ACCEPTANCE PAGE I hereby state that I: Lê Mai Hoa (QH.2012.F.1.E.2), being a candidate for the degree of Bachelor of Arts (TEFL) accept the requirements of the College relating to the retention and use of Bachelor’s Graduation Paper deposited in the library. In terms of these conditions, I agree that the origin of my paper deposited in the library should be accessible for the purposes of study and research, in accordance with the normal conditions established by the librarian for the care, loan or reproduction of the paper. Signature Date May 05, 2016 ACKNOWLEDMENT First and foremost, I would like to express my very great appreciation to my supervisor Ms. Đặng Anh Thư. But for her valuable assistance, advice, and guidance, my research would not have been completed. My special thanks are extended to the fasttrack sophomores at FELTE, ULIS, VNU for their cooperation and willingness. Without their participation in the questionnaires and interviews, the research would not have received useful data to accomplish the paper. Additionally, I would like to express my deep gratitude to my friend Ms. Tran Minh Hang who spends her time collecting the data and informing me important information during the completion of the study. Last but not least, I am particularly grateful for the assistance given by my parents and sisters who always encourage and support me all the time through my study. ABSTRACT The development of technologies has a great influence on English language teaching as well as learning. Teachers nowadays can use technological devices to improve their teaching because technology provides both teachers and students with a wide range of tools to work on, which provokes their interest, engagement in teaching and learning language, creativity and effort to produce effective and appealing work since now they have more alternatives and methods to adapt and present knowledge. Since YouTube is gradually becoming one of the most popular tools of technology in language teaching, the focus of the study is investigating the perception of the importance of using videos on YouTube for listening practice of fasttrack sophomores at Faculty of English Language Teaching, University of Language and International Studies, Vietnam National University. Moreover, the research is conducted to provide them with strategies and tips for choosing appropriate and effective videos which actually help them to improve listening skill for VSTEP – a standard language examination at the end of second semester. After conducting questionnaires and interviews, the researcher would like to summarize the findings of the study. Firstly, most of students mainly want to enhance their communicative skills and deepen their understanding about cultures. Secondly, the availability and diversity of the content related to reallife situations, vocabulary and grammatical phenomenon evoke students to use YouTube for listening practice. Nonetheless, YouTube still has weaknesses that somehow prevent students from doing so. The difficulties they have faced when using YouTube to practice listening are the lack of transcripts, the diversity, the distraction of visual effects, unstandardized languages, limited access, background noise. Besides, although YouTube is the most popular listening sources, there is a huge gap between the time they spend on YouTube for language learning and entertainment.
ACCEPTANCE PAGE I hereby state that I: Lê Mai Hoa (QH.2012.F.1.E.2), being a candidate for the degree of Bachelor of Arts (TEFL) accept the requirements of the College relating to the retention and use of Bachelor’s Graduation Paper deposited in the library In terms of these conditions, I agree that the origin of my paper deposited in the library should be accessible for the purposes of study and research, in accordance with the normal conditions established by the librarian for the care, loan or reproduction of the paper Signature Date May 05, 2016 ACKNOWLEDMENT First and foremost, I would like to express my very great appreciation to my supervisor Ms Đặng Anh Thư But for her valuable assistance, advice, and guidance, my research would not have been completed My special thanks are extended to the fast-track sophomores at FELTE, ULIS, VNU for their cooperation and willingness Without their participation in the questionnaires and interviews, the research would not have received useful data to accomplish the paper Additionally, I would like to express my deep gratitude to my friend Ms Tran Minh Hang who spends her time collecting the data and informing me important information during the completion of the study Last but not least, I am particularly grateful for the assistance given by my parents and sisters who always encourage and support me all the time through my study ABSTRACT The development of technologies has a great influence on English language teaching as well as learning Teachers nowadays can use technological devices to improve their teaching because technology provides both teachers and students with a wide range of tools to work on, which provokes their interest, engagement in teaching and learning language, creativity and effort to produce effective and appealing work since now they have more alternatives and methods to adapt and present knowledge Since YouTube is gradually becoming one of the most popular tools of technology in language teaching, the focus of the study is investigating the perception