CHAPTER II

REVIEW OF RELATED LITERATURE

2.1 Vocabulary

2.1.1 Definition of Vocabulary

Vocabulary is one aspect of language that must be learned, and is a basic

component of communication. People usually needs vocabulary to talk to each

other, especially learners who need more vocabulary to understand a text written

in English, to write in English and also to speak in English. This shows the

importance of vocabulary in learning a new language. There are many definitions

of vocabulary given by experts:

According to Linse, Vocabulary is the collection of words that a person

knows.1 Vocabulary is an important part of learning English or any other foreign

language. In order to master other skills while learning English, students need to

master vocabulary. Furthermore, Renandya and Richard define : Vocabulary is a

core component of language ability and the basis for learners’ speaking, listening,

reading and writing abilities.2 It can be said that vocabulary is an important

element that can help students expand their ideas in speaking, listening, reading

and writing.

1
Caroline T. Linse, Practical English Language Teaching: Young Leraners. (New York:
McGraw Hill, 2005), p. 121

2
W. Renadya and J. Richard. Methodology in Language Teaching. (Cambridge:
Cambridge University press, 2002), p. 255

7
 8

David Wilkins in thornbury, says that without grammar very little can be

conveyed, without vocabulary nothing can be conveyed.3 When we're just learning

about grammar without learning vocabulary, we cannot say anything. This shows

that learning vocabulary is almost more important than learning grammar.

Hackman states that vocabulary is more than lists words, although the

size of one’s vocabulary is important, it is knowing how to use it that is most

important.4 Students cannot understand what they are reading without

understanding what the words mean.

Based on the statement above, the researcher concludes that vocabulary

is an important part of learning a language. Without mastering a large vocabulary,

it is very difficult for a learner to learn and use English to speak. We can still

understand the language even though the grammar is lacking. On the other hand,

language will not tell us anything if we know nothing about vocabulary.

Therefore, vocabulary is an important part of language that gives meaning to

language.

2.1.2 Kinds of Vocabulary

Hiebert and Kamil stated that words has two forms, the first is oral

vocabulary is a collection of words that we know the meaning of when we speak

or read orally. Second, printed vocabulary consists of words that The meaning is

known when we write or read silently. They also define knowledge about words

also come in at least two forms as follows:

3
Scott Thornbury, How to Teach Vocabulary (Essex: Longman, 2002), p.13
4
Sue Hackman, Teaching Effective Vocabulary (Nottingham: Department for Children,
Schools and Families 2008), p. 3
 9

a) Productive vocabulary

Productive vocabulary is a collection of words that a person can use

whenwrite or speak. They are well-known, familiar, and frequently used

words.

b) Receptive or recognition vocabulary

Receptive or recognition vocabulary is a collection of words which

Individuals can provide meaning when listening or reading. These are

those words often less well known by students and less frequently used.

Individuals perhaps can give them some kind of meaning, even though

they may not know it all the intricacies of the distinction. Usually, these

are also those words individuals do not use them spontaneously. However,

when individuals meet these words, they recognized them, although

imperfectly.5

From the explanations above, it can be concluded that there are two types

of vocabulary. They are productive and receptive vocabulary. Productive

vocabulary is used in speaking and writing. The students need to be able to use

and understand the words. On the other hand, receptive vocabulary is only

presented until the students know the meaning to understand the context of

reading and listening.

5
Elfrieda H Hiebert and Michael L. Kamil, Teaching and Learning Vocabulary, Bringing
Research To Practice, (London: Lawrence Erlbaum Associates, 2005), p. 3
 10

2.1.3 Aspect of Vocabulary

Harmer’s opinion can be added to clarify the discussion. In his book,

Harmer said that vocabulary should discuss several aspects, namely: the meaning

of words (synonyms, antonyms, connotations and denotations), expand the use of

words such as idioms, word combinations or collocations, and the word grammar

consisting of nouns, verbs, adjectives and adverbs.

a) Word meaning

One word can have more than one meaning. The meaning of the word

depending on the situation in which the word occurs. Therefore in teaching

vocabulary, the words taught to students must be presented in various contexts to

denote various meanings. To find out the negative or positive meaning that occurs

in the word.

