TABLE OF CONTENT

Chapter I INTRODUCTION

1.1. Background of Study .......................................................2

1.2. Rationale...........................................................................3
1.3. Statement of the problems................................................4
1.4. Research limitation...........................................................6
1.5. Research Significance.......................................................7
1.6. Overview of the study.......................................................8

CHAPTER 2 LITERATURE REVIEW

2.1 The definition of Speaking Skill.........................................9

2.2 Elements of speaking.......................................................10
2.3 The definition of Youtube................................................11
2.4 The Impact of Youtube on Learning Speaking Skill.......13
2.5 Motivation........................................................................14

CHAPTER 3 METHODOLOGY

3.1 Study design.....................................................................16

3.2 Participants.......................................................................16

3.3 Setting..............................................................................16

3.4 Procedures........................................................................17

CHAPTER 4: DATA ANALYSIS AND INTERPRETATION

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 CHAPTER 1

INTRODUCTION

1.1.Background of the study

According to Abdel-Rahman Al- Eiadeh, Dr. Mahmoud A. Al. Sobh, Dr. Samer M. Al-Zoubi, and Dr. Fadi Al-
Khasawneh (2016), English is a universal language and one of the simplest and easiest languages in the world.
Also, it is the main language in a large number of countries, the number of people in the world that use English to
communicate regularly is two billion. It is one of the foreign languages, that is used as an approach of
communication to connect as well as interact with other people all around the world. With the help of language,
people can communicate with each other to express feelings, thoughts and provide information to the listener.
Therefore, English is the most spoken language in the world (Rena Tristiana, Ashari P. Swondo,2020).

In the age of globalization, competition, challenge, even English skills are essential. There are four skills that must
be mastered, namely listening, speaking, reading, and writing. With these skills, English has facilitated
communication between people in different countries (Rena Tristiana, Ashari P. Swondo,2020). It is one of the
four important language basic skills, and along with writing, it is a very significant skill of language production
that enables learners to communicate with others effectively. Speaking should be mastered by English students
especially those who are in the English study program (Muhammad Ilyas, Miranti Eka Putri,2020). English
speaking skills need to be developed along with other skills to incorporate these skills that will improve the
performance of communication with both English speakers and other members of the international community.
(Kamonpan Boonkit,2010).

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The core inspiration for this research topic was conceptualized on whether using Youtube can improve one
speaking skills. YouTube is available in more than sixty languages and in many countries in the world (Silviyanti,
2014). The YouTube app can be found on many smartphones. The most prominent feature of YouTube is that it
contains a variety of videos on different topics and in multiple languages(Fahad Saud Albahlal,2019). Speaking
hypothetically, youtube offers a wide range of audio and visual media, which are an integral part of the language
learning process. YouTube is a useful technique that can be used to develop students’ speaking skills (Silviyanti,
2014; Watkins & Wikins, 2011). Besides being motivating and fun, YouTube allows students to listen carefully,
pronounce word sounds properly, and organize their ideas while speaking. Additionally, YouTube provides a
stress-free environment in which students can interact with their teachers and classmates without fear. ( Fahad
Saud Albahlal,2019). As an educator, it should have a good medium to present the topic to students. More lessons
can be improved using YouTube videos. YouTube provides the space to perform, teaches them to be more
creative, dynamic, and innovative in YouTube content creation. So, they can develop their interactive speaking
skills. It will give them the opportunity to listen to native speakers. Such as, students become more interested in
increasing their speaking skills. Moreover, the reason for choosing specifically the speaking skills is that it is one
of the hardest skills to improve for many people that are in the process of learning a new language(Fitria
Aprilia,2018).

The reality shows that not everyone is good at foreign languages. Vietnamese students in general and foreign
language students in particular face many difficulties in the learning process. (Phạm Thị Trang, Nguyễn Thị Ánh
Tuyết, Nghê Uyển Quỳnh Trâm,2016). Objectively speaking, the current students have not found themselves a
correct learning method to practice, it is poor to apply English in real communication situations.

Because of this, determining whether youtube can improve speaking skills has been chosen as the topic for this
research article.

1.2.Rationale

The results of this survey will illuminate the aspects and needs that revolve around learning to speak
English by different students. This will help students realize the importance and methods of improving

