aspects ( The
Criterion : An International Journal in English, 2013), 2-3.
 of expectations that help the listener to interpret what is heard and

anticipate what will come next. Top-down strategies include

• listening for the main idea

• predicting

• drawing inferences

• summarizing

b. Bottom-up strategies are text-based; the listener relies on the language

in the message, that is, the combination of sounds, words, and

grammar that creates meaning. Bottom-up strategies include

• listening for specific details

• recognizing cognates

• recognizing word-order patterns.13

6. Three Basic modes of Listening

a. Active or Reflective Listening

It is the single most useful and important listening skill. In active

listening , the listener is genuinely interested in understanding what

the other person is thinking, feeling, wanting or what the message

means.The person is active in checking his understanding before he

respond with his new message. The listener restate or paraphrase our

understanding of the message and reflect it back to the sender for

13
Vishwanath Bite, Listening : An Important Skill and Its Various Aspects.... 3.
 verification. This verification or feedback process is what

distinguishes active listening and makes it effective. Essentials of

Active Listening:

1. Intensity

2. Empathy

3. Acceptance

4. Recognizing responsibility for the completeness

b. Passive or Attentive Listening

The listener is genuinely interested in hearing and

understanding the other person’s point of view. He will be attentive

and will passively listen. The Listener assume that what he heard and

understand is correct but stay passive and do not verify it.

c. Competitive or Combative Listening

It happens when the Listener is more interested in

promoting his own point of view than in understanding or exploring

someone else’s view. He either listen for openings to take the floor or

for flaws or weak points.14

7. Importance of Listening Skill

Good listening skills make workers more productive. The ability to

listen carefully will allow a person to:

14
Vishwanath Bite, Listening : An Important Skill and Its Various Aspects.... 3-4.
 • understand assignments in a better way and find and what is expected

from him.

• build rapport with co-workers, bosses, and clients;

• show support;

• work better in a team-based environment;

• resolve problems with customers, co-workers, and bosses;

• answer questions

• find underlying meanings in what others say. 15

8. Ways to improve Listening skill

Hearing and Listening are two different actors. The hearing is passive

whereas Listening is active. Listening is a psychological process. It can,

therefore, be improved by regular practice. Listening is a very helpful

skill.

Active listening is really an extension of the Golden Rule. Here are

some of the tips which can help the person to improve his Listening skill:

1. Face the speaker. Sit up straight or lean forward slightly to show

your attentiveness through body language.

2. Maintain eye contact, to the degree that you all remain

comfortable.

15
Vishwanath Bite, Listening : An Important Skill and Its Various Aspects.... 5.
3. Minimize external distractions. Turn off the TV. Put down your

book or magazine, and ask the speaker and other listeners to do

the same.

4. Respond appropriately to show that you understand. Murmur

(“uh-huh” and “um-hmm”) and nod. Raise your eyebrows. Say

words such as “Really,” “Interesting,” as well as more direct

prompts: “What did you do then?” and “What did she say?”

5. Focus solely on what the speaker is saying. Try not to think about

what you are going to say next. The conversation will follow a

logical flow after the speaker makes her point.

6. Minimize internal distractions. If your own thoughts keep horning

in, simply let them go and continuously re-focus your attention on

the speaker, much as you would during meditation.

7. Keep an open mind. Wait until the speaker is finished before

deciding that you disagree. Try not to make assumptions about

what the speaker is thinking.

8. Avoid letting the speaker know how you handled a similar

situation. Unless they specifically ask for advice, assume they just

need to talk it out.

9. Even if the speaker is launching a complaint against you, wait

until they finish to defend yourself. The speaker will feel as

repeat it, and you’ll know the whole argument before you

respond. Research shows that, on average, we can hear four times

faster than we can talk, so we have the ability to sort ideas as they

come in…and be ready for more.

10. Engage yourself. Ask questions for clarification, but, once again,

wait until the speaker has finished. That way, you won’t interrupt

their train of thought. After you ask questions, paraphrase their

point to make sure you didn’t misunderstand. Start with: “So

you’re saying…”.16

9. Barriers to Listening

Listening is not easy and there are a number of obstacles that stand in

the way of effective listening, both within outside the workplace. These

barriers may be categorized as follows.

1) Physiological Barriers: - some people may have genuine hearing

problems or deficiencies that prevent them from listening

properly. It can be treated. Some people may haveproblem in

processing iinformation or retaining information in the memory.

2) Physical Barriers: - These referred to distraction in the

environment such as the sound of an air conditioner , cigarette

16
Vishwanath Bite, Listening : An Important Skill and Its Various Aspects.... 5-6.
 smoke, or an overheated room. It ca interefere the Listening

process. They could also be in the form of information overload.

