THE USE OF YOUTUBE ENGLISH MUSIC VIDEOS IN IMPROVING

STUDENTS’ GRAMMATICAL COMPETENCE

ASSIGNMENT (20%)

SEMESTER: FEBRUARY 2023

PROGRAMME: BTESL

SUBJECT/CODE: METHODOLOGY IN TEACHING GRAMMAR

(ELT22603)

NAME: FELISHA HANNIS AMLAN

MATRIC ID: 2062023020022

LECTERUR: MDM NAGAJOTHI MARIYAPPEN

DATE OF SUBMISSION: 25/3/2023

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 THE USE OF YOUTUBE ENGLISH MUSIC VIDEOS IN IMPROVING
STUDENTS’ GRAMMATICAL COMPETENCE

INTRODUCTION

This paper will provide a list of studies that will aid in understanding how YouTube videos
can be used to learn English especially grammar. It will examine the findings of similar
research
and who the participants were, as well as the study's findings.

Teaching Grammar

The English language has already been a part of the natural communication between the
teachers and the learners. More so, English teachers' grammatical skills serve as the basis of
the students' language improvement. Teachers enable the students' language capabilities to
progress and intensify them as they communicate in various professional settings. Nugraheni
(2017) stated that teachers also acquire advantages through different teaching strategies and
approaches as they teach grammar. In this way, the teachers also receive the language as they
learn where their only target is to teach the language. Moreover, an English teacher must
learn to decide the best strategy to use when teaching grammar, utilizing an equilibrium
between learning grammar and natural communication (Nugraheni, 2017). On the other hand,
grammar has not been the highlight in learning since teaching English focuses primarily on
the Genre-Based Approach (GBA). In this way, grammar becomes a part that strengthens the
genre of what the teacher explains. For that reason, grammar teaching is not taught
separately. English instructors may use various teaching strategies to explain English
grammar extensively. It aims to let the students enjoy and clearly understand what the teacher
explains in the class.

YouTube in Language Classroom

In the last two decades, YouTube has become a rich and relevant platform for social media

users because it hosts diverse views and activities. YouTube is among the most popular video

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sharing sites on the internet. People can watch a variety of videos on YouTube. The
effectiveness of YouTube English music videos in boosting learners' grammatical
competence. YouTube videos can enhance the English teaching and learning process.
Additionally, watching YouTube videos improve other areas of learners' English language
skills. The following reviewed articles demonstrate that watching YouTube videos enhanced
various facets of English-speaking abilities, pronunciation, vocabulary, and grammar are
among them (Dahwan, 2020). Technology has invaded every aspect of our lives, the most
vital of which is education, where the teaching-learning process is the prime target. Most
modern-day classrooms are innovative in nature, being equipped with a smart-board or a
data-show projector. Traditional classroom, with a standard curriculum given by a teacher
face-to-face, where traditional paper-and-pencil tests are administered, is no longer the
favoured option. We live in a world dominated by state-of-the-art digital technology featuring
smartphones, iPads, and YouTube videos supported by highly sophisticated ICT applications
in all walks of life, top among which is education. 

Journal Article 1- EFL Teachers' Professional Development: The Cases of Skills,

Competences, and Technology Use for Teaching Grammar by Moloud Kashiri, Mina
Basirat and Mahboubeh Taghizadeh

The objective of this study is to explore the perspectives of EFL pre-service teacher on how
to use technologies competently in teaching grammar. The researchers also determine the
strategies the pre-service teachers use to motivate EFL learners to learn grammar better.
The researchers introduce the issues regarding the best way or approaches in the teaching
grammar. According to Ellis (2020) and Khan (2016), Regardless of debatable findings and
various beginnings about teaching grammar, grammar instruction has been fundamental in
language teaching in the views of English as a Foreign Language (EFL) methodologists and
teachers. Khan (2016) states that the critical issue is on the impact of selecting suitable
approach for teaching grammar based on student profiles. There have not been common
opinions on a particular method of teaching grammar being more effective. Furthermore,
psychological aspects regarding grammar instruction should be taken into account since
instructors are dealing with learners as human beings (Khan, 2016).

In this study, there were 43 pre-service EFL teachers (36 females and 7 males) aged ranges
from 23-50b years old enrolling Master of TEFL programmes at Iran University of Science

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and Technology. The data were gathered from three open-ended questions. The open-ended
questions were divided into three sections: (i) the competencies required to teach grammar,
(ii) the technologies in teaching grammar, and (iii) students’ motivation in learning grammar.
The participants were asked to write their responses on Google Forms and the participants
received the link via WhatsApp. The responses from the participants should be written
comprehensively, and their participations were very important and emphasized.

The researchers conducted the qualitative approach by having conventional content analysis.
Themes gained from the three open-ended questions were identified and then theme were
provided with their related frequency.

The findings show that EFL teachers should have a good knowledge of grammar, competent
in every aspect of language, and be creative in teaching. For teachers to teach grammar, they
need to have high knowledge of grammar and be aware of different grammar rules and
different ways to present them to students so that they can acquire the language easily. EFL
teachers should have a good understanding of language features and have a wide range of
abilities, such as lexical, auditory, syntactic, and writing competences, have enough
knowledge of methods of teaching grammar, and know how to teach, contextualize, raise
conscience, and adopt grammar rules. In addition, since teaching grammar is demanding, they
should also be familiar with students’ learning styles, traits, and language levels to present the
grammar rules effectively. EFL teachers also need to know the latest approaches to teaching
grammar, including integrative approach and using songs, stories, podcasts, technologies, and
authentic tasks. Furthermore, to teach grammar and to give comprehensible input to students
to help them consolidate the grammatical rules, they need to find creative ways, such as using
flashcards, pictures, and technologies. With technologies, EFL teachers may benefit from in
teaching grammar, the outcomes revealed that the use of various applications and websites
could be of great help. Moreover, pre-service teachers held the opinion that contextualization
and authentic tasks, raising students’ awareness about the significance of grammar, teaching
through stories and songs, and using technologies in interesting and fun activities could
motivate EFL to learn acquire grammar.

The study has explored the views of pre-service teachers on using technologies in teaching
grammar. The following study will discuss the use of YouTube in teaching grammar.

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Journal Article 2- YOUTUBE Video Utilization to Enhance the Students Grammatical
Competence by Earl Jones G. Muico

In the Philippines context, the researcher, Muico (2021) investigates the grammatical
competence of undergraduates studying Marketing management at University of Mindanao.
Studies in the past have publicized that using innovative technology is not something new.
Such as the study of Tacadena et al. (2021), which used LMS like Quipper. Youtube was also
used by teachers in the study of Muico (2019). Several studies have also delved into
enhancing grammatical competence. In this study, the researcher aims to discover the use of
YouTube videos in enhancing the students’ grammatical competence in the local setting. The
purpose of this study was to determine whether YouTube can enhance the students’
grammatical competence. The researcher conducted the quasi experimental study that
required to answer the following questions:
1. What is the level of grammatical competence of the students in the pre and post-test in
terms of: Phonology, Morphology, Syntax and Vocabulary.
This study involves 45 second year Business Administration major in Marketing
Management students of the University of Mindanao Tagum College. The study implements
the one-group, pre-post-test design lasted for 10 days with an hour allotted for each day. The
researcher distributes a questionnaire that underwent the validity and reliability test.
Moreover, lesson logs also were used to integrate the utilization of YouTube in the lesson.

Grammatical competence of the students before and after the utilization of YouTube
videos
Indicator Mean (PRE Descriptive Mean (POST Descriptive
TEST) Equivalent TEST Equivalent
Phonology 8 moderate 10 high
Morphology 9 high 11 high
Syntax 8 moderate 10 high
Vocabulary 10 high 12 high
TOTAL 35 moderate 42 high

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The study revealed that after the utilization of YouTube in the class, there was an evident
improvement in the scores of the participants; there was also a significant difference on the
mean gain scores of the pre and post-test of the experimental group; thus, the study rejected
the null hypotheses. The findings show that the use of video help second language learners
acquire vocabulary and grammar, improve spelling and develop the linguistic skills of
reading, writing, speaking and listening. It was evident that YouTube enhanced the students’
the grammatical competence. The increase of the pre-test and post-test scores of the
experimental group can be attributed to utilization of YouTube. Based on the result, the
researcher recommends that language teachers should utilize YouTube videos in the
classroom because of its positive effects on the students’ grammatical competence. Thus,
there is less need for strict monitoring and the use of YouTube in enhancing the students’
grammatical competence is empirically supported in the studies mentioned. Based on the
result, the researcher recommends that language teachers should utilize YouTube videos in
the classroom because of its positive effects on the students’ grammatical competence.

Journal Article 3- Students’ Perception of the Use of Youtube in English Language

Learning by Tania Tahmina

In this study, the researcher aims to view perspectives of sixty-six undergraduate students of
the Department of English, Jagannath University, Dhaka, Bangladesh in using YouTube in
their language classrooms. With YouTube platform has become an unstoppable part of
students’ lives, language teachers have to explore their perceptions and assist them to learn
English language with the help of this platform. According to Aprianto (2020), YouTube has
many positive impacts on the learners; e.g., they participate in classes enthusiastically,
engage in social activities, think critically, comprehend the subject matter effectively, and
learn in an independent way. The research conducted by Putri (2022) revealed that practising
drilling following YouTube videos helps learners to improve their fluency, vocabulary,
grammar, and pronunciation.
A mixed-method approach is used to collect the both questionnaire and semi structured
interview data in order to understand the perceptions better. The researcher prepared the
questionnaire that consisted of ten statements on the students’ perception about using
YouTube in their acquisition of English language. The questionnaire used two scales:

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“Agree” and “Disagree”. Ten students volunteered to participate in the interview at different
time and places. The interview was administered to validate the data gathered through
questionnaires. The results showed that while the majority of students claimed that watching
instructional YouTube videos had helped them, they also claimed that this platform had
minimal effect on their ability to prepare assignments, pay attention while studying, and
master grammar. The majority of students claimed that YouTube had benefited their learning
of English vocabulary, made learning English very interesting, made it simple to understand
the content of YouTube videos, provided them with useful resources for learning English,
helped them improve their language skills by taking notes in a diary while watching videos,
improved their speaking abilities, and improved their listening comprehension. Consequently,
it can be inferred from the results of this study that using YouTube has a lot of advantages.

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 References

Artunduaga Cuéllar, M. (2013). Process Writing and the Development of Grammatical

Competence. HOW Journal, 20(1), 11-35. Retrieved from
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Aprianto, A. (2020). To what extent does YouTube Contents-based Language Learning
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Dhawan S. (2020). Online learning: a panacea in the time of COVID-19 crisis. J. Educ.
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Ellis, R. (2006). Current issues in the teaching of grammar: An SLA perspective. TESOL
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