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basic to advanced communication through the media in their daily lives. In addition, through this study,
the researchers focused on using one of today's most popular media to hone elements of speaking skills,
so that students would be able to further upgrade their individual communication levels. The media
platform that we will use for this topic is YouTube. YouTube is an internet-based educational tool that
allows the learners to easily share content and motivate students to learn due to the videos and graphics
present to the learners (Deng & Yuen, 2010). The research also found that most students had self-
confidence issues to implement ideas and messages when speaking. Vocabulary learning verifies to
play an important role in oral communication (Arab World English Journal (AWEJ) Volume 9. Number
1. March 2018). Many researchers indicate that real communication is a result of appropriate and
adequate vocabulary learning as compared with learning grammar rules only (Cook, 2013). Therefore,
by interacting with and listening to videos on the Youtube platform, students not only improve and
develop new vocabulary from different sources and native speakers but also create personal lexical
resources to communicate in all situations. In addition, students can apply the materials and results
from this survey to learn how to effectively strengthen their grammar. Moreover, students will be able
to choose their own accents from native speakers from all over the world to improve their individual
pronunciation and accent orientation. Through this research, throughout the use of the YouTube
platform, when students recognize their teeth learning and improve their ability to speak not only on
books and schools, but they can also become independent and apply the medicines transmitted through
the media to develop topics based on the concepts they are working on every day. From this, students
will learn how to use the world's largest video sharing media, which is Youtube, to establish a learning
method for speaking skills in particular and to process English learning in general.

Also, through this study, teaching by Youtube will be considered a practical and receptive teaching
method for lecturers in the process of improving listening and speaking skills for students. By referring
to the results and information gathered from this survey, lecturers can apply the Youtube platform to
make students' English learning more vivid, practical, and a means of leading and mix skills together.
In addition, we will also learn about the attractiveness of speaking learning and how to improve
students' attitudes after using the Youtube platform in speaking. For some lecturers, this survey may
change their views and perspectives on media adoption and teaching.

1.3.Statement of the problems

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According to (Zaremba, 2006), among all the major English skills, speaking seems to be the most vital
skill required for communication purposes. As stated by Eka Pratiwi (2014), we use speaking daily to
express to others our own opinions and thoughts. However, speaking has also shown to be one of the
more difficult aspects to improve in the English language spectrum. Some factors have been associated
with obstructing the improvement of speaking English. One of the prime reasons that hindered a
student in the process of improving their speaking skills is “The fear of mistake that linked to the issue
of correction and negative evaluation” (Aftat, 2008). Students are afraid of looking foolish in front of
other people and are concerned about how others view them (Kurtus, 2001). In addition, Hieu (2011)
explains that students feel afraid of the idea of making mistakes as they are worried that their friends
will laugh at them and receive negative evaluations if they make mistakes in speaking English. Saurik
(2011) also identified that most students feel uncomfortable when speaking the language because they
think they will make mistakes when they talk. Another reason could be due to shyness. Some
researchers have argued that some shy learners are caused by their nature that they are very quiet
(Robby,2010) (Baldwin, 2011). Last but not least, anxiety (Nakhalah, 2016) is another reason that
causes students to lack confidence and motivation (Nunan, 1999).

There also have some research that states the effectiveness of using Youtube as a way to learn to speak
and English in general. By utilizing the YouTube platform, students have the opportunity to observe
how native speakers communicate and talk in videos. Students can also practice through imitating the
unique expression, dialect, and vocabulary, accurately with enjoyment and feeling confident in the
comfort of their personal space. (Meinawati et al., 2020).

However, there has not been much research on the impact of learning English through Youtube for
Vietnamese students. Due to the increase in globalization and cultural cross-pollination, understanding
and discovering ways to improve the effectiveness of the English learning process and speaking skill, in
particular, is necessary and timely for the country. This paper will focus on researching the impact of
using the online video–sharing platform that is Youtube on the third-year student attending Open
University.

The present study attempts to answer the below questions:

1) To what extent, does Youtube improve first-year English major students’ speaking skills at School of
Advanced Study of HCM Open University?

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2)To what extent does learning from Youtube improve first-year English major students’s attitudes at
School of Advanced Study of HCM Open University toward learning Speaking Skill ?

1.4 Research limitation

To make the subject more clear, the participants are restricted to the first-year students, business
English major, School of Advanced Study, Open University of Ho Chi Minh. These students have
accomplished 6 courses about listening and speaking in skills for success: listening and speaking. They
are expected to have good listening and speaking to achieve the qualifying conditions in Bachelor of
Faculty of Foreign Language at Open University of Ho Chi Minh. Youtube is a useful tool that helps a
lot for English learners especially is improving 4 main English skills. Speaking skill is what exactly
focus on this study. This paper focuses on learning English –speaking skills method, more specific is
the positive influence of videos on Youtube in learning English speaking skills.

This research will be the establishment for the subsequent research to develop in other ways or more
profundity on a topic: positive influences of video Youtube in learning English more specific is English
speaking skills. This research is not impeccable ones, it has several limitations. Collect all data on a
subject and explore every facet of a theme is impossible .Since this methodology in this research paper
is not the perfect and comprehensive method all the time, it still needs to reform and change follow the
time to suitable for the situation . This article just illustrate a fraction of the positive effects of videos
Youtube in learning English speaking competence,which for references. This paper research will be the
foundation to develop research question in the future

1.5 Research Significance

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The research contributes to clarifying the benefits of Youtube in English speaking skills for improving
first-year English major students' speaking skills at the advanced learning faculty of HCM Open
University

The research defined the meaning of Youtube, the factor that generates the speaking skill and finding
the effect of Youtube for the freshman English language major learners as provide vocabulary and
ideas, world news update, improve the pronunciation, accent and stress accuracy. Thank that student
could identify the role and position of Youtube in assistance learn and practice English speaking skill.
Results help first-year English language students recognize and comprehend more about an effective
English-speaking skills method.