1. Synonyms are words that have the same meaning, the term synonym

comes from the Greek, syn means the same and nymy means name.

Synonym refers to the similarity of meaning, more than one word

having the same meaning, or more than one word expressing the same

meaning.

2. Antonym is the opposite of meaning. the term antonym comes from

the Greek, ant means opponent and nymy means name. Antonyms are

related to the opposite of meaning.

3. Denotation is the true meaning of a word, and has the same meaning

based on the dictionary meaning, has no other meaning or hidden

meaning.
 11

4. Connotation is the meaning added to the denotation sentence in the

form of an idea or feeling, both positive and negative.

b) Word use

The meaning of a word can be changed, expanded, or limited by how it is

used, depending on the context of the sentence itself. and this is something

students need to know in relation to word use. Harmer states that students need

recognition such as idiomatic use, metaphorical use, and word collocations.

1. Idiomatic Use, Word meanings are often stretched through usage

idioms (idiomatic expression). “Cats and Dogs” as it is, can be put

into it fixed phrases like raining cats and dogs, meaning very heavy

rain.

2. Metaphor is the use of a word to show something which differs from

the literal meaning for example, 'to blow someone with a kiss' which

means to kiss the hand and pretend to blow kiss someone.

3. word Collocations is also governed by collocations, that is, which

words match each other. In other words, when you hear the word

‘asleep’ there is a good chance that the word 'fast' will be used with it

(‘fast asleep’).

c) Word Formation

Word formation refers to the form of words and how they are formed.

Some words are nouns, some are adjectives, some are verbs, and so on. Students

need to know how to form adjectives from nouns, how to form nouns into

adjectives, how to form verbs into nouns, or how to form adjectives from
 12

adjectives, etc. For example, beauty (noun) changed to beautiful (adjective) or

beatify (verb).

d) Word Grammar

Word grammar which comprises noun, verb, adjective, and adverb. Word

grammar refers to such things as the way words are used grammatically. In

English, for instance, some verbs are used without to (can, may) etc. English

verbs have tenses. Such as verbs “want” may change to “wanted”, speak may

change to “spoke” or “spoken”. The students need to know that they are used

correctly.6

From the explanation above, the researcher concludes that there are 4

kinds of aspects of vocabulary, they are: word meaning (synonyms, antonyms,

connotations, and denotation), word use (idiomatic use, metaphorical use, word

collocation) word formation, and word grammar (noun, verb, adjective, and

adverb). In this study, researcher on aspects of word grammar, especially nouns

(countable noun and uncountable noun).

2.1.4 Teaching Vocabulary

In teaching vocabulary there are some requirements for us that are very

important to apply in the class. Wallace indicates the main principle of teaching

and learning vocabulary as follows:

a) Objectives

We need to be clear about how much vocabulary we want to teach.

6
Jeremy Harmer, The Practice of English Language Teaching Third Edition (London:
Longman, 2001), p. 16-19
 13

b) Quantity

The teacher may need to decide on the amount of vocabulary to be

taught. Students can learn a lot of words in a lesson, but if there are too

many words, students may become confused, discouraged and frustrated.

c) Necessity

When teaching vocabulary, teachers should choose words that students

really need to communicate. The vocabulary of countable and non-

countable nouns is important to learn because it is related to everyday life

and is basic and general. By learning countable and non-countable nouns,

students will be able to write sentences correctly and help build clear and

grammatically correct sentences.

d) Frequent presentation and repetition

In vocabulary learning, repetition should be done at specific times until

there is evidence that students have mastered the target words.

e) Meaningful Presentation

When presenting vocabulary lessons, students should have a clear and

specific understanding of the words in question.

f) Situation and presentation

the words presented are appropriated to the students' situation.

g) Presenting Context

Words rarely appear in isolation, so it is important for students to know

the context in which the words are used, so that it is as if they are among

the words from the start.

 14

h) Learn your native vocabulary in your target language

When teaching target words, teachers should use native language words

as a tool to compare similarities and differences between word.7

Based on the explanation above about teaching vocabulary, it can be

concluded that teachers who teach vocabulary must understand the purpose of

teaching vocabulary.

