The Usage of YouTube and its Effect on Students’ Arabic

Speaking Skills; a case study at CELPAD IIUM

Fahmi Taher

G1316987

International Islamic University Malaysia

2015
 CHAPTER ONE

INTRODUCTION

1.1 BACKGROUND OF STUDY

YouTube was founded by three former Paypal employees Cha Hurley, Steven Chen and

Jawed Karim in February 2005. This site has been receiving 100 million views per day and it

becomes the open society where by the people use it to share and see the videos around the

world. Most of the people have spent some time on YouTube. Just about every video can be

found on site such us Political issues and Education. The YouTube effects already creating a

strong demand to society individuals, institutions and technologies (Moises Naim, 2006). On the

other hand, they believe that YouTube can be used for promoting or looking for business or

activities.

Nowadays, YouTube is a favorite site in the internet, which allows people to upload

anything to the site. The experience can be positive or negative depending on the situation (Syra

Sharif 2012). For example, there are many different videos were uploaded 1200 million per day

which may contain positive materials such as education learning, speech and motivation

learning. Meanwhile in the same time it also may contain negative materials such as

pornography and racism.

YouTube is a popular online video-sharing web site for both scholarly and non-scholarly

communication. For scholarly communication they make creative classroom techniques

incorporating technology promote a more productive learning environment (Sloane c burke,

2012). Furthermore, schools has a digital media for every classes for presentation or watching
educational videos. Then, YouTube was an education site used for many scholarly

communication.

In relation to the teaching and learning foreign language, YouTube has contributed on it.

This is proven by how YouTube can be used to bridge the gap between satisfying the particular

educational needs of the students and meeting the demands of foreign language education

(Joseph, 2011). For instance, in Indonesia most of students watching English video or song to

improve their language especially on speaking skills and listening skills.

YouTube has many advantages in teaching foreign language. By using YouTube study

languages will become more interesting and meaningful, because it provides language learners

with a new tool to improve languages skills (Zamira Alimemaj, 2010).

Although numerous research study has been conducted on the using of YouTube in

teaching or learning of foreign languages within the past decades, most of this studies have been

done in the teaching of English language (Joseph M. Terantino 2011; Zamira Alimemaj 2010; A

Bastos & A Ramos 2011). Most of the studies that have been conducted on the effectiveness of

using YouTube are only for teaching in English language, while there is lack studies conducted

on Arabic language.

1.2 STATEMENT OF PROBLEM

Arabic is a command language in Islamic religion. Unfortunately, studies have shown

that most learners Arabic language exhibit weak Arabic speaking skills even though spending

years of learning the language (Haron, Sueraya Che, et al 2010). One of the factor is due to

weak of the learning strategy as being aware of better learning strategy could enhance the
speaking skills that help learners to become good Arabic speaker. The use of electronic media

for learning and communication is seen as the main means for lifelong learning (Hamilton, P.,

& O’Duffy, E. 2009). This will help for the development in communication in aspect oral and

writing skills (Felix, U. (2002). Furthermore, student now demands for new learning

environment responding to their needs which allow them more freedom, power and will to

participate and change information which make them more active and participant (Bastos, A., &

Ramos, A. 2009). Additionally, reading and memorizing were preferably practice in learning

Arabic language. As the teaching and learning technique prior to receptive skills such as

listening and reading and not productive skills such as speaking skills (Haron, Sueraya Che, et

al 2010). The study of versteegh 2006 shows that the education system introduced which is still

current through out the islam world is learn Arabic along with the principles of reading and

writing. And even most teachers have been educated in the same system and become expert in

language they can read and write but do not speak.

Thus, above all, learning speak in Arabic by YouTube videos could be more effective

to help students how to speak fluently in Arabic. YouTube be an easy access to tools and

channels for video productions, which encourage students for the social interaction in order to

create and share information. Nowadays most teachers prefer to teach by using video

technology in order to develop students critical thinking (Jonassen, David H 1996). Moreover,

the use of YouTube in learning Arabic will provide students with good knowledge and easy

understanding. According to kornhaber (2001) a properly selected and well run video clip may

work as a catalyst and facilitator for the usage of language, becoming a forceful and

motivational tool (Smith, M. K. 2002).