Research results identify the specific benefits news websites bring for the freshman English language
major at Open University in learning English speaking-skills. Internet news outlets offer a wide range
of not only reading subtitles but also audio and visual media, which will help the learners improve not
only reading and listening skills but also speaking skills. Thanks to this method, students can practice
English speaking skills by themselves. This study is done with the aspiration that suggesting first-year
English language major at Open University get new and useful learning English speaking skill method.

In the trend of the current integration economy, in addition to necessary professional knowledge, we
also need good language skills. Especially, when English has become the global language. In terms of
subjectivity, students are now only taught mainly in terms of grammar, but in terms of general skills of
the world, learning foreign languages is more and more important. However, reality shows that not
everyone is good at foreign languages. Vietnamese students in general and foreign language students in
particular face many difficulties in the learning process.

This is considered the common situation for all foreign language students, especially students of the
English Language Department, Ho Chi Minh City Open University. Proficient in a language is difficult,
however, for English language students it will be even more difficult. Therefore, in order to
communicate effectively English in real situations, the ability to practice needs to be developed and
trained more actively, especially in the student stage. Realizing this is a rather essential issue and
wanting to find some useful solutions for students, we decided to choose the topic “Survey about the
positive effects of Youtube on the speaking skills of improving first-year English major students’
attitudes at School of Advanced Study of HCM Open University”.

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1.6. Overview of the study

Chapter 1: Overview of the research topic

_General introduction about the topic: foundation of thesis formation, research objectives, research
scope and method, practical significance of topic, the report of research structure

Chapter 2: Overview of learning English speaking skills through Youtube. The impact of
learning English through news channels on English major students ‘s speaking skills at School of
Advanced Study of HCM Open University

_Introduction to Youtube, concepts, terminology,theory and factors in learning through Youtube

Chapter 3: Introducing about methodology and subjects

_ Introduction to the research, concepts, methodology,theory and factors in learning through Youtube

Chapter 4: Collecting and analyzing data to apply the method of learning English speaking skills
through youtube on English major students ‘s speaking skills at School of Advanced Study of
HCM Open University

_Collecting and analyzing data, correlation coefficients, clarify the factors of learning by Youtube on
English learning results, from which draw conclusions about the reliability and effectiveness of the
method.

Chapter 5: Proposing solutions and giving conclusions

_ Giving conclusions, the meaning of the topic, upcoming plans

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 CHAPTER 2

LITERATURE REVIEW

2.1. The definition of Speaking Skill

Speaking is talking about something to someone; using your voice to convey something, being able to u
se words, speaking to an audience, saying or mentioning something.(Eka Pratiwi,2014)
Jafnizar in Masnur states that speaking is the ability to express the  opinions or thoughts and
feelings to a person or group verbally, either face or by distance. Further Guntur tarigan argues that
“speaking is the ability to pronounce articulate sounds or words to express, state and communicate
thoughts, ideas, and  feelings.” While as the result or form of the speaking is called as a tool to 
communicate an idea which is conceived and developed in comform to the needs  of the listener.
So the essence of speaking is an expression of feelings, ideas and thoughts  of someone who expressed
in language sounds. The ability to speak is not only  construct a sentence that take place through
communication, but how to say the  words to express thoughts, ideas and feeling so that listeners can
receive messages  or information delivered through a series of one orintonation well which assisted  by
the expression or the way information delivered. .(Eka Pratiwi,2014)

In accordance with Chaney (1998) ,Speaking is "the process of building and sharing meaning through
the use of verbal and non-verbal symbols, in a variety of contexts" (Chaney, 1998, p. 13). Hayriye
(2006) supplements that beside using language as a tool to state the values and decision , speaking is

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product the oral communication resonance and reverberation model, it also has word and sentences
stress, tone and the cadence of succeeding language. Moreover, she mentions that speaking need to
have a process of choosing the most applicable words and sentences following with the community ,
situational contexts and listeners.

Based on the information above, Speaking is used as a tool to communicate with people , and we can
express our feeling , thought and our ideas through the use of verbal and non-verbal symbols.

2.2.Elements of speaking

Speaking is a complex skill that require simultaneously utilizing various of different abilities, which
each attribute needing different type of training to develop (Rianingsih, 2015). These are abilities are
often called as the elements of speaking, which are stated by researchers as an important aspect of the
language that both teachers and students need to understand in order to improve their speaking skills
(Kurniati, 2015) (Pratiwi, 2014).

