ACKNOWLEDGEMENT

In the name of Allah swt the lord of the world, the master of the day after, the creator

of everything in this universe who has no partner. All praises and mercies 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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The researcher realizes that this research is not perfect yet. Therefore, any

constructive criticism and suggestion will be gladly accepted.

Tulungagung, March 27th 2023

The Writer

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 TABLE OF CONTENT

COVER PAGE ...................................................................................................... i

ADVISORS’ APPROVAL SHEET .................................................................... ii
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 ......................................................................10

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 b. The Kinds of Vocabulary .....................................................................11
c. Importance of Vocabulary Mastery ......................................................16
d. Teaching Vocabulary ............................................................................17
e. Testing Vocabulary ...............................................................................29
B. YouTube ....................................................................................................32
a. Definition of YouTube .........................................................................32
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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 B. Suggestion ................................................................................................. 91
REFFERENCES .................................................................................................93
APPENDICES .....................................................................................................97

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 LIST OF TABLES
Table Page
2.3: Summary of Previou Studies .........................................................................44
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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 LIST OF FIGURES
Figure Page
2.1 Kampung Inggris LC YouTube Channel ........................................................39
2.2 Shorts Video on Kampung Inggris LC YouTube Channel .............................39
3.2 Causal Effect Relationship ..............................................................................52

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 LIST OF APPENDICES
Appendix Page
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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 ABSTRACT

Hidayah, Isnatin Nur. Student Registered Number. 12203193024. 2023. The

Effectiveness of Shorts Video on Kampung Inggris LC YouTube Channel on
Students' Vocabulary Mastery of the First Grade at SMPN 1 Sumbergempol.
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 this study. Since, the data of
experimental and control group were normally distributed and homogeneous. The

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researcher calculated the data by using parametric statistics Independent Sample T-
test with SPSS Statistics 25.0 version.
The result of the study presented that the students in experimental class had
significant mean score than students in control class. It was proved by the 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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 ABSTRAK

Hidayah, Isnatin Nur. NIM. 12203193024. 2023. The Effectiveness of Shorts Video
on Kampung Inggris LC YouTube Channel on Students' Vocabulary Mastery
of the First Grade at SMPN 1 Sumbergempol. Skripsi. Jurusan 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 VII-A terdiri dari 32
siswa dan VII-G terdiri dari 34 siswa. Tes digunakan sebagai instrumen penelitian
pada penelitian ini. Karena data di kelas eksperimental dan kontrol terdistribusi

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secara normal dan homogen. Peneliti menghitung data menggunakan statistik
parametrik yaitu uji Independent Sample T-Test dengan SPSS Statistics versi 25.0.
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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