2.2 Nouns

Nouns are words that refer to the name of person, name of place, things

and ideas. Nouns have a function as a subject in a sentence, as a complementary

object in a sentence, a direct object, an indirect object as an adverb. Dutwin

defines nouns as words that represent people, places, or things. 8 Folse also

mentions that nouns are names of people, places, things, or qualities. 9 The

definition given by the experts above states that nouns are parts of speech that

identify a person, place, thing, nature, action, and idea.

2.2.1 Kinds of Nouns

Types of Nouns There are several types of nouns. Waren classified noun

into: proper, common, abstract, and collective.

a) Proper noun

7
Michael J.Wallace, Vocabulary, semantics, and language, (Cambridge: Cambridge
University press, 2007), p. 207
8
Phyllis Dutwin, English Grammar: A Self Teaching Guide, (New York: McGraw-Hill
Companies,Inc, 2010), p.29

9
Keith S. Folse,et.al, Top 10 Great Grammmar For Great Writing, (Boston:Thomson
Heinle, 2008),p.8
 15

Proper noun is the name of a particular person, place. Proper nouns are

always written with a capital letter at the beginning.

b) Common noun

Common noun is a name that is given together for each person or thing

of the same class or type.

c) Abstract noun

An Abstract noun is usually names of qualities, actions, or states that

are considered separate from the object they belong to.

d) Collective noun

A collective noun is the name of a number (or collection) of people or

things that are taken together and spoken of as a unit.10

According to Greenbaum, there are additional types of nouns. Countable

and uncountable.

e) Countable nouns refer to entities that are considered countable.

Therefore, count nouns have both singular and plural forms and can be

accompanied by determiners that refer to differences in numbers:

A, one, every = student

Ten, many, those = students. The usual plural ends in –s.11

Countable nouns are objects that can be counted and are divided into two

forms. They are singular and plural.The singular form can use the determinant “a”

10
P.C Waren & H. Martin, High School English Grammar And Composition, (New Delhi:
S. Chand & Company, Ltd, 2000), p. 5-6

11
Sidney Greenbaum and Gerald Nelson, An Introduction to English Grammar, Second
Edition, (New York: Pearson Education Limited, 2002), p. 89
 16

or “an”. Singular countable nouns are always used with a/an". For example, a

book, an apple, a car. While plural form can change from singular to plural. From

one to more than one, some or many. There are two types of change, namely

regular and irregular.

1. Regular nouns

The plural is regularly formed by the addition of the ending – (e)s. for

examples, cat – cats. Boy – boys, pencil – pencils, etc. in writing, the

normal plural ending is –s, but if the words end in s, z, x, sh, or ch, the

ending takes the form –es.12

eg. bus – buses, box – boxes, bush – bushes, match – matches.

2. Irregular noun

An irregular plural noun is an irregular noun in the plural form. 13An

irregular noun is a noun that becomes plural by changing its spelling in

other ways than adding an “s” or “es” to the end of the word. This change

can happen in a variety of ways. Example of irregular nouns

1) Some irregular nouns take on the plural form by first changing the last

letter of the word before adding “s.” Words that end in “f” are a good

example of this case.

eg. elf - elves, calv - calves, loaf - loaves

2) Irregular nouns made plural by changing vowels, changing the word,

or adding a different ending.

12
Douglas Biber, et al., Longman Grammar of Spoken and Written English, (London:
Pearson Education Limited, 2000), p. 286.

13
John Eastwood, Oxford Guide to English Grammar, (New York: Oxford University
Press 2000), p380
 17

eg. mouse - mice, foot - feet, tooth - teeth.

3) Some irregular plural nouns have the same spelling as their singular

form such as scissors, pants, bison, deer, and sheep, then some animal

nouns become plural by keeping the same spelling as the singular form

or by adding an s or es.

eg: fish - fish/ fishes, deer - deer, sheep - sheep.

f) Uncountable nouns refer to entities that are viewed as indivisible masses

that cannot be counted and the singular is treated as the singular for

subject-verb agreement. For example: furniture, information, software. 14

Usually they do not have a plural form.We cannot use a/an with these

nouns.

It can be concluded that countable nouns are things that can be counted.