According to Pratiwi (2014), the skill of speaking consists of three elements that are crucial and
necessary for people who want to master speaking English. These elements include accuracy, fluency
and comprehensibility. As mentioned in the previous paragraph, each element requires different type of
training and need to be understand by both the learners and educators in order to learn English
proficiently.

The first element, accuracy is describe as using components such as grammar, vocabulary, and
pronunciations correctly. Grammar is defined by Prawiti (2014) as a set of rules that help govern the
way language is used in a sentence. More specific the ability to combine words, organize and changing
them in order to give meaning to the sentence. By mastering grammatical skills and structures, a
speaker will be able to arrange words, using the appropriate tense and create fitting sentences
accordingly. Vocabulary on the other hand, is the knowledge of words, that a speaker need to have in
order to create a sentence with (Kurniati, 2015). Without having a sufficient lexical index, one cannot
communicate effectively or express their ideas. A good vocabulary storage can help learners make
suitable word choices when speaking with other people. Lastly pronunciations are the ability produce
the correct phonetics and sound in order for words to be understandable. These three components
interact with one another and are equally required in the speaking process. A sentence without the
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correct words or the correct pronunciations despite suitable grammar would not be understood correctly
while the a speaker who are highly equipped with a large library of vocabulary, understanding of
grammar rules and accurately pronounce every words can be highly proficient in the communication
proceed.

Other elements mentioned by Pratiwi (2014) includes fluency and comprehensibility. Fluency, stated
by Pratiwi (2014) and Kurniati (2015), is the level to grasp different comp and communicate the
language effectively and expressively. Although speed is not a necessarily and indicator to being fluent,
speaking adequately fast are often associate with a person fluency in a language. This is interpret as the
ability to speak without the wait time of searching for the appropriate words and grammars to use. The
last element, comprehensibility can be define as the ability of speakers to make their communications
and speech understandable. If a sentence is incomprehensible or hard to understand, the speaker may
not have the adequate skills to convey the message.

Although using different terms to describe the elements of speaking, Rianingsih (2015) also touch upon
the concepts mentioned by Pratiwi (2014) and Kurniati (2015). Specifically, the paper talked about the
two aspects of speaking that are called “language features” and “mental processing”. Language features
include components such as connected speech, expressive devices, lexis and grammar, and negotiation
language. Connected speech and expressive devices and mental process can be seen as feature of
fluency as it describe the ability delivers message connectively, the ability to process language
efficiently and using the correct speed and pitch in order convey emotions in a sentence.

Negotiation language, on the other hand, is a completely new attribute to the elements of speaking.
Rianingsih (2015) define negotiation language as the ability to seek clarifications or to make the
structure of the overall message clearer. This could be interpret as a way for speakers to make their
communication more comprehensible and fluent. As different elements of speaking have been shown
by examples to be interactive with each other, negotiation language is a helpful tool to the language
speaking process.

2.3.The definition of Youtube

Technology in recent years has played an essential role in learning a language. Technological
advancements have opened multiple ways for learners to access countless online resources. Among
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these online sources, video is considered the potential one which is “a system of recording moving
pictures and sound, either using a digital method of storing data or (in the past) using videotape” is the
basic definition of the video in Oxford dictionary. This system is processed in students’ brains to
facilitate learning. Videos can tap verbal/linguistic and visual/spatial, and even musical/rhythmic
(Gardner, 2000; Veenema & Gardner, 1996). A match between the media and the students’ intelligence
is also a concern (Gardner, 2000; Veenema & Gardner, 1996).The music alone in videos can elicit
emotional reactions of liking or disliking and excitement or arousal (North & Hargreaves, 1997) at a
deeper level of understanding by touching learner's emotions. Sherman (2003) points out that video is
today’s medium and people spend more time with audiovisual than with printed material. While
watching videos there is the connection of two different senses –seeing and hearing -at the same time
and encourages interest in the meaning of words. Moreover, authentic material proves to be motivating
and people find it interesting to understand “real things”. Berk (2009) has studied the learning potential
of using video clips in college classrooms and provided a detailed rationale and conceptual framework
for the practice. Canning-Wilson (in ÇAKIR, 2006) detects that students enjoy learning languages with
video, which they find interesting, challenging, and inspiring.

Recently the trend of using video in learning is popular. Video is more and more widely used because it
helps to touch emotions to help students understand more clearly, moreover, video creates a connection
for both seeing and listening ability, creating excitement, challenging and inspired that make acquiring
knowledge easier and no longer boring with language learner.

According to the Oxford dictionary, youtube means “a website where people can watch and share
videos”. Youtube was launched in December 2005 by Chad Hurley, Steve Chen, and Jawed Karim and
was acquired by Google in 2006. In its 15-year history, YouTube has become the largest video sharing
site in the world. The latest statistic shows that The site is currently ranked 2 globally by popularity,
behind only Google. Youtube has more than 2 billion monthly logged-in users. This media is prevalent
because it can function as a source of information, entertainment, and self-expression that can be
widely accessed in 24 hours in more than 100 countries around the world, across 80 languages.
YouTube is a website that shares different kinds of videos, video clips, TV clips, music videos, movie
trailers, short and documentary films, audio recordings, and other content such as video blogging, short
original videos, and educational videos. This website in the form of a popular video sharing service that
allows users to upload, view, rate, share, add to playlists, report, comment on videos for free,

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and subscribe to other users. YouTube is not only about entertainment videos but a large number of
videos on learning English can be found easily. There are many videos that help improve English both
for academics and in reality, not only instructional videos, teach many English skills from basic to
advanced, but also update new words, slang words that the books do not teach.

With such an abundant resource and popularity it is expected to become a useful tool in learning
English.

Youtube is known as both a key learning resource with enormous videos as well as a place for anyone
to share their own video content. There are many previous pieces of research that presented the positive
effects that youtube brings for English learners. Guan, Song, & Li (2018) concluded that using
multimedia technology can improved students' attentiveness in learning.shows2016, Riswandi do
further findings show that the application of youtube videos in teaching speaking can improve the
students’s speaking skills and motivation (Riswandi, 2016). 

Learning English on youtube raise concentration, improve speaking skill and motivation.

2.4.The Impact of Youtube on Learning Speaking Skill

With the wide growth of social networks in the past two decades, video sharing platforms such as
Youtube have gradually become one of the resources that many people use for education and personal
development. One of the more prominent examples of this is the language learning process. Despite the
young age of the media platform, there have been a variety of resources that help discuss using
Youtube as an English learning tool. As speaking has always been one of the more difficult skills to be
taught formally (Hamad et al, 2019), the research found that Youtube has had positive feedback from
both teachers and students (Albahlal, 2019).

Research by Guna (2017) stated that there are several advantages of learning through Youtube such as
exposure to authentic English as well as different accents around the world help students pay more
attention and be very accessible. Specifically, the native language and accent benefit have been
mentioned numerous times in different pieces of literature. Students who imitate the content creators in
Youtube videos have been found to improve steadily in both speaking and listening skills (Hamad et al,

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2019). ability Some articles even go further and stated that this will improve grammar, vocabulary,
and pronunciation skills for students (Guna, 2017). Youtube also help students become more
autonomous in their study. Research by Watkins and Wilkins (2017) state that because of the enormous
number of videos that Youtube have, students and teachers can find videos that are suitable for their
needs and preference

It is also important to understand the effectiveness of using Youtube as a learning tool. However, while
there is a good amount of articles that talk about the advantages of using Youtube for language learning
purposes, they do not specify the effectiveness and limitations of the method. (Meinawati et al., 2020)
found that students' grammar, vocabulary, and pronunciation tend to increase after a few sessions of
studying English through Youtube. They also found that students were more focused on Youtube
materials because of the entertainment aspect, which can help students become more engaged in the
classroom. However, this could also be seen as a disadvantage as students are more driven toward
popular media rather than educational ones. This downside of using Youtube can be avoided by giving
students rewards for watching and paying attention to educational videos.

Another disadvantage that also comes with Youtube is the giant number of diverse videos and content
creators this platform has. Because of the free-for-all accessibility of Youtube, the contents could be
also too diverse and overwhelm students with different grammar structures, slang, and accents that are
difficult to understand and confusing. Watkins and Wilkins (2017) argue that this broad library of
videos can also be a source of false information and materials that are unsuitable for the classrooms.
Other problems include internet connection and accessibility, memorization of the conversation, and
Youtube advertisement interference. These problems need to be taken into considerations by educators
when they want to incorporate Youtube into their teachings.

2.5.Motivation

Motivation has been defined as the psychological process that gives behavior purpose and direction
(Kreitner, 1995); a predisposition to behave in a purposive manner to achieve specific, unmet needs
(Buford, Bedeian, & Lindner, 1995); an internal drive to satisfy an unsatisfied need (Higgins, 1994);
and the will to achieve (Bedeian, 1993).
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Humans sometimes engage in behaviors that seem to be ends in themselves rather than a means to some
outcome. Moreover, these behaviors appear to be associated with positive feelings of interest,
enjoyment, and satisfaction. (Intrinsic and Extrinsic Motivation: The Search for Optimal Motivation
and Performance, 489 pages, Carol Sansone, Judith M. Harackiewicz Elsevier, 2000)

Influenced by emotion, motivation will vary according to each person's thinking and the external
impact. Combining both extrinsic motivation and intrinsic motivation is the best stepping stone to
improve self-learning. In addition, responsibility will be a key factor in prolonging the learning process
and delivering the best performance.