 Today we cannot deny that technology play an important roles in learning Arabic

language. YouTube is regarded as one of most effective tools to achieve success in improvement

of speaking skills (Al-Zyoud, 2012). The use of YouTube in learning Arabic will provide

students with good knowledge and easy understanding. Nowadays, students prefer video

technology to improve the development of their language skills especially in speaking skills as

they able to listen and practice effectively through this way.

To sum up, the researcher strongly feels the need to address the issue of the use of

YouTube and its effect on speaking skills among the students. Therefore, this study attempts to

investigate the use of YouTube and its effect on the speaking skills in Arabic. This study fills the

gap in research and contributes to new knowledge as it investigates the effect of YouTube in

speaking skill among students.

1.3 OBJECTIVES OF STUDY

This research attempted to examine the usefulness of the YouTube on students speaking

skills, a case study at CELPAD IIUM. This research also aimed at discovering the relationship of

variables to look into group was influenced by gender.

1. To determine the student perception towards the use of YouTube in Arabic classroom

2. To determine the usage of YouTube on Students speaking skills.

3. To determine whether students’ understanding within the YouTube group was influenced by

gender.
1.4 RESEARCH QUESTIONS

The study aims to answer the following research questions.

1. What are student’s CELPAD perception towards the use of YouTube in Arabic classroom?

2. Is there any significant serve performance Arabic test difference before and after using

YouTube on the improvement of speaking skills?

1.5 LIMITATIONS OF THE STUDY

Participation in this study was limited to students at CELPAD IIUM Gombak, those who

is spending first semester in learning Arabic language. Therefore, it does not reflect similar

stakeholders from other sectors, such as Arabic teachers and learners from other University in

Malaysia.

Secondly, this study will examine the effect of YouTube in the speaking skills for

students in CELPAD for teaching Arabic language. The findings could not be generalized to

another level or other languages.

 CHAPTER TWO

LITERATURE REVIEW

2.1 INTRODUCTION

The research presented in this chapter is divided into six sections. The first section

outlines some general information on Arabic language teaching. The second section reviews the

use of YouTube as a pedagogical tool in teaching and learning. Included in this section are

reviews of some studies done on the usage of songs in the education field. The third section

discusses the use of YouTube in language teaching in general. The fourth section focuses on the

use of YouTube in second language acquisition. In addition, this section also discusses some

studies on the effects of YouTube in teaching foreign languages. The fifth section provides

information on YouTube as a memory aid in learning languages, also some studies done on the

use of songs on the improvement of speaking skills. Section six, the final section presents the

summary of findings.

2.2 ARABIC LANGUAGE TEACHING

The Arabic language is widely known throughout the world as that of the Middle-East

and of Muslims worldwide in their reading of holy Qur’an, as it is the revealed book for Muslims

(Areef, 1986; Suhid et al., 2012). In addition, Arabic is also used in the Muslim’s daily religious

rituals (Areef, 1986; Al Aeraini, 2004; Seraj, 2010; Meyad et al., 2014). As a result, knowing

Arabic is important in order to recite the Qur’anic text and performing Ibadah such as Shalah,

dua and practice a sunnah.

Nonetheless, besides the language of the holy Qur’an and daily religious rituals, there are

many factors that has made the Arabic become important and encourage many people around the
world to learn the Arabic language with its four levels: phonology, syntax, semantics and

morphology. Mohammad Zubair (2012) said the importance of Arabic language is in promoting

unity and friendship of muslim world who have been separated by language and cultural

differences. On the other hand, according to Roger Smith (2012), Arabic language is a popular

language worldwide, it is quite attractive that people love to learn it and it is one of the reason

that it becomes popular language around the world. However, these all lead to the growth in the

number of students who learn Arabic as a second language.

2.3 YOUTUBE AND LEARNING

Nowadays, we are living in a society which is called "technologically civilized" society.

Every small work we do is technology dependent. Today every other person is recognized with

the device or gadget he carries; which is technically advanced. Ultimately, we can say that,

"living without technology is like living without air" in this technical world of today. Therefore,

we are much dependent on technology. Technology is used in our daily life. It provides learning

and teaching with many applications, especially language classes. It can improve and simplify

teachers and students in the learning and studying language. Moreover, students belong to the

digital generation, they do not have problem to use internet or technology nowadays. With the

internet many people can share and study different things with their phone and computer, people

can do their activities in the internet such us business, online class, game and friendship. Thus

“Technology has made an impact on retail. Nowadays people do not need to leave their houses in

order to get what they want. For example, there is no more need to go to the mall if one can order

clothes online. There is no longer any need to get tired from walking around the malls, instead

just go online and shop” Justin (2011).