Countable nouns have singular and plural forms. The singular can use determiners

“a” and “an”. Example: a house. If the plural is combined with a plural countable

noun. Example: two books. Meanwhile, uncountable nouns are things that cannot

be counted with numbers. Example: Tea, milk, sugar. In this study, the researcher

focused on countable noun and uncountable noun.

2.2.2 Indefinite Pronouns in Countable and Uncountable Nouns

An indefinite pronoun is a pronoun that refers to objects or anything that

is not specific. The indefinite pronoun has a singular and plural form. In some

cases, indefinite pronouns can be used as singular or plural pronouns. The

following are some types of pronouns which include Indefinite Pronoun Quantity:
14
Sidney Greenbaum and Gerald Nelson, An Introduction to English Grammar, Second
Edition, (New York: Pearson Education Limited, 2002), p. 98
 18

Some, any, both, much, many, few, less. Plenty of, a lot of, etc. There are several

indefinite pronouns relating to countable and uncountable nouns.

a) Many and Much

Many are used to declare objects that can be counted or what we call

countable nouns. Much is used with uncountable nouns such as money.

b) Few and Little

Few and little have the same meaning, but there was a difference between

them, namely: The word few is used for countable nouns and the word

little refers to uncountable nouns.

c) Some and Any

These two words are usually used to express nouns that have an

indeterminate number of plural countable nouns or uncountable nouns.15

Based on the explanation above, the researcher focuses on the use of

many and much. By knowing the rules of their use, students can make sentences

with correct grammar and capture the meaning of sentences clearly.

2.3 Media
2.3.1 Definition of Media

In language teaching, good and interesting tools or media are needed.

There are several definitions of media according to experts, which are as follows:

15
Tesalonika Br Karo et, al. The Ability of the Eleventh Grade Students of Sma Deli
Murni Bandar Baru on Using Countable and Uncountable Nouns in the Academic Year of
2020/2021, Journal of Kairos Elt 5, no.1(2021), p. 39, Accessed on February 14 th 2024
 19

a) Murcia states that media are tools that teachers use to motivate students

by bringing real life into classroom and presenting languange in more

complete communication complex.16

b) According to Sadiman, media is anything that can be used to transmit

messages from the sender to the receiver to stimulate the thoughts,

feelings, attention and interests of the students.17

From some of the above definitions, the researcher define learning media

as Anything that educators use to channel messages to students to

facilitate the learning process in the classroom.

According to Putrawansyah, there are several benefits of using media in

teaching and learning process are as follow:

a) Making concepts that are difficult to explain directly to students can be

simplified through the use of learning media.

b) Facilitate objects that are dangerous and difficult to enter into the school

environment. With media, the teacher can display wild animals such as

tigers, bears, lions or other animals such as elephants and giraffes.

c) Can display objects that are too big and small. For example, the teacher

will convey pictures of ships, airplanes, markets and temples.

d) Shows the movement is too fast or slow by using the technique of slow

motion in the medium of film to show on trajectories, boom arrows or

16
Marianne Celce Murcia, Teaching English as a Second or Foreign Languange Third
Edition, (United Stated Of America: Heinle, 2001), p.461

17
Arief S. Sadiman, Media Pendidikan Pengertian, Pengembangan, dan Pemanfaatannya.
(Jakarta: PT Raja Grafindo Persada, 2009), p. 7
 20

show an explosion. As well as movements were too slow as growth

sprouts and blooms the flower.18

2.3.2 Kinds of Media

Harmer states that there are several types of media that can used by

teachers:

a) Course books are printed media. This includes material in printed form or

oral information. It can also be used by teachers as a basic teaching

guide.

b) Board, means Whiteboard and Interactive Whiteboard. Like

photography, boards are also used for various purposes. Harmer explains

that the teacher can use the board as (1) a notebook, (2) an explanatory

tool, (3) a picture frame, (4) general workbook, (5) game board, and (6)

noticeboard.

c) Overhead Projector (OHP), allow students to view written material or

pictures in front of the class transparently. The banner is projected using

a projector.

d) Flipchart, another learning media that teachers can use is flip charts.

Flipchart is a learning medium that contains a large sheet of paper.

Primarily used to jot down key points for group discussion. One of the

advantages of flipcharts is that they are easy to carry, easy to access, and

easy to use.