of the importance of using videos on YouTube for listening practice of fast-track sophomores at Faculty of English Language Teaching, University of Language and International Studies, Vietnam National University Moreover, the research is conducted to provide them with strategies and tips for choosing appropriate and effective videos which actually help them to improve listening skill for VSTEP – a standard language examination at the end of second semester After conducting questionnaires and interviews, the researcher would like to summarize the findings of the study Firstly, most of students mainly want to enhance their communicative skills and deepen their understanding about cultures Secondly, the availability and diversity of the content related to real-life situations, vocabulary and grammatical phenomenon evoke students to use YouTube for listening practice Nonetheless, YouTube still has weaknesses that somehow prevent students from doing so The difficulties they have faced when using YouTube to practice listening are the lack of transcripts, the diversity, the distraction of visual effects, unstandardized languages, limited access, background noise Besides, although YouTube is the most popular listening sources, there is a huge gap between the time they spend on YouTube for language learning and entertainment TABLE OF CONTENT ACCEPTANCE PAGE .i ACKNOWLEDMENT ii ABSTRACT iii TABLE OF CONTENT iv LIST OF FIGURES vi LIST OF ABBREVIATION vii Chapter 1: INTRODUCTION 1 Statement of the problem and rationale for the study Aims and Objectives Significance of the study Scope of the study .4 Organization Chapter : LITERATURE REVIEW .7 Listening 1.1 Listening vs Hearing .7 1.2 Listening process 1.2 Types of listening 11 Listening materials used in language class 12 2.1 Recorded materials 16 2.2 Authentic materials .17 The use of videos in language learning 21 3.1 The benefits of using videos in language learning .21 3.2 Criteria for selection of appropriate videos in language teaching 23 YouTube videos in practicing listening skills 25 4.1 Definition of YouTube 25 4.2 The use of videos on YouTube for practicing listening skills .25 Chapter : METHODOLOGY 27 Selection of participants 27 Research design .27 Method and procedure of data collection 28 3.1 Method 28 3.2 Procedure of data collection 29 Method and procedure of data analysis 31 4.1 Method 31 4.2 Procedure of data analysis 31 Chapter : RESULTS AND DISCUSSION 33 Research findings 33 1.1 The perception of the usefulness of YouTube materials for practicing listening skills .33 1.2 The factors that affect choosing YouTube materials for practicing listening skills .37 Discussion of findings .44 2.1 The perception of the usefulness of YouTube materials for practicing listening skills .44 2.2 The factors that affect choosing YouTube materials for practicing listening skills .47 Conclusion 50 Chapter : CONCLUSION 51 Summary of findings .51 Implications of the study 53 Limitations of the study 54 Suggestions for further research 55 REFERENCES 56 APPENDICES 60 APPENDIX 1: QUESTIONNAIRE .60 APPENDIX 2: QUESTIONS FOR INTERVIEW 65 APPENDIX 3: TRANSCRIPTS OF INTERVIEWS 66 LIST OF TABLES Table 1: Comparison between hearing and listening Table 2: Listening process 10 Table 3: Sharpling’s realization of listening materials 13 Table 4: Definitions and comparison of “Scripted” and “Unscripted” 14 Table 5: Comparison between authentic and non-authentic materials 21 Table 6: The influence of brain waves on students 22 Table 7: Summary of the subjects 27 Table 8: Comparison between the frequencies of using YouTube for different purposes 36 Table 9: Advantages of YouTube materials in practicing listening 37 Table 10: Advantages of YouTube in descending order of agreement 40 Table 11: Disadvantages of YouTube materials in practicing listening 41 LIST OF FIGURES Figure 1: Types of listening materials 15 Figure 2: Overall classification of listening materials 16 Figure 3: Characteristics of Authenticity 19 Figure 4: Purposes of practicing listening in language learning 33 Figure 5: Popularity of different listening sources 34 Figure 6: Purposes of using YouTube 35 Figure 7: Frequency of using YouTube 35 Figure 8: Frequency of using YouTube for practicing 35 Figure 9: Students' agreement on the advantages of YouTube materials in practicing listening 38 Figure 10: Students' agreement on the disadvantages of YouTube materials in practicing listening 42 LIST OF ABBREVIATION No Abbreviation FELTE ULIS VNU SD VOA BBC CNN Meaning : Faculty of English Language Teacher Education : University of Language and International Studies : Vietnam National University : Standard deviation : Voice of America : British Broadcasting Corporation : Cable News Network Chapter 1: INTRODUCTION Statement of the problem and rationale for the study When it comes to language learning, learners are expected to acquire not only one certain skill such as listening, speaking, reading or writing but also all four of them However, each of them seems not to be paid the equal attention from the learners and teachers In comparison between speaking and listening, language learners appear to concentrate more on speaking than the other In fact, in any form of communication, speakers not just talk all the time, but also need to listen to their partners and then reply or respond what they have heard According to Mendelson (1994) claims that when people communicate