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BIR60204 DR NORAINI FINAL

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Appendix 1
Name
FETRISAH @ PATRICIA A/P PETER SIGUMANI
Matric. No.
M20221000988
Course
BIR 60204
Qualitative Research Methods and Approaches
Lecturer
Dr Noraini Zulkepli
TABLE OF CONTENTS
1.0 INTRODUCTION
2
2.0 RESEARCH PROBLEM
2
3.0 RESEARCH QUESTIONS
3
4.0 INTERVIEW PROTOCOL
3
5.0 RESEARCH PARTICIPANT
5
6.0 DATA ANALYSIS
5
7.0 FINDINGS
6
8.0 REFLECTION
9
9.0 REFERENCES
11
1
TITLE
THE USE OF YOUTUBE VIDEOS TO LEARN ENGLISH VOCABULARY
OUTSIDE THE CLASSROOM: A CASE STUDY OF 3 ESL FORM FOUR
STUDENTS IN A SECONDARY SCHOOL IN MALAYSIA
1.0 Introduction
No one can be a native to information and technology these days and the learning process is no
more specified in classroom learning only. Learning can happen everywhere. In the study, the
researchers cited Hurd and Lewis (2008) who argued that vocabulary learning is a “cumulative
process that depends on identifying the word form, meaning, and its usage in different
circumstances.” The definition of vocabulary learning is important in this study because it helps
the study to be more focused and accurate in its aim to understand students’ perception of the
link between using Youtube and learning vocabulary outside the classroom. Youtube is a
platform that has an abundance of videos for learning and teaching English. This is confirmed
by Jhia (2019) who reported that YouTube has become the most widely used instructional
resource for different teaching and learning goals. This study aimed to explore the experiences
of students learning outside the classroom with the use of YouTube platforms. Methodology –
A qualitative case study of 3ESL from four students in a secondary school in Malaysia. To
achieve the objective, the experiences were uncovered through in-depth interviews and a series
of journal entries. Findings –The findings show that the content of YouTube could be used
outside the classroom by the students to learn English vocabulary.
2.0 Research Problem
Classroom learning is very often exam oriented and the teachers are always in a rush to
complete the syllabus in the stipulated time. Students are given limited opportunities to use
YouTube in the classroom due to the limited time. Therefore the purpose of the research is to
understand the experiences of secondary students when they use YouTube videos and how
those experiences contribute to them learning English vocabulary outside the classroom. The
research also aims to discover the associated beliefs students have with regard to those
experiences. The focus is on how YouTube videos can be used to learn English outside the
classroom.
2
3.0 Research Questions
(i)
How do secondary students use YouTube to learn English vocabulary outside the
classroom?
(ii)
What do the secondary students’ learn from the use of YouTube to learn English
vocabulary outside the classroom?
4.0 Interview Protocol
Parts
Samples of Interview Questions
Part A-
The purpose of asking these questions is to help participants feel
comfortable
Warm-ups
Hi, How is your day so far?
How are you feeling today?
Have you eaten? lunch?
I have a few questions ready for you.
Hope you can answer them as best as you can.
Part B-
Can I ask, do you use English at home?
Background /
Demographic
information
During conversation?
Or or just reading?
3
Part CEngagement with
YouTube
Can you share with me some of the platform that you use? For example,
Facebook, Twitter or YouTube?
Can you share with me what are the things that you like to watch mostly on
YouTube? Was it fashion or gaming or tutorials, stuff like that?
Are there any specific channels when you watch those kinds of videos?
How often do you use YouTube?
Can you tell me more about…?
Why do you choose that channel from..., is there any features about him that
you like? His explanations or his videos?
Does it help you in learning English language better? Or help you to learn
listening?
Can we go to the second picture that you shared?. Can you talk about her?
What do you like about her?
Can you share some of the lines that interest you? Do you learn anything from
her lyrics?
Is it safe for me to say that her lyrics are relatable to your life?
Now, for my last question, would you recommend those channels that you’ve
shared with me earlier with your friends
Part DClosing
Is there anything else that you want to tell me about your experience in using
YouTube?
Does it help you in learning English any better?
Part A functions as an opening and a warm-up to start off with the interview. The list of
questions are asked to help students feel comfortable with the researcher and it also functions
as small talk. The questions in Part B are asked to get some background or demographic
information. The questions asked where are the participants from, and what their social
background. Next, Part C questions are into the topic of the interview. The questions on the
engagement of students in YouTube learning vocabulary outside the classroom are asked as it
is the topic of the study. The study of the interview is about the use of YouTube by the
participants to learn English outside the classroom. Part D is the closing as the stage of the
interview indicates it coming to an end.