 YouTube is an application in internet that students can easy access to tools and channels

for video production and sharing. These days YouTube become a popular among adults, they can

find everything on it by sharing, watching and listening to the video production. Watching video

in YouTube will help students to memorize the events more easily. As the researchers in this

current study hope to make use YouTube which makes the learning process not only more

meaningful, but also with more enjoyment (Alimemaj, 2010).

YouTube serves various purposes in our life gives enjoyment, pleasure, motivation, and

relaxation. YouTube also gives many information throughout the world via sharing the videos.

Furthermore, YouTube develops memory through the videos or music from YouTube.

2.4 STUDIES ON USING YOUTUBE IN EDUCATION

Today, YouTube is one of the most popular websites on the internet and a vast resource

for educational content. The site is home to over 10 million videos tagged as educational. Many

lessons can be enhanced with the right video, something visual and entertaining that speaks to

the subject (Kristen Hicks, 2015). In addition, the YouTube have a significant impact to help

those who have difficulties towards reading and speaking ability. In this way, the videos show

how to be familiar with the letters in the words. Moreover, by watching video in YouTube will

help students to memorize the events more easily. As the researchers in this current study hope to

make use of YouTube which makes the learning process not only more meaningful ,but also with

more enjoyment (Alimemaj, 2010).

2.5 YOUTUBE AND LANGUAGE LEARNING

Using YouTube as a medium of learning presents radical new approach in language

learning (Terantino, 2011). It can provide linguistic input and encourage students to engage in

the target language. Using this approach in learning foreign languages imposed on the defining

characteristics of the digital natives for whom digital technologies and social networking have

become commonplace and indispensable in their daily lives.

According to Khalid and Muhammad (2012), YouTube is very useful in learning

language. He measured the use of YouTube for learning language at Al-majma’ah community

college/English language and the result showed the students wrote positive comments regarding

use of YouTube in a literature course, and use this learning tool effectively. Later, Khalid and

Muhammad recommend the use of YouTube as a supplementary source for teaching literature.

The use of YouTube in the classroom has already proven. Bastos and Ramos (2009)

emphasize the importance of the use of YouTube in the classroom for language teaching. They

said that the video-enhanced classes were involving students in the learning process, erasing their

difficulties in language learning and stimulating them to be active in classes, discuss the subjects

and give distinct viewpoints. Students were better informed, ideas were clearer and the contents

introduced seemed more meaningful. Besides, technology and language are universal and play an

important role in the life of human beings, which it encourage young students to social

interaction, as well as to creating and sharing information.

Even though YouTube has many advantages, the mere presentation of it is not enough

(Brunner, 2013). The detailed description of tasks and assignments is crucial for a successful
application in the classroom. To engage in meaningful learning scenarios, learners must be

enabled to connect previous knowledge to new information as well as incorporate higher and

lower order thinking skills. Furthermore, consultations and the support of the student during the

language learning process become more and more important.

 CHAPTER THREE

RESEARCH METHODOLOGY

3.1 INTRODUCTION

The main focus of this research is to investigate the usage of YouTube and it’s effect on

student speaking skills at CELPAD IIUM Gombak. In this chapter the researcher will discuss the

research method used for study. The Quasi-Experimental Design employed by the researcher

will be discussed here, followed by the population of the study, sample characteristics,

instrument, reliability and validity, pilot test, and data analysis. Briefly, this provides a clear

picture of how the study was conducted.

3.2 RESEARCH DESIGN

This study is a case study at IIUM Gombak. According to Gary Thomas (2011: 3) “The

case study method is a kind of research that concentrates on one thing, looking at it in detail, not

seeking to generalize from it”. The justification for choosing to do a case study is because the

researcher intended to go in depth with the subject selected in a particular campus and involve

only one level.

This study is conducted based on the quantitative approach in determining the relation

between the variables. In quantitative research, the aim is to determine the relationship between

an independent variable (IV) and a dependent variable (DV) in certain population. In this study,

the independent variable was the YouTube, whereas the dependent variable was speaking skills.
Furthermore, the quantitative research design can be a descriptive study, which is to find the

correlation between variables and the data collected through a survey.

In this quantitative study, the researcher will use two strategies of inquiry: an

experimental design and a survey. The experimental design is either a true experiment with the

random assignment of subjects to treatment conditions, and quasi experiments that use

nonrandomized design (Creswell 2008)

Besides, the researcher also use the survey instrument for data collection. The survey is

considered the simplest way to gather the information, it can be a self-reporting questionnaire or

interviews-surveys.

3.3 QUASI-EXPERIMENT DESIGN

To conduct this quantitative study, the researcher used a quasi-experimental design to the

researcher question number three, which is “Is there any significant difference before and after

using YouTube on the improvement of speaking skills?”

A quasi-experimental design involves the intact group with the nonrandom assignment of

participants as a comparison group. Cook and Campbell (1979) mention ten types of

experimental design. Note that the control group may receive no treatment, or it may be a group

receiving a standard treatment (ex., students receiving computer-supported classes versus those

receiving conventional instruction). That is, the control group is not necessarily one to be labeled

"no treatment." According to Creswell (2002), a quasi-experimental design can apply the pre-test

and post-test design approach. The researcher assigns intact groups the experimental and control

group, administer a pre-test for both groups, conducts experimental treatment with the

experimental group only, and then administers a post-test to assess the differences between the
two groups. However the nonequivalent control group design with pre-test (O1) and post-test

(O2) is probably the most common quasi-experiment approach used in educational settings.

The justification for selecting a quasi-experimental design is that students are not

randomly assigned to the classes and the independent variable will be manipulated. The study’s

design can be represented schematically as:

O1 Xa O2 the treatment group

O4 Xb O5 the control group

In which O1 and O4 are the pre-test, O2 and O5 are the post test, Xa represent the usage of

YouTubes, and Xb represent the traditional method.

3.4 SURVEY

The researcher also employed survey to gather descriptive data from the sample in their

natural setting. The type of data gathered was from the questionnaire which investigate student’s

perceptions of using YouTube in learning the Arabic language, especially on the effect in

speaking skills. In order to achieve this purpose, a set of questionnaires was distributed to all

selected samples at IIUM Gombak.

In this study, a set of questionnaires will develop based on an exhaustive review of

literature regarding the perceptions of students on the effect of using YouTube in learning a

foreign language. The items of questionnaires are adapted from the instruments used in previous

studies, and then modified to be in line with the aims of the study and the characteristics of the

participants.
3.5 POPULATION OF THE STUDY

The population of this study is all students IIUM Gombak who still study Arabic

Language at the CELPAD from level 1 up to 6; It is one of program in IIUM to give class for

students which is still lacking in Arabic language. The size of the population was approximately

314 students

3.6 SAMPLE OF THE STUDY

The researcher chose the class from level 1 to level 4 with a total of 150 students The

justification for selecting this class is based on the researchers perception that in this levels

presumably are at a lower basic language-proficiency level and they have not enough experience

in terms of learning Arabic through YouTube. Therefore, it is better to use the basic level in

order to examine the recall ability. Also, it will best reflect how successful the usage of YouTube

and its effect on students speaking skills.

As can be seen in the table 1.0., there was a total 150 students. The frequencies and

percentages for group and gender are presented in this table. The experimental group consist of

75 students, whereas the control group consisted 75 students. 45 students from the experimental

group were female and 30 were male. Whereas in the control group 45 were female and 30 were

female.

Female Male Total

Experimental 45 (64%) 30 (36%) 73

Control 45 (64%) 30 (36%) 73

 Total 90 60 146

3.7 INSTRUMENTATIONS

The data for the present study will be collected by means of two types of instruments,

namely the pre-test and post-test, and a set of questionnaire. The pre-test and post-test will be

used in order to measure the effect of YouTube in speaking skills, whereas the questionnaire was

applied to investigate students perception of the usage YouTube in the learning Arabic language.

3.8 PILOT STUDY AND RELIABILITY

A pilot study was conducted before the actual study began. The researcher will distribute

the questionnaire to 150 students CELPAD from level 1 level 4 in IIUM Gombak. Since the

study was conducted at level 1 to level 6 in CELPAD Arabic, the instruments were in English

language and the pilot study was conducted to check the questionnaires validity and reliability.

As for the questionnaire, the questions are adopted from Azlina (2014). In order to get the

reliability of the questionnaire, the items measuring the constructs were tested. To obtain an

indication of the reliability of this study, the researcher analyzed the results of the pilot test using

a statistical analysis tool.

3.9 DATA COLLECTION PROCEDURE

In the first session of the study, the participants were assigned into the experimental and

control groups. In this meeting, students are asked to sit for pre-test. The pre-test will be used by

the researcher to determine the prior knowledge of the students regarding their speaking skills. In

this session, the participants were given 30 minutes to answer questions in the pre-test.
 In the second session, all participants in the experimental groups will be taught to use

YouTube which can affect their speaking skills; whereas, the control group will be taught in the

traditional method.

In the third session, all participants were required to answer the same sets of question as

in pre-test; this was considered the post-test. The post-test was used by the researcher to

determine the scores obtained by each participant after completing the required topics.

In the last session, the researcher distribute a set of questionnaires to the participants

from the experimental group. In this direction, a briefing on the procedures and questionnaires

were given at the beginning.

3.10 DATA ANALYSIS

The data collected will be analyzed using SPSS (Statistical Package for Social

Science) IBM 22. For the first research question, which will investigate student’s interest on the

learning of Arabic language.

For the second research question, which will investigate student’s perceptions of the

usage of YouTube and its effect on speaking skills, the researcher will use simple descriptive

statistical analysis to interpret the data.

REFERENCES

Brunner I (2009). Using language learning resourches on YouTube

Terantino J M (2011). Emerging technologies YouTube for Foreign languages: you have to see

this video.
Haron, Ahmad, Mamat and Mohamed (2010). Understanding Arabic speaking-skills learning

strategies among selected malay learners.

Khalid (2012). The use YouTube in teaching English literature; The Case of Al-Majma'ah

Community College, Al-Majma'ah University (Case Study).

Creswell (2008) Research deasign.

Haron, Ahmad, mamat and ahmed (2012). Using Media to Enhance Arabic Speaking Skills

among Malay Learners.

Azlina (2014). Graphic assessment management (GAM) in teaching tasawwur islam I a

Malaysian secondary school.

Siregar (2015) The usage of YouTube in the Arabic tectbook and its effect on vocabulary recall;

a case study at sekolah kebangsaan batu muda.

 “The Usage of YouTube and its Effect on Students’ Arabic Speaking
Skills; a case study at CELPAD IIUM”
QUESTIONNAIRE

Section A. Demographics Background

1. Gender ( ) Male ( ) Female

2. Age ( ) 25 and below ( ) 26-30 years ( ) 31-35 years

( ) 36-40 years ( ) 41 and above

3. Degree ( ) College/Graduate (Bachelor)

( ) Master’s degree ( ) Doctoral degree ( ) others

5. Nationality ( ) Malaysian ( ) International Specific ______________

6. Kulliyah /Faculty: _______________________

Section B.
Please ( √ ) the most appropriate response when answering the questions.

1. Strongly Disagree
2. Disagree
3. Neutral
4. Agree
5. Strongly Agree

NO STUDENT INTEREST TOWARD ARABIC LANGUAGE 1 2 3 4 5

1 I like Arabic language

2 Arabic language lesson are easy and fun

3 Arabic language is one of my favorite subjects
4 Arabic language is interesting subject
5 I enjoy when study Arabic language
6 I enjoy when I involve in Arabic language activities
 1. Strongly Disagree
2. Disagree
3. Neutral
4. Agree
5. Strongly Agree

NO STUDENT PERCEPTION TOWARDS YOUTUBE 1 2 3 4 5

7 it helped me to learn Arabic language effectively
8 it helped me to increase my skills in Arabic language
9 it helped me to speak in Arabic effectively
The learning strategy using YouTube stimulate me to learn
10
independently
The learning strategy using YouTube stimulate me to think
11
creatively
12 it helped me to reduce barriers in learning Arabic language
13 it helped me to enhance my understanding in Arabic language
the strategy using YouTube in learning Arabic can help me in my
14
examination
I am satisfying to use YouTube to improve my speaking skills in
15
Arabic

16 It Assists me to learn Arabic language better