Watching videos can motivate learners to engage in a variety of tasks, increasing their excitement about
learning an English background. Yassaei (2012), states that “videos can be effective tools for breaking
up the routine and incline the students to study the English language. In doing so, learners will become
fluent speakers and autonomous ”. As well, the Joint Information Systems Committee (2002), reports
that “videos are appealing materials that evoke students’ emotional reactions and raise their motivation”
(cited in Hartsell & Yuen, 2006).

Thus, videos in EFL classes were discovered by these researchers to create a cheerful and stimulating
atmosphere that could help learners not only contribute to classroom discussions but can also be
motivated to participate in EFL classes such as teaching and learning.

The environment becomes more prominent and more secure.

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 CHAPTER 3

METHODOLOGY

3.1. Study design

The study was designed as an investigation, in which 129 students at School of Advanced Study of
HCM Open University were randomly given a questionnaires by members of the team.
We have presented the questionnaires to the survey participants in both online and real-world
formats.The age of the participants ranges from 18 to 22.

3.2. Participants

The participants involved in the study were one hundred and twenty nine students at School of
Advanced Study of HCM Open University. The researcher selected students who are majoring in
English to make sure that they can apply this learning method in the most effective way.

3.3. Setting

The study was designed as an investigation, in which the setting was the facility 97, Vo Van Tan of the
Open University. The Open University has its main campus located at 97 Vo Van Tan, Ward 6, District
3; with an area of 2,436 m2. This place is mainly used to place rooms, faculties, boards, and centers of
the school. Master classes and special training programs (high quality). In addition, the school also has
other campuses in and out of the city.

3.4. Procedures

This research paper was conducted around late September to mid-December 2020. We used the online
questionnaire method on Google Forms. There are two reasons why we chose this method. Firstly,
because the COVID-19 outbreak is happening at this time, the direct survey will not be good for
individuals and society and make it difficult to collect data, leading to a qualitative impact. amount of
16
data. The second reason is that using the online questionnaire method on Google forms is faster and
more convenient.The questionnaire is used to collect data about students' habits of using Youtube in
learning and practicing English speaking skills. At the same time, it helps students and teachers to have
a new method of teaching and learning that is reliable and effective.

Throughout fifteen questions,

Question one, two and three asked about participants' habits and purposes of using Youtube

Question four to eight show the survey respondents' attitudes toward using YouTube as a learning tool

Question nine to fifteen shows the level whether the student really wants to apply Youtube to their
English speaking skills

CHAPTER 4:

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 DATA ANALYSIS AND INTERPRETATION

This study highlighted the relationship and impact of using Youtube to the students’ speaking skill of
the school of advance study of the Ho Chi Minh Open University.The survey covers the Youtube using
habit of students, how they view Youtube as the learning tool and the affect of Youtube on their
speaking skill. Figure 1 and figure 2 below present the result of the questionare that is related to the
Youtube using routine of students.

Figure 1 represent the amount of time students spent daily on Youtube. As shown by the questionare
result, nearly half of the students (41.1%) spent 2-3 hours consuming Youtube on the day to day basis.
In addition, 26.4% of the participants spend less than 1 hour on the on the media platform. It is also
important to note that a quarter of people that participate in the questionare (24%) spent on average 4-5
hour using Youtube.

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Moving on, Figure 2 display the purpose that participants have when using the video sharing site. The
numbers show that entertainment is the most common reason (92.2%) for people when accessing
Youtube. This number is supported by a research by Google, Youtube mother company, where they
found that relaxation and entertainment is the top two reason to why people use the video sharing
platform (Google/Ipsos Connect, U.S , 2016). Notably, the number show that nearly half of the
participants (47.3%), use Youtube for educational and learning purposes. Looking more in-depth, a
significant amount of people, 58 out of 119 use Youtube for Entertainments also use it for Learning.
This number also indicate that, almost all of the people who use Youtube for Learning purposes also
use it for entertainment (58 out of 61). Although the number shown an interesting pattern and may
suggest some overlapping in contents purposes, further inference cannot be make without more
research to understand the relationship between Learning on Youtube and Entertainment on the
platform.

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Figure 3 present the general idea and habit of learning English from Youtube of the participants. The
results show that almost all of the people who answered the survey learned English through Youtube,
with only 3 people out of 129 said that they never learn new knowledge of the language through the
site. The majority of participants answered that they sometimes (42.6%) or often (29.5%) learned
English through Youtube although only a few claims that they always or usually gain new knowledge
from the media platform. An explanation for this could be that, although Youtube is a good and reliable
extracurricular source of education and learning English for the participants, they do not always
actively seek out and consume English-speaking and/or English education content.

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Figure 4 represent the common perceptions of students on using Youtube as an English learning tool. In
129 participants of the questionnaire, there were 101 people who agree or very agree that Youtube is a
good tool for learning English. The numbers show that most people view English learning through
Youtube positively, with only a small amount have neutral or negative perception of the media platform
as an English learning tool.

