CHAPTER I

INTRODUCTION

A. Background of the Study

YouTube website is a site used for various videos that can be
accessed and shared easily (Wenner & Campbell, 2017). YouTube website
is used for various videos, where users can watch and share it for free and
easily. YouTube video is one of the learning media that can be used in
teaching, especially teaching English that involves speaking skills to train
public speaking and confidence that are considered difficult to learn
(Coates, Hardman, Halford, Christiansen, & Boyland, 2019). Hence,
YouTube videos can be used to support more interesting learning.
YouTube website is currently user-centered. According to Faiqah,
Nadjib, & Amir, (2016) YouTube can be a learning related to current
internet technology which is in line with the learning approach where
students become the center and the main actors of learning activities.
YouTube video is important to enhance teaching speaking. Student can
know the varieties language in the world and can improve their speaking
through authentic material (Jalaluddin, 2016). YouTube has become one of
the most-popular websites in the world (Mayoral, Gonzalez, & Flores,
2011). YouTube Video can be used as a learning teaching featured with
images and visuals. YouTube videos are used by students because they are
considered as a learning resource that is familiar with their daily lives,
because in this phenomenon, students are required to be more creative to
full fill their guidelines learning (Lestari, 2017). In teaching interpersonal
speaking, lecturer can use YouTube video to give optimal media learning
in order the students can enhance their speaking skills.
Making assignments using videos that must be uploaded on the
YouTube website is unique and challenging for students. Every innovation
created by students in the video will have a positive impact on students

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including; become creative and foster self-confidence in learning English,

because in taking videos students need places and situations that support
and editing systems that make videos interesting to watch (Ngafifi, 2014).
On the other hand, the lecturer also will not lose student videos and easily
ask students to send a link.
In Indonesia, teaching English has been taught since elementary
school. However ideally the material that is said to be compulsory has
only been given since the 7th grade of junior high school to college. These
are four skills that are normally given such as reading, listening, writing
and speaking. But in reality, a few students still cannot understand verbal
sentences or words are spoken by their friends and do not dare to speak
English with their friends. it means that students' speaking and vocabulary
skills are still limited (Ni Wayan Rati, & Dra. Nyoman Kusmariyatni,
2017).
Løvik, Hillestad, & Hertzberg, (1999) said the purpose of language
learning is to be able to speak English properly and correctly. To create
succeed learning, someone must be able to hone their language by
providing or facilitating knowledge about speaking skills. According to
Saswati, Risna and Sibuea, (2012) language ability does not need language
features but need a content to convey the messages. Thus, students can
have good speaking skills to achieve English language learning goals.
Interpersonal speaking is a major speaking skills for first semester
in English department student Universitas Muhammadiyah Surakarta .
Interpersonal speaking course aims to accostom student to think
interactively with others, such as introduction, telling favorite teacher,
favorite place, experience in speaking, respond a video and killing the
time. Those responses are communicative responses are taught in English
Department Students (Sumarni, 2014). Indonesia students usually learn
speaking skills only taught how to speak, spell, and correct pronunciation
of words in front of the class, but in interpersonal speaking class is
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different from other speaking classes where interpersonal speaking uses