18
Andi Putrawansyah, “The Effectiveness of Using Youtube Video in Improving
Students' Speaking Skill Through Asking and Answer Questions” (Thesis, Muhammadiyah
University of Makassar, 2020), p 20
 21

e) computer-based presentation technology, Hamer said he had two key

elements for this learning media. It’s hardware and software. The

hardware needed to use this learning media is a computer and LCD

projector. This learning media is a combination of audio and visual

material. Audiovisual media, such as YouTube videos, are also useful for

students and can make difficult subjects easier, such as an English class.

By using computer-assisted presentation technology, called multimedia

presentation, teachers can convey more information to their students.

f) The student themselves, students are the most useful resource in the

classroom by using the students themselves, the teacher can do a lot in

the classroom.19

From the explanation above, this research focused on audiovisual media

computer-based presentation technology by using the LCD projector as a tool to

show students videos on vocabulary, especially countable and uncountable noun,

and the researcher use YouTube videos as media to help the students in improving

vocabulary.

2.4 YouTube Video

2.4.1 Definition of YouTube Video

YouTube is a video-sharing website including video and TV clips, music

videos, movie trailers, and other types of content like video blogging, short

original films, and instructional videos, educational video. 20 YouTube videos are a

form of entertainment. The story is played through sound and a series of images,
19
Jeremy Harmer, The Practice of English Language Teaching : 4th Ed (Cambridge:
Pearson Education, 2007), p. 143-176
 22

giving the illusion of continuous movement. YouTube is one of the mediums for

language teaching. It very useful as it stimulates students’ interest in learning.

YouTube technology can be considered a valuable learning tool. More

and more studies have demonstrated that significant findings encourage the

integration of YouTube video clips in education. Mayer in Kabooha stresses that

the use of videos is greatly effective especially for introductory courses as it can

facilitate difficult concepts, and attract the attention of weak students as well as

visual or special students.21 YouTube is a multidimensional resource that offers

videos in their entirety easily accessible areas of knowledge. Besides that, videos

on YouTube are limited in length, this makes them suitable for solid class time.

YouTube is the largest and most popular online video site in the world,

especially the Internet. Currently, YouTube users are distributed in a world of all

ages, from children to adults. Users can upload videos, search, watch videos,

discuss videos, and share video clips for free. Millions of people visit the site

every day. Therefore, YouTube is an ideal medium for learning medium English.

The goals of using YouTube as a medium for learning English are Create

conditions and learning environments that are fun, interesting.

The use of YouTube as a learning media can be used anytime and is not

limited by time and space, as long as the computer or presentation media used is

20
Mohammad Jalaluddin, “Using Youtube to Enhance Speaking Skills in ESL
Classroom,” Jurnal English for Specific Purpose World IV, no. 50 (2016): p. 1,
https://doi.org/10.4995/eurocall.2018.8599 accessed on March 1st 2023

21
Raniah Kabooha and Tariq Elyas, “The Effects of Youtube in Multimedia Instruction
for Vocabulary Learning: Perception of EFL Students and Teachers,” Journal of English
Language Teaching 11,no. 2 (2018) p .73, https://doi.org/10.5539/elt.v11n2p72 accessed on March
nd
2 2023
 23

connected to the internet. Therefore, it is expected that students maximize

YouTube to learn as much as possible.

Based on the explanation above, it can be concluded that YouTube

videos are a valuable tool in the language learning process and are easily

accessible. YouTube videos are a form of entertainment. The story plays out

through sound and a sequence of images, giving the illusion of continuous

movement.

2.4.2 YouTube Video in Education

The availability of educational technologies and self-produced videos

placed on YouTube has made teaching more exciting. Furthermore, these videos

could be accessed at any time of the day and from a place to suit the students.

Apart from that, YouTube is also used to illustrate theoretical content, involve

students, and inspire innovative teaching methods. 22 Video appeal in teaching

stems from a combination of picture and sound.

The use of video can be used by teachers to help explain concepts while

being able to instruct students with content that caters to multiple senses. This of

course will help the teacher in making explanations of abstract concepts and

processes is made easy through use of visualization that video can provide. Using

YouTube videos has been encouraged given the sheer volume of material from a

variety of sources material from various sites on the Internet.