The three bar charts bellow express the opinions of the students who participated in the survey about
what they can and cannot learn through Youtube.

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According to Figure 5, almost half of students (39.5%) agree that they can learn new vocabulary by
watching videos on Youtube and also quite a large number of students (37.2%) also fully agree on this.
Nearly a quarter of students are neutral in learning new vocabulary via Youtube and very few students
(about 17.8%) is disagreeing. A small number of students were significant is completely disagreeing on
this issue. That suggests that the majority of students acknowledge that learning new words through
Youtube is possible.

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In terms of increasing concentration when learning to speak English via Youtube, 32.6% of students
hesitate to choose whether it really works or not (figure 6). Meanwhile, 31% of students think that
increasing concentration is possible. Nearly a quarter of the students said that it is true that it helps to
increase concentration (23.3%). Very few students disagree with this view (12.4%) and a negligible
number of students strongly disagree (0.8%). Therefore, we can rely on these data and draw the
conclusion that whether or not to increase concentration when learning to speak English via Youtube is
still not sure, but we cannot deny. that the increase in concentration is completely absent.

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Figure 7 represent the benefits of providing students with the opportunity to access the different accents
of each domain when learning to speak English via Youtube. A large number of students completely
agree with this opinion (51.2%). That is more than half of the students taking this survey. Only a small
number of students hesitate to choose this option (15.5%) and almost very few people disagree with this
idea (3.9%). In this third-column chart, the numbers look better, and no student disagrees with this
statement completely. This shows that the results are quite positive when students learn English through
Youtube and can connect and be exposed to more tones.

24
In addition, figure 8 display the overall opinion of Youtube and whether or not they have a positive
impact on the English-speaking learning habit through the site. Similar to the result of figure 4, most if
not all of the participants agree that Youtube is very effective in improving their English-speaking
skills. Only 12 out of 129 people do not think that Youtube can positively affect the speaking aspect of
the English language.

25
As the result of Figure 8, 117 students believe youtube have positive effects in enhancing their English
via. The bar chart demonstrates the advantageous influences that youtube have affected participant’s
English speaking skills. Numerous students (66,3%) choose youtube to broaden knowledge which
support for their English oral communication skill. the percentage of people agree that raising the
confidence in English via is up (41,2%) , which is lower than the highest (25,5%).

There is no big distance between the options. The aspect is progress of accents that take large
percentage about 59,6% of participants deem to increase learner’s accent while just over the half agree
using youtube to develop the fluency part. The adjacent impact make numerous students judge youtube
as helpful tool is having the opportunity to access English accents take 54,8%. While the rest choose
learning new academy words.

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The bar chart illustrates the stage of opinion usage Youtube in teaching English speaking skills. It is
clearly that the majority of students agree utilizing youtube imparting english talking knowledge. In
addition, a number of students in medium are less popular (24,4%) and the numbers of students
disagree the state is the lowest (3,2%).
There are 72,5% of students concur that applying youtube videos in teaching English speaking skill
Because of good impacts youtube have affected in English learners in general and English speaking
skill in specific, 44,9% of participants agree that Youtube videos can use in teaching English speaking
skill . Meanwhile, 35 in 127 people who do the survey in the research totally agree the application.
In the other hand, the chart shows 24,4 % of students who still wonder that if using Youtube videos is
suitable in teaching English skill .
Regarding the survey result at Open university, a few number of participants ( 3,2%) who disagree and
strongly disagree the application of videos in youtube in teaching English oral communication . it is
easy to understand there are still some disadvantage of videos on youtube that make the application in
training English that doesn’t make completely satisfied these group.

27
The figure 11 shows the percentage of level agreement and disagreement about improving English
speaking skills through Youtube is faster than studying in class. The percentage of neutral is the highest
bar. The number of students believe that using youtube improve English speaking skill in advance
studying in the class is higher than the argument with 13,4%.

The bar chart also presents a high percentage of students that agree and strongly agree with the state
enhancing English speaking skills through Youtube is faster than studying in class. With the popularity
and effect in training English language ,various students suppose that improving speaking in English is
efficient way. In fact , it is up to 40,2% of students who agree the statement. Particularly, about roughly
one quarter ( 26,8%) of participants shows to concur and 13,4 % in totally agree that applying Youtube
in learning English speaking skill is more effective than studying in class.

Of the survey conducted, the number of students question that whether application youtube develop
student’s English verbal communication skill is improvement than learning in course account the
majority of the choices (43,3%).

There are minority of students choose the method of teaching in traditional way is superior influences
in increasing English speaking skills when compare with usage youtube. 12,6% of students choose the
disagree option, and students who totally disagree (3,9%) believe that using youtube make improving
English speaking skills more advance than studying in class is impossible.