4
5.0 Research Participant
Three form four students out of 30 students in a classroom will be selected based on a
selection criteria .
Participants
ID
Gender
Age
How often
participants watch
YouTube
YouTube channel
Channel type
P1
Female
17
2-3 hours per day
Azzel83, Melanie
Martinez
Gaming, music video
P2
Female
16
Almost everyday
BBC Studios, The
Voice, MasterChef
Australia
British Broadcast
production, reality singing
competition, Australian
cooking show
P3
Male
17
During free time
Sloggo, Billie
Eilish
Gaming, music video
Demographics of participants (secondary school students of Malaysia)
6. Data Analysis
Thematic analysis is a method for analyzing qualitative data that entails searching across a
data set to identify, analyze, and report repeated patterns (Braun and Clarke 2006). It is a
method for describing data, but it also involves interpretation in the processes of selecting
codes and constructing themes.
In the present study, data were analysed in 2 stages
•
•
Stage 1 : Coding
Stage 2 : Software ATLAS t.i
5
7.0 Gains from Engagement
In this section, I will detail findings on what learners claimed they had gained from their
engagement with the use of YouTube videos to learn English vocabulary outside the
classroom.
Theme 1: Linguistic Gain
This refers to language skills that learners claimed to learn when they engaged in YouTube
videos. The participants were able to improve their language skills such as spelling and
acquiring new words.
In Excerpt 1, participant B mentioned that through watching a certain video i.e. Master Chef
Australia on YouTube, she was able to pick up new vocabularies that was unknown to him
before this. These vocabularies helped her in his speaking and writing skills where she was
able to apply the word in a suitable context.
Excerpt 1
PB: sometimes, there are some words that I haven’t heard before and when I watches that
programme, then only I just realised that that was a new words that I I know and I heard and
then I can use it in my communicate or my writing. Yes, I think, they give a lot of benefits to
me for me to improve my English skill in home rather at school.
6
The following two excerpts show how two participants improved their English through reading
the subtitles of the YouTube videos. In Excerpt 2, participant B reported that the subtitles
improved her English, especially her speaking skills. Instead of watching the picture, she
focused on the subtitles to gain understanding about the video.
Excerpt 2
PB: The subtitle must be in English, so, um, actually, when I watch some videos on YouTube,
I didn’t really watch the pictures, but I watch the subtitle. I want to understand what they are
talking about and if I just watch the picture, I don’t understand anything. The subtitles really
help me to improve my English skills and to improve my way to speaking to other person like
right now I’m speaking to you.
Theme 2: Knowledge: general, current affairs, and technical
Other than detailing their linguistic gains, the students also talked about gaining general
knowledge, knowledge of current affairs, and technical knowledge from the use of YouTube
which indirectly enable them to learn English vocabulary outside the classroom.
PC: Not only that, he also includes subtitle to help people understand his videos. So, when I
read subtitle, it helps to improve my spelling better.
In Excerpt 1, participant A mentioned that through listening to a certain singer i.e. Melanie
Martinez on YouTube, she understood the tutorials and learn how to make YouTube content
in English. These vocabularies helped the engage actively in the game a in suitable context.
Excerpt 1
PA :I will listen to Melanie Martinez, like the picture I have sent to you before also for, an
example for the tutorials video that I usually watch is from Azzell83. So basically, the channel
is about tutorials on how to make a home in the game that I am currently playing.
7
In excerpt 2, the participant mentioned about “dark concept”. The participant improved her
language acquisition ta o higher standard. This is gaining knowledge of current affair. This
shows how the participant is well versed obout the knowlegge which is not exposed in the
classroom.
Excerpt 2
PA: It is very unique, but also can be dark. And by dark, I mean like, the meaning of the
videos or the meaning of the lyrics can be quite dark.
In excerpt 3, Participant B through watching YouTube learned to be technical because she
learned how to cook by watching “MasterChef Australia” program during her leisure time.
Excerpt 3
PB: I like something like, cooking channel because I love cooking at home. So, when I think I am
getting bored here, I can search any new recipes so I can learn from YouTubes and I can serve it to
my family or my friends at school or near my house
Theme 3: Enjoyment
On several occasions, instead of talking about gaining linguistic knowledge or other types of
knowledge, learners spoke about gaining enjoyment from watching Youtube outside classroom.
Participant A, claimed that she feel happy and due to that she becomes productive in excerpt 1.
PA:I feel quite happy and sometimes I will also feel productive as well. It all depends on what
I am watching in YouTube.