22
Atkinson et, al. In Assessing of YouTube Video ,YouTube video in Education, Journal
of Community Health 32, no.2. (2007), p. 14, http://dx.doi.org/10.1007/s10900-007-9047-7.
Accessed on January 18th 2023
 24

2.4.3 Procedure of YouTube Videos Activities

Every stage that teachers use in the learning process is a procedure that

should be followed by them. Ronald said that there are several steps that teachers

who want to use YouTube video media in vocabulary learning must go through,

the steps are as follows:

a) Select a specific video to provide content or illustrate a concept or

principle.

b) Prepare specific guidelines for students or discussion question so they

have directions on what to see, hear, and look for.

c) Briefly introduce the YouTube video to reinforce the objectives.

d) Play the YouTube video on the projector.

e) Stop the YouTube video at any point to emphasise a point or to replay the

YouTube video. for specific exercises in class.

f) Set a time to reflect on what has happened.

g) Assign an active learning activity to interact on specific questions, issues,

or concepts in clip;

h) Structure a discussion around those questions in small or large group

format.23

Based on the above procedure, it can be seen that the teacher has to

prepare the video to be taught and the teacher has to clearly explain the learning

process using the video to the students.

23
Ronald A. Berk, Multimedia Teaching with Favorite Video Clips: TV, Movies,
YouTube, and mtv in the School Classroom, International Journal of Technology in Teaching and
Learning, 5 no. 1 (2009): p.10. Accessed on January 17th 2024
 25

2.5 Previous Relevant Studies

There were some researcher the past who had conducted similar research

relevant to the research that is conducted by the researcher, they are:

a) A research by Andi Hasriani et al, entitled The Effectiveness of Using

English YouTube Videos on Students’ Vocabulary Achievement of The

Eleventh Grade of SMAN 4 Bombana. The objective of this study was to find

out the effect of using English YouTube videos on students’ vocabulary

achievement in the eleventh grade of SMAN 4 Bombana. This study used a

quasi-experimental design. The population was all eleven-grade students, and

the samples were class XI MIA1 as the experimental group and XI MIA2 as

the control group. The experimental group consisted of 24 students, while the

control group consisted of 24 students. The research instrument consisted of

18 questions of a vocabulary test. In order to collect the data, the researcher

gave a pre-test, taught by using English YouTube videos, and gave a post-

test. The mean score of the post-test (77.58) in the experimental class was

higher than the pre-test score (53.33). Meanwhile, the control class also had

improvement that was too significant. The post-test score (68.62) was higher

than the pre-test score (40.37). Based on the calculation of the T-test, it

showed that tcount = 2.147, while ttable =2.012 at a level of = 0.05, with DF

= 46. It meant that tcount was higher than ttable. Therefore, H0 was rejected

and H1 was accepted. This could be concluded that using English YouTube

videos significantly affected students’ vocabulary achievement among the

 26

eleven grade students of SMAN 4 Bombana.24 The similarities between the

research above and the research is in the media used, namely YouTube videos

and the method used is quasi experimental research. The difference lies in the

number of populations, samples, and locations, the location of the research

above is at SMAN 4 Bombana, while the location of this research is at MTsN

2 lhokseumawe.

b) A research by Erina Kiranti entitled “The Effect of Youtube Videos on

Enriching the Vocabulary of the Eighth Grade Students of SMP N 3

Palembang”. The objective of this study was to find out the effect of

YouTube videos on enriching the vocabulary of the eight grade students of

SMPN 3 Palembang. This study used a quantitative method with quasi

experimental design. The samples were class of VIII.5 as experimental group

consisted of 33 students and class of VIII.6 as control group consisted of 33

students. Technique of collecting the data used pre-test and post-test. The data

were analyzed by using t-test (paired sample and independent sample t-test).

The result of paired sample t-test in experimental group showed that t-

obtained was 10,044 > t-table (df=32) was 2,036. Furthermore, the result of

independent sample t-test showed that t-obtained was 0,1359 > t-table

(df=64) was 1,997. It means that there was significant mean difference

between experimental and control groups. The findings revealed that teaching

by YouTube video was effective to enrich student’s vocabulary at the eighth-

24
Andi Hasriani et al., “The Effectiveness of Using English YouTube Videos on Students’
Vocabulary Achievement of The Eleventh Grade of SMAN 4 Bombana,”Journal of Teaching of
English, 8,no. 4 (2023): p. 372–382, https://doi.org/10.36709/jte.v8i4.161. Accessed on January
th
11 2024
 27

grade students of SMP Negeri 3 Palembang. 25 The similarities between Erina

Kiranti's research and my research is the learning media used, namely

YouTube video media and the method used is quasi-experimental research.