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The Figure 12 demonstrate numbers of aspects that make youtube videos become the useful tool to
enhance speaking skill in English language. In general, content is the highest part that the majority of
students ( about 63,8%) trust it makes youtube suit to learn English speaking. That can be
unproblematic to recognize youtube with the gigantic subject about numerous and diverse aspects of
the whole world , which provide knowledge for English learners to develop idea- one of the most
important elements of English speaking. In contrast , the application of music on YouTube to learn
English is not important part follow the participants ,the tiny percentage of students account 0,8 % that
mean only one students in 127 students do the survey think music is the great factor that turn youtube is
the suitable tool for learning English speaking purpose.

Of the data gathered, accents of the speaker up to 59,8% of the effect in decision use youtube in
studying English speaking skill, which take the second highest position in options. In adjacent is the
significant words and phrase account just over the half of the participants (51,2 %) believe it impacts on
the decision. The following ones are the graphic, reliable sources in turn 42,5% and 28,3%.

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As can be seen from the pie chart, the time frame ranges from 1 - 2 hours ranked first compared to the
rest as the most suitable period for the hours of day activities of individual students. The percentage of
hours taken from 1 to 2 hours accounted for 62.5 %, more than half of all students who did the survey
spent only 1 - 2 hours to use Youtube for improved speaking skills. This suggests that students do not
want to spend too much personal time prioritizing this, from 1 - 2 hours is the average time period for
the majority of respondents. And almost compared to the total number of English students, 2 time
frames from 3 - 4 hours and less than 1 hour accounted for 1/4 of the same, they will be 18% and
18.8% each. From this statistic, the number of people who spend a lot of time to improve English
speaking skills and the number of people who spend a certain amount of time is not so much accounted
for relatively percentage from the table, the time spent will fluctuate on average from 1 - 4 hours is the
maximum. On the other hand, the time frame from 5 -6 hours accounts for less than 1/5 of the total
number of English learners and the time frame more than 7 hours is completely empty, which means
that students will mostly not spend 5-7 hours to use Youtube for learning English.

30
The bar chart presents the number of students agreeing and totally agreeing with the application of
knowledge about a recently explored question to the test. It is simple to realize that with learning
English by classical and normal methods as before, using and adding Youtube to the learning process as
well as teaching English will help you have more motivation as well as innovation in the way each
individual learns. In fact, up to 43.3% (the highest percentage) of students agree with learning through
Youtube can motivate you to learn English. It can be said that youtube is really interesting for learning
English or it depends on how well you understand this question. This can be seen as a popular question,
which it is very relevant to reality, students will easily receive and understand. And amazingly, the
figures show that only 24.4% of students who did these statistical surveys fully agree with this idea.
On the contrary, for today's students, there are also many individuals who do not like or have no need
to use Youtube for entertainment as well as learning purposes, so the concept of Youtube is still quite
31
vague for them. Moreover, depending on the free time as well as the mindset of the students about the
Youtube platform, to decide whether to access and use Youtube in learning English is necessary or not.
For example, looking at the bar chart presents that some students, equivalent to the remaining 3.1%
may not have the appropriate needs or conditions to contact and use Youtube, so applying Youtube to
learning English is not necessary.
Finally, it is very normal that you apply the media and network applications as tools to complement
learning English. You won't have to spend money or effort to improve your English learning in new
ways, it's also a motivation as well as something that makes you feel that learning English won't follow
an old path anymore.

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33
Chapter 5 Recommendations and conclusion

34
 Nurmin Maulana, Developing students’ Speaking Skill by Reporting News at the Third 
Semester English Students of STAIN Palopo, (The State College for Islamic Studies,2014).  

4
Victoria Bull, Oxford Learners’ Pocket Dictionary (Fourth edition: Oxford University 
Press,2008), P.426.  

5
Masnur Muslish, Melaksanakan PTK Itu Mudah, Cetakan 4, Jakarta:Bumi
Aksara,2010.  p.262 

Referencens

Abdel-Rahman Al- Eiadeh, Dr. Mahmoud A. Al.Sobh, Dr. Samer M. Al-Zoubi, Dr. Fadi Al-
Khasawneh(2016) Improving English Language Speaking Skills of Ajloun National University
Students

Rena Tristiana , Ashari P. Swondo(2020) THE EFFECT OF YOUTUBE CONTENT MAKING ON

STUDENTS’ SPEAKING SKILL

Muhammad Ilyas , Miranti Eka Putri(2020) YouTube Channel: An Alternative Social Media to
Enhance EFL Students’ Speaking Skill

35
Kamonpan Boonkit(2010) Enhancing the development of speaking skills for non-native speakers of
English

Silviyanti(2014) Looking into EFL Students’ Perceptions in Listening by Using English Movie Videos
on YouTube

Fahad Saud Albahlal ,2019

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