with each other, they spend 40-50% of the time on listening, while speaking, reading, and writing account for 25-30%, 11-16% and around 9% respectively (as cited in Gilakjani, 2011) However, as said by Dr Kline (1996), listening is a skill that is commonly ignored and neglected by learners and teacher He explains that speaking and writing is the skills that learners can see and made physically or “visible” They are also “more easily assessed than listening and reading” Likewise, compared with reading, listening is more difficult to be tested In spite of that, Kline (1996) highlights the significance of listening in communication ““listening is an integral part of the total communication” Hence, listening is recognized as an important and essential element in communication as it is “an active process of deciphering and constructing meaning from both verbal and non-verbal messages”, according to Nunan (1998) (as cited in Gilakjani, 2011) Since 1960s and 1980s, listening began to receive a great attention from linguistics all around the world (Nunan, 2002) Nowadays, there are many methods and materials to improve learner’s listening independently and effectively One of them is authentic materials, which are any verbal form of speech which have not been prepared in advance for language teaching (Miller, 2003) Miller (2003) suggests using the Internet for practicing listening because of the increasing demand and interest in technology Therefore, the research focuses on YouTube, one of listening sources available on the Internet, used to help learners enhance their listening skills Aims and Objectives Martin Peacock, the head of English Product Development, British Council (as cited in Motteram, 2013) emphasizes that the development of technologies has a great influence on English language teaching as well as learning Teachers nowadays can use technological devices to improve their teaching flexibly rather than sticking to “a textbook, a tape recorder and a blackboard” to deliver lessons He also mentions teachers can encourage students to enhance and practice language skills as well as using “web-based tools that allow them to publish work and engage audiences in real context” (as cited in Motteram, 2013) Moreover, technology provides both teachers and students with a wide range of tools to work on, which provoke their interest, engagement in teaching and learning language, creativity and effort to produce effective and appealing work since now they have more alternatives and methods to adapt and present knowledge According to Altenhoff (2009), YouTube is an appropriate, which makes “integrating videos” more accessible, available and suitable to classroom’s context because teachers can find short and concise clips in various areas rather than long ones In other word, YouTube can be considered as one of feasible material sources of language teaching and learning activities in classroom because of its diversity, availability and accessibility Therefore, using videos available on YouTube as sources for learners’ practicing listening skills is the main focus of this research The research aims at investigating the perception of the importance of using videos on YouTube for listening practice of fast-track sophomores at Faculty of English Language Teaching, University of Language and International Studies, Vietnam National University Moreover, the research is conducted to provide them with strategies and tips for choosing appropriate and effective videos which actually help them to improve listening skill for VSTEP – a standard language examination at the end of second semester In the research, the following questions are expected to be answered: To what extend does fast-track sophomores at FELTE, ULIS, VNU perceive the usefulness of using videos available on YouTube for practicing their listening skills? Which difficulties fast-track sophomores at FELTE, ULIS, VNU face when they use YouTube videos for listening practice? Significance of the study According to Downs (2008), listening is “making an effort to hear something” In real life, the words listening and hearing often used interchangeably However, hearing is the process of receiving sound waves and then transmitting them to the brain to analyze (Downs, 2008, p 1) In contrast, listening is defined as interpreting the meaning of what is heard (Ahuja, 2007, p 23) In other words, listening is “active cognitive process” (as cited from Barclay, 2012) It means that listeners are required to be heavily involved in retrieving and comprehend what they hear In other words, listening in language learning is not only the ability to hear something, but also the ability to understand and perceive them Thus, choosing appropriate materials for listening is virtually essential The suitable materials not only enhance learners’ listening skill in general, but also shape their critical thinking and develop cognitive ability Sharpling (2012) classified listening materials into authentic materials and course book materials Authenticity is used as a term for anything produced for non-teaching purposes; therefore, the target audience of authentic work is mainly native speakers (as cited in Kadagidze, 2006) Therefore, students who learn authentic materials have chance to expose to “many aspects of target culture” and “real language” which students can apply in real life (Richard, 2001, p 253) One of available sources of listening