For example, if you are in meeting with your manager and the

phone rings and your mobile beeps at the same time to let u know

that you have the message. It is very hard to listen carefully to

what is being said.

3) Attitudinal Barriers: - preoccupation with personal or work-

related problems can make it difficult to focus one’s attention

completely on what the speaker is saying, even what is being said

is of very importance. Another common attitudinal barrier is

egocentrism or the belief that the person has more knowledge

than the speaker, or that there is nothing new to learn from the

speaker’s ideas. People with this kind of close-minded attitude are

very poor listeners.

4) Wrong Assumptions: - The success of communication depends on

both the sender and receiver. It is wrong to assume that

communication is the sole responsibility of the sender or the

speaker and that listeners have no role to play. Such an

assumption can be a big barrier to listening. For example, a

brilliant speech or presentation, however well delivered, is wasted

if the receiver is not listening at the other end. Listeners have as

successful. The process should be made successful by paying

attention seeking clarifications and giving feedback.

5) Cultural Barriers: - Accents can be barriers to listening since they

interfere with the ability to understand the meaning of words that

are pronounced differently. The problem of different accents

arises not only between cultures but also within a culture. For

example, in a country like India where there is enormous cultural

diversity, accents may differ even between regions states.

6) Gender Barriers: - communication research has shown that gender

can be a barrier to listening. Studies have revealed that men and

women listen very differently and for different purposes. Women

are more likely to listen for the emotion behind a speaker’s words

when men listen more to the facts and the content.

7) Lack of Training: - Listening is not an inborn skill. People are not

born good listeners. It is developed through practice and training.

Lack of training in listing skills is an important barrier.

8) Bad Listening Habits: - Most people are very average listeners

who have developed poor listening habits that are hard to say and

that act as barriers to listening. For example, some people have

the habits of “faking” attention or trying to look like listeners, in

paying attention. Others may tend to listen to each and every fact

and, as a result, miss out the main point.17

10. Benefits of Effective Listening Skills

Learning the skill of effective listening benefits personal growth and

development in the following ways:

1. Effective Communication – Clear and concise transmission of

information is an important component of effective human interaction.

Though the onus is often placed on presenting clear and concise

written or spoken directions, the listener also bears a responsibility to

hear and understand messages.

2. Fewer Misunderstandings – Regardless of the clarity of written or

spoken messages, the effective listener can prevent misunderstandings

and salvage what otherwise might be a mis-communication by

practicing active listening skills.

3. Improved Relationships – Relationships are damaged by

misunderstandings that can lead to unsatisfactory business transactions

as well as hurt feelings in personal relationships. Excellent listening

practices tell others that they are important, special, and what they

17
Vishwanath Bite, Listening : An Important Skill and Its Various Aspects.... 6-7.
 have to say is valued. That is very attractive and contributes to strong

relationships.

4. Personal Growth – A person learns and grows by listening and

understanding other viewpoints, differing ideas, and exploring

conflicting viewpoints. Learning the skill of active and effective

listening not only adds a tool to the personal development portfolio,

but equips you to continue growing with tools for exploring new

ideas.18

11. Common Listening Mistakes

while Listening. Some of them are:

1. Interrupting the speaker.

and relegates the speaker's story to something less important.

4. Dominating Conversations - A person who dominates conversations

probably commits all of the above mistakes and is not listening at

all.19

18
Vishwanath Bite, Listening : An Important Skill and Its Various Aspects.... Hal 7-
8.
19
Vishwanath Bite, Listening : An Important Skill and Its Various Aspects.... 8.
B. Teaching Listening Using Narrative Text

1. Definition of Narrative Text

According to McQuillan “a narrative text is a story that is told in

language and converted into language signs”.20

a. Mark and Kathy define narrative text types tell a story using

spoken or written a language. It can be communicated using

radio, television, books, newspaper or computer files. Picture,

facial expressions, and camera angles can also be used to help

communicate meaning. The narrative is usually told by a

storyteller. This person gives his/her point of view to the audience

and determines the order in which the events of the story will be

told.21

b. Based on Georgetown.edu narrative is the telling of a story or

communication of a chain of events, fictive or real. Aspects of

narrative include how the story is told, the context in which it is

presented, and the construction of the story. 22

20
Farah Yunita, Abdul Muin and Fitri Hilmiyati, Loquen Studies English Journal
(Vol 10 No 1 (2017): January-June 2017), 48.
21
Mark Anderson and Kathy Anderson, Text Types in English 1 (Macmillan :
Education Australia, 1997), 2.
22
http://narrative.georgetown.edu/wiki/index.php/Narrative#References (on 5 June
2008, at 09:35)
 c. According to Mark and Kathy A Narrative is a piece of text

which tells a story and, in doing so, entertain or informs the

reader or listener.23

From those definitions above, it can be inferred that Narrative Text is

story to entertain people, a story with complication or problematic events

and it tries to find the resolutions to solve the problems and text that tells a

story and, in doing so, entertains the audience. It has character, setting,

and action. The character, the setting, and the problem of the narrative are

usually introduced in the beginning.

Sample of Narrative Text:

GOLDEN EGGS

23
Mark Anderson and Kathy Anderson, Text Types in English 2 (Macmillan :
Education Australia, 1997), 8.
 A long time ago a remote village, in central China was inhabited

mainly with farmers and hunters. One day, a poor farmer lost his entire

livestock to flood. He prayed hard to God for help or his family would die

of starvation.

A few days later, an old man with a long grey beard, passed by his

house took pity on him. He gave him a goose and said: “ I don’t have any

expensive thing to give you and hope this goose will help you to ease your

hardship.”

A week later to almost surprise the farmer found an egg in his yard.

This was no ordinary egg. It was a golden egg. He was suddenly

overcome with joy.

Thereafter, his livelihood had rapidly improved but the farmer had

forgotten his earlier hardship. He became lazy, arrogant and spendthrift.

Strangely, the goose only laid one golden egg every six months.

The greedy farmer lost his patient and slaughtered his goose thinking

there were plenty of golden eggs inside its stomach. Though he very much

regretted his foolishness, it’s already too late.24

2. Generic Structure of Narrative Text

According to Pardiyono there are four elements of structure of

Narrative, they are :

24
http://triafebrilia-fl.blogspot.com/2012/04/v-behaviorurldefaul tvmlo_28.html
(Sabtu, 24 April 2012).
 1. Orientation is consists of the topic of an activity or event which is

told.

2. Complication consists of some conflicts, which happen.

3. Resolution is the text element consists of the problem solving.

4. Coda is a simple conclusion which consists of moral lesson for the

reader.25

3. Types of Narratives

There are many different types of narrative including:

a. Humour

b. Romance

c. Crime

d. Real-life fiction

e. Historical fiction

f. Mystery

g. Fantasy

h. Science fiction

i. Diary-Novels

j. Adventure26

25
Iyan Sopyana, Loquen English Studies Journal (Vol. 8 No. 2/July-
December/2015), 197.
26
Mark Anderson and Kathy Anderson, Text Types 2,.....18.
C. Teaching Listening Using Youtube Video

1. Definition of Youtube

a. According to Jennifer Brook Youtube (http://www.youtube.com) is a

Web 2.0 site that is primarily based on video sharing, commenting,

and viewing (see Figure 1). On the website, users can post self-

created videos, create appropriate tags related to the video’s content

(taxonomy) (see Figure 2), write a title and description for the video’s

content, comment on his or her own or other users’ videos (see

Figure 3), create or join other users’ video channels on various topics

of interest, search for video based on title or keyword, create video

responses to others’ videos, etc. According to Jones and Cuthrell

(2011), Youtube is considered to be a Web 2.0 site and not merely a

collection of information because members of the website share their

work and participate in peer feedback through asynchronous

interaction with other users.27

b. Patricia defines Youtube is a public video- sharing website where

people can experience varying degress of engagement with videos,

ranging from casual viewing to sharing videos in order to maintain

social relationships.28

27
Jennifer Brook, The Affordances of Youtube for Language Learning and
Teaching (Hawaii Pacific University Tesol Working,2011), 38.
28
Patricia G. Lange, Publicly Private and Privately Public: Social Networking on
Youtube (School of Cinematic Arts University of Southern California, 2008), 361.
 c. Youtube is based in San Bruno, and uses Adobe Flash Video

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

including movie clips, TV clips, and music videos, as well as amateur

content such as video blogging and short original videos.29

From those definitions above, it can be inferred that Youtube

is a video sharing service that allows users to watch videos posted by

other users and upload videos of their own and Youtube is considered

to be a Web 2.0 site and not merely a collection of information

because members of the website share their work and participate in

peer feedback through asynchronous interaction with other users.

2. Definition of Video

a. According to Zac Video is defined here as digitally recorded content

that has sound and motion that can be stored or delivered live, and

can be streamed to a variety of devices. It may or may not have the

lecturer visible and can include an animated film, or a

demonstration.30

b. Zac defines Video is permeating our educational institutions,

transforming the way we teach, learn, study, communicate, and work.

Harnessing the power of video to achieve improved outcomes, for

example, a better grade in exams/assignments or more effective

29
Simeon O. Edosomwan , The history of social media and its impact on business (
The Journal of Applied Management & Enterpreneurship, 2011).
30
Zac Woolfitt, The effective use of video in higher education (Inholland
University of Applied Sciences, 2015), 4.
 knowledge transfer is becoming an essential skill. A key pillar in the

drive towards improved digital literacy, video brings considerable

benefits to educational institutions: streamlined admissions, increased

retention, and improved learning outcomes.31

c. Video is widely considered more powerful, more salient, and more

comprehensible than other media for second and foreign language

students (Brinton & Gaskill, 1978; MacWilliam, 1986; Tudor, 1987;

Vanderplank, 1990).32

d. Video is a form of multimedia that conveys information through two

simultaneous sensory channels: aural and visual. It often uses

multiple presentation modes, such as verbal and pictorial

representations in the case of on-screen print and closed-captioning

(Mayer, 2001).33

From those definitions above, it can be inferred that, Video is

an electronic medium for the recording, copying, playback,

broadcasting, and display of moving visual media, a video was first

developed for mechanical television systems, which were quickly

replaced systems which were later replaced by flat panel displays of

several types.

31
Zac Woolfitt, The effective use of video in higher education....., 6.
32
Carla Meskill, Listening Skills Development Through Multimedia (University at
Albany, State University of New York, 1996), 184.
33
Emily Cruse, Using Educational Video in the Classroom:
Theory, Research and Practice (M.Ed., Curriculum Director, Library Video Company), 6.
3. Advantages and Disadvantages of Youtube
a. Advantages of Youtube

YouTube is the same as another site which has advantages and

disadvantages. For the good side or advantages side of Youtube,

there is a benefit to all gender, ages and education, especially in

teaching classrooms.

1. In education YouTube help in term of providing the video of

teaching and learning for the students to get the knowledge from

the professors in another part of the world.

2. The students are able to access the sources of learning anytime

anywhere they want without any payment.

3. Provide the chance for all the learner to study with the high

professional teacher especially for those who have no chance to

go university.

4. There are many skilled people who upload their video and we can

learn from their skill.

5. YouTube is a very wide classroom for teaching and learning

which we can save our time and budget.

6. It is the biggest source of study which easiest to understand by the

video such as video on how to make up, video on how to cook,

video on how …etc.

such as music, movies, game show and many more which we can

release our stress and enjoy.

8. It is a big digital library which has both image and sound.

9. YouTube is a site with we can playback all the video which help

people to not miss the interesting video.

10. YouTube is also benefited to spread the religion which we can

access your Ustaz in other countries.

b. Disadvantages of Youtube

YouTube is one of the two-edged swords which one side is good

and another side is bad but it depends on the purpose of the user if

they use in the wrong ways there will get back the bad feedback and

if they use it in a good way they will earn the good feedback as well.

1. YouTube is a free site which sometime the young generation will

get a bad example from the video.

2. There are many pirated movie and song spread on YouTube

which affect the copyright issue.

3. There are many uncensored or sexual harassment clip which is

not suitable for the young age user.

4. There are many videos which spread the wrong believes that is

dangerous to follow such as eating Mentos with a carbonated

drink.
 5. Because of the freedom of uploading the video, there are many

videos were uploaded by other people and its effect the whole life

of the owner.34

According to Grahl (2013), social media can be categorised into

six different but overlapping categories, which include:

1. Social Network (e.g. Facebook, LinkedIn)

2. Bookmarking sites (e.g. Delicious, StumbleUpon)

3. Social News (e.g Digg, Reddit)

4. Media sharing ( e.g. Instagram, Youtube, Flickr)

5. Microblogging (e.g. Twitter) and

6. Blogging, particularly comments and forums.35

4. The Benefits of using Video

Having audio and video available to your students can support their

learning in the following ways. It:

1. Provides diverse teaching techniques for learning.

2. Gives the teacher a voice – this can reduce the feeling of isolation for

cloud-based students, but also helps located students feel connected.

3. Can be used to simplify and explain complex problems.

34
https://211173.weebly.com/advantages--disadvantages.html (On Friday, 08
February 2019).
35
Fiona Farr and Liam Murray, The Routledge Handbook Of Language Learning
and Technology (Routledge, New York, 2016), 255.
 4. Can allow students to access the learning materials as often as

required.

5. Allows students to learn at their own pace, with instant playback,

rewind and pause.

6. Reduces frequently asked questions from students.

7. Can be re-used.36

36
http://www.deakin.edu.au/__data/assets/pdf_file/0003/179013/Modules_1-
4_Using_audio_and_video_for_educational_purposes-2014-02-28.pdf (28 February 2014).