In excerpt 2 and 3, Participant B and C, also talked other than learning English outside
classroom through watching they also enjoyed themselves.
8
Participants enjoy watching the programme because it interests the participant to see the
contestant are very confident and at the same time she learns how the judges comment on the
singers’ performance.
Excerpt 2
PB:Okay, in my opinion, the programme actually teach me a lots of benefits, such as, uhm, we
can be more confidence when we are in front of a lot of people. And such as um they singing
without any of anxious feeling, and then the like the judge’s comments to the singers they are
confident, and their English was very good. Yeah, because, they was born there and then that’s
why I like the movie a lot. Sorry, the programmes
Excerpt 2
I feel happy, fun, because it teach me to learn about new strategy to play a game.
8.0 Reflection
In this section, I would like to discuss some of the researcher’s interviewing skills. Firstly the
researcher was feeding the participant with information expected through the asked questions.
This a pitfall where the participants answers to what is related to the question asked.
Okay, can you share with me what are the things that you like to watch mostly on
YouTube? Was it fashion or gaming or tutorials, stuff like that?
Next, we can observe that the researcher was not listening to the response of participant A. The
researcher did not refer to the response and instead carried on with the prepared interview
question. Participant A is very informative and very enthusiastic in the topic discussed. The
participant elaborated with detailed information,” For example, for music, I will listen to
Melanie Martinez, like the picture I have sent to you before also for, an example for the tutorials
video that I usually watch is from Azzell83”. The participant shared her liking by saying the
current activity she engaged with, ”So basically, the channel is about tutorials on how to make
a home in the game that I am currently playing”. The researcher just responded Oh, that’s great!
How often do you use YouTube?.
The researcher was not paying attention and carried on to complete the interview session only.
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RESEARCHER/
CONTENT
STUDENT
Participant A
There is. Some specific channels that I use whenever I will watch
videos. For example, for music, I will listen to Melanie Martinez, like
the picture I have sent to you before also for, an example for the tutorials
video that I usually watch is from Azzell83. So basically, the channel is
about tutorials on how to make a home in the game that I am currently
playing.
RESEARCHER
Oh, that’s great! How often do you use YouTube?
The researcher was deciding on Participant A’s response and the language function was
demanding ”Does it help you in learning English language better, say for example, it helps you
to read the subtitle or the labels better? Or help you to learn listening? Focus on listening more?
On the instruction, on how to build the houses, how to décor the house.”
Finally, the researcher lacked probing skill with Participant C. Most of Participant C’s
responses are very brief yet the researcher did not probe further for more details.
RESEARCHER
Okay great. Do you use English at home?
STUDENT
Of course, always, with my family.
RESEARCHER
Now, can I ask do you watch English programmes at home?
STUDENT
Yes, such as movie, sports, cooking, yeah.
RESEARCHER
What are the platforms that you use?
STUDENT
I use Twitter, Facebook, TikTok, Instagram, yeah.
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RESEARCHER
How about YouTube? Do you use YouTube at home?
STUDENT
Yes, I do. Like watching gaming, music, fashion, movie. Yeah, that’s
all.
RESEARCHER
Great, how do you feel when you use YouTube?
STUDENT
I feel happy, fun, because it teach me to learn about new strategy to
play a game.
RESEARCHER
What do you like to watch the most on YouTube? Can it be fashion or
tutorials?
STUDENT
I watch movie, gaming, fashion, music, vlog travel, cooking, yes.
RESEARCHER
Is there any channel that you watch on YouTube?
STUDENT
Yes. It’s about gaming. Its name is Sloggo. It’s got nine million
subscribers.
RESEARCHER
Oh great. So, how often do you use YouTube?
The researcher when asking the interview question rather than trying to get information. This
represents insufficient knowledge in underpinning the questions.
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Braun, V., & Clarke, V. (2021). Thematic Analysis. SAGE.
Zulkepli, N. (2012). An investigation into English as a second language (ESL) learner
participation in language learning opportunities: A social view.
Cresswell, J. W. (2014). Educational research: Planning, conducting, and evaluating
quantitative and qualitative research. Lincoln: Pearson.
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Heriyanto, D. (2015). The effectiveness of using YouTube for vocabulary mastery. ETERNAL
(English Teaching Journal), 6(1).
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morphological rules of English language in RDFCFL graphs. In International Conference
on Applied Physics, System Science and Computers (pp. 169-174). Springer, Cham.
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to post-secondary education). Putrajaya, Malaysia: Kementerian Pendidikan Malaysia.
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