YouTube videos as learning media to the 1st semester. YouTube video is
a new way of learning medium to create new entertaining ways because it
connects technology as a medium of learning and information technology
tools (Djahida, 2017; Labdi, 2014)
Interpersonal speaking learning is not done continuously in the
classroom, when classes are off, YouTube videos can be used as second
language classrooms to support learning (Thomas & Brook-Carter, 2011).
The process of learning interpersonal speaking does not only speak in
front of the class, but there is delivery of material and an explanation of
the material to be uploaded on YouTube. In the use of YouTube videos
students will have a lot of experience, Because making videos includes
several benefits, such as self-confidence, creativity and consistency. The
conventional learning in teaching speaking can make student being bored
(Ginaya, Aryana, & Somawati, 2018).
The researcher conducted this research because the interpersonal
speaking subject was technically a different learning model from the other
learning models, and the application of interpersonal speaking subject was
different in teaching to each lecturer, the lecturer had different innovations
to create a good learning process. For example, in the first Semester
English Department Students, Universitas Muhammadiyah Surakarta
YouTube video is used to enhance students' speaking skills in teaching
English.
The purpose of this study is to investigate how is the use of
YouTube as a means of improving students' speaking skills to the first
semester English Department Students in teaching English. Researcher
hopes that the results of this study can become a new learning medium for
teaching speaking. Therefore, researcher chooses first semester English
Department Students, Universitas Muhammadiyah Surakarta as the object
of study to conduct research. For this reason, the researcher wants to
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investigate the benefits of YouTube videos for teaching English with the
title: Utilizing YouTube Videos to Enhance Students Speaking Skills in
Teaching English To the 1st Semester English Department Students.
This research is focused to find out the influence of using YouTube
videos to teach speaking in teaching English and to find out the difficulties
experienced by students when using YouTube videos in teaching English
in the 1st Semester English Department Students. Researcher is interested
in this topic because the learning methods used are different from the
others. Most of the teaching of interpersonal speaking learning is done
only in the classroom such as; speaking in front of the class, listening to
what the lecturer has to say about pronunciation, spelling, etc. This is an
interesting difference that is using YouTube videos to improve speaking
skills. Therefore, the research on the use of YouTube in interpersonal
speaking is worth to conduct.

B. Limitation of the Study

The research subjects are responses from 1st semester English
Department Students, Universitas Muhammadiyah Surakarta who takes
interpersonal speaking subjects at Universitas Muhammadiyah Surakarta.
The object of the study is a transcripts of students’ interviewing who
joined interpersonal speaking subjects at the English Department Student,
Universitas Muhammadiyah Surakarta.

C. Problem Statement
Based on the research background described, the researcher formulated the
problem statement as follows:
1. How do English Department Students perceive their experience
learning interpersonal speaking by using YouTube video?
2. What are the difficulties faced by students in learning interpersonal
speaking using YouTube video as subject in teaching English?
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D. Objective of the Study

Based on the statement of the problem above, the research objectives are
as follows:
1. To describe how do English Department Students perceive their
experience learning interpersonal speaking by using YouTube
video.
2. To describe What are the difficulties faced by students in learning
interpersonal speaking using YouTube video as subjects in teaching
English.

E. Significance of the Study

The researcher hopes that the results of this study can benefit the readers
and the following parties:
1. The results of this study are expected to be able to make new
alternative learning and teaching for lecturers to improve speaking
skiil using youtube videos, especially English Department students.
2. The results of this study are expected to help students to improve
speaking skills and increase students’ moral in improving speaking
skills.
3. Other researchers, the results of this study are expected to be used
as additional new information as a learning media tool about using
YouTube videos to enhance students' speaking skills in teaching
English.

F. Research Paper Organization

This research paper is taken from the "First semester English
department students response on the use of YouTube videos to enhance
students' speaking skills as subjects in teaching English. The research is
organized systematically in five chapters. Each research chapter is divided
into further divisions, including the following:
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Chapter I discusses the introduction. This chapter explains the

main problems of this research paper. This chapter consists of research
background, research boundaries, problem statements, research objectives,
and research benefits.
Chapter II is related literature. This chapter discusses previous
research related to this topic and the basic theories used in this study.
Chapter III discusses research methods. This chapter contains the
types of research, research subjects, data and data sources, data collection
techniques, data analysis techniques and data credibility.
Chapter IV is the research findings and discussion. This chapter
consists of research findings and discussion.
Chapter V discusses the conclusions, implications and research
suggestions. In this chapter, the researcher concludes the results of the
study, the pedagogical implications of the study and provides suggestions
related to the results of the study.