The difference is that the grade level in the above research is eighth grade

students, while this research is seventh grade students, population and sample

size, as well as location, the location of the above research is at SMP Negeri 3

Palembang, while this research is located at MTsN 2 Lhokseumawe.

c) A research by Nurahdatul inayah et al, entitled “Using Baby Bus YouTube to

Enhance Students Vocabularies”. This research aims to find out whether the

implementation of Baby Bus You Tube can increase the vocabulary of

students in the seventh grade of SMP Negeri 1 Tinggi Moncong or not. This

research used a pre-experimental method, with a one group pre-test and post-

test design, consisting of six meetings, including treatment. Sampling was

carried out using purposive sampling technique and the total sample was 26

class VII.3 students. Data is obtained using translated words and word

matching. The findings of this research were that the average score for

students' vocabulary development was 5.85 on the pre-test and 6.73 on the

post-test. The development of students' vocabulary was 15.23%. This is

supported by the t-count value which is greater than the t-table value (2.226 >

2.059). Therefore, the Alternative is accepted and the Null Hypothesis is

rejected. Based on the analysis of the results, researchers concluded that using

Baby Bus YouTube can increase the vocabulary of seventh grade students at
25
Erina Kiranti, “The Effect of Youtube Videos on Enriching the Vocabulary of the
Eighth Grade Students of SMP N 3 Palembang,” Jurnal Ilmiah Multidisiplin 2, no. 1 (2022) :p
78,https://doi.org/10.56799/jim.v2i1.1144. Accessed on January 17th 2024
 28

SMPN 1 Tinggi moncong, Gowa. This shows that the Baby Bus YouTube

video is effective for increasing students' vocabulary. 26 The research equation

of Nurahdatul inayah et al, with my research is the learning media used,

namely YouTube video media. The difference lies in the method used, which

is pre-experiment while my research uses quasi-experimental research, the

YouTube channel used is only the baby bus channel while my research uses

several YouTube channels about countable and uncountable nouns,

population and sample size, and location, the location of the research above is

at SMP Negeri 1 Tinggi Moncong, while this research is at MTsN 2

Lhokseumawe.

d) A research by Rahel Manik et al, entitled “The Effect of Using YouTube on

Students’ Vocabulary Mastery Grade Nine at SMP Negeri 4 Pematang

Siantar in 2023/2024 Academic Year”. The aim of this research is to find out

the effect of using YouTube on Students' Vocabulary Mastery Grade Nine at

SMP Negeri 4 Pematang siantar. This research used quantitative research

method with quasi experimental design. The population were grade nine

students at SMP Negeri 4 Pematang siantar. The researcher used two classes

were 31 students both of class as sample, where one class was as the

experimental class and the other one was the control class. Class IX-9 was the

experimental class and class IX-10 was the control class. The instrument for

collecting the data was 20 multiple choice tests. The data were analyzed by

applying the T-test. It is found that the T-test 1,8 is higher than the T-table
26
Nurahdatul Inayah et al, “Using Baby Bus YouTube to Enhance Students
Vocabularies,” journal of computer interaction in education 1, no. 2(2018) : p. 168-172,
https://ojs.fkip.unismuh.ac.id/index.php/JCIE/index. Accessed on January 18th 2024
 29

1,671 at the level of significance 5% for two tailed test, so the null hypothesis

(HO) is rejected and the alternative hypothesis (Ha) is accepted. This means

that using YouTube develops students' vocabulary mastery.27The similarities

between Rahel manik et al, research and my research is the learning media

used, namely YouTube video media and the method used is quasi-

experimental research. The difference is that the grade level in the above

research is nine grade students, while this research is seventh grade students,

population and sample size, as well as location, the location of the above

research is at SMP Negeri 4 pematang siantar, while this research is located at

MTsN 2 Lhokseumawe

e) The thesis written by Intan Belinda entitled “The Effectiveness of Using

Offline Youtube Videos toward students’ Vocabulary Mastery at the seventh

grade Students of SMPN 14 Kota Tangerang". The Researcher used

quantitative research design which is a true experimental design with pretest

and posttest control groups. The sample of this research is the 7th grade

students of SMPN 14 Kota Tangerang. The sample of this research was

students of class VII A and VII B. Each class consisted of 32 students.

Classes were selected by random cluster sampling from ten classes. In

analyzing the data, researchers used the T-test. The calculation results show

that at a significance level of 5% t count (5.36) is greater than t table (2.0).

This means that the null hypothesis (Ho) is rejected and the alternative

hypothesis (Ha) is accepted and it can be seen that the average value obtained
27
Rahel Manik et al, “The Effect of Using YouTube On Students’ Vocabulary Mastery
Grade Nine at SMP Negeri 4 Pematang Siantar,” journal of Sindoro cendikia pendidikan 1, no
3(2023) : p. 81-90, https://doi.org/10.9644/scp.v1i3.670. Accessed on January 16th 2024
 30

by the experimental class is higher than the control class. This means that

offline YouTube videos are effective for the vocabulary mastery of grade 7

students at SMPN 14 Kota Tangerang. 28 The research equation of Intan

Belinda’s with my research is the learning media used, namely YouTube

video media. The difference lies in the method used, which is true-experiment

while my research uses quasi-experimental research, population and sample

size, and location, the location of the research above is at SMPN 14 kota

tangerang, while this research is at MTsN 2 Lhokseumawe.

Based on the review of the related research findings above, it can be

concluded that using video as a learning medium is very effective for students to

increase vocabulary. The purpose of this research is to know whether there are

significant difference between students who are taught vocabulary using YouTube

videos and students who are taught vocabulary by using conventional method

especially countable and uncountable noun.

2.6 Operational Definition

To avoid misunderstanding on the terms used in this study, it is necessary

to explain some terms that found in this research, they are:

a) Vocabulary

28
Intan Belinda, “The Effectiveness of Using Offline Youtube Video Toward Students’
Vocabulary Mastery (at the Seventh Grade of Smpn 14 Kota Tangerang)” (Thesis, University of
Sultan Ageng Tirtayasa, 2018).
 31

Vocabulary is a group of words in a language. Walch states that

vocabulary is the number of words (with the rules for combining them) to make a

language that people hear and read throughout their life. 29 Based on the definition

above, The researcher concludes that vocabulary is a group of words that can be

used to communicate by each speaker that consists of parts of speech such as

nouns, verbs, adjectives, adverbs, prepositions, conjunctions and interjections.

b) YouTube Video

According to Burke, YouTube is a publicly accessible, Web-based

platform that enables people to easily upload, view and share video clips on the

Internet via www.YouTube.com, mobile devices, blog, email, and other

websites.30 While Video is an electronic media able to incorporate audio

technology and visual together so as to produce a dynamic and interesting show.

Based on the research above, it can be concluded that YouTube videos are a form

of social media based on web video sharing.

2.7 Hypothesis of the Research

Hypothesis is a temporary answer to a research problem until it is proven

by the data to be collected.31 There are two hypothesis of the research, namely the

alternative hypothesis (Ha) and the null hypothesis (Ho).

29
Walch, Content-Area Strategies, (New York: Weston Publisher, 2003), p.1

30
Sloane C. Burke, “An Assessment of Faculty Usage of Youtube as a Teaching
Resources", the Internet Journal of Allied Health Science and Practice 7, no.1 (2009): p. 2,
https://doi.org/10.46743/1540-580X/2009.1227. accessed on 4 t hMarch 2023

31
Suharsimi Arikunto, Prosedur Penelitian: Suatu Pendekatan Praktek, cet.v (Jakarta:
Rineka Cipta,2002), p .64
 32

a) Ha: There is significant difference in achievement between the students

who are taught vocabulary by using YouTube videos from those who are

taught vocabulary by using conventional method.

b) Ho : There is no significant difference in achievement between the

students who are taught vocabulary by using YouTube videos from those

who are taught vocabulary by using conventional method.