materials widely used in language classroom is YouTube Teachers mainly use YouTube videos to engage students into the lesson because they have both visual and auditory affects that catch students’ attention rather than simply listening to tape recorders Hence, the time of students’ exposure to language is longer and to some extents, students’ listening competence will be improved spontaneously Last but not least, the researcher also wants to recommend some helpful channels on YouTube that help students to practice listening skill - National Geographic Live: https://www.youtube.com/show/nationalgeographiclive - National Geographic: https://www.youtube.com/user/NationalGeographic - How it’s made: https://www.youtube.com/channel/UCjHsPBHX1NNbIqTy4eXVTi g - Home Science: https://www.youtube.com/user/maricv84 - NatGeoWild: https://www.youtube.com/user/NatGeoWild - BBC News: https://www.youtube.com/user/bbcnews - BBC Trending: https://www.youtube.com/user/BBCtrending Limitations of the study Although the study has achieved its aims about the investigation of the usefulness of YouTube materials in practicing listening perceived by fast-track second year students in FELTE, ULIS, VNU, there are some shortcomings and limitations occurring Firstly, the lack of data collecting methods is a major problem In the research, the method of collecting data is limited to questionnaires and interviews It would great if some observations were carried out to investigate the improvement of students’ listening skills in a certain amount of time Therefore, the result is just based on the subjective opinions of the participants However, the time spent on the type of those observation need to be long enough to recognize student’s significant improvement Moreover, it also requires a large number of participant and their acceptance to participate in the observations Secondly, the scale of research is relatively modest The participants of the research are 61 fast-track sophomores in FELTE, ULIS, VNU, so the result is true only to this group of students To present a more general and prevailing view, the researchers should widen the scale of the paper Nonetheless, the limit of time has not allowed the researchers to conduct questionnaires and interviews with the greater number of students 55 Thirdly, Suggestions for further research In accordance with the limitations of the study mentioned above, there are some recommendations and suggestions for later researches Firstly, in the further research, the researcher expects that there are more methods to be applied such as observation because this method will give more general views on the matter The observation should concentrate on the process of improvement in students’ listening skills after students watch YouTube videos for a certain period of time Moreover, the videos for observation shown should be selected based on the criteria of a standard listening materials and a good video The materials had better be analyzed and measured carefully and meticulously before conducted During the observations, the researchers need to give students regular tests to keep track of their improvement Secondly, the scale of the later research is suggested to be larger, so that the findings of the researcher will be more reliable and worthy The participants can come from different universities, high schools and in different groups of age in order to investigate the importance and usefulness of YouTube materials in practicing listening thoroughly Because the scale of the research is wider, the future researchers should describe the population and sampling of participants carefully and in depth The participants can be classified if needed (Word count: 14,719) 56 REFERENCES Ahuja, P., & Ahuja, G (2007) How to develop profitable listening skills New Delhi: Sterling Paperbacks Altenhoff, S (2009) YouTube in the language classroom Germany: Auflage Armstrong, S (2013) The importance of YouTube in education Education and tech Retrieved from http://www.educationandtech.com/2013/04/the- importance-of-youtube-in-education.html Barclay, L (2012) Learning to listen/listening to learn: Teaching listening skills to students with visual impairments New York: AFB Press Berk, R A (2009) Multimedia teaching with video clips: TV, movies, YouTube, and mtvU in the college classroom International Journal of Technology in Teaching and Learning Retrieved from http://desoky.com/WHY_VIDEOS.pdf Brace, I (2008) Questionnaire design how to plan, structure and write survey material for effective market research (2nd ed.) London: Kogan Page Burt, M (1999) Using Video with Adult English Language Learners Retrieved from http://www.cal.org/caela/esl_resources/digests/video.html Cambridge University Press (1999) In Cambridge dictionaries online Retrieved December 26, 2015, from http://dictionary.cambridge.org/dictionary/english/scripted Case, A (2012) Advantages and disadvantages of using authentic text in class Retrieved from http://www.usingenglish.com/articles/advantages- disadvantages-using-authentic-texts-in-class.html Cunning-Wilson, C (2001) Practical aspects of using video in the foreign language classroom The Internet TESOL Journal, (11) Retrieved from http://www.tojet.net/articles/v3i3/339.pdf Developing online teaching skills (2008) Using “YouTube” in class Training for language professionals Retrieved from http://webcache.googleusercontent.com/search? q=cache:xy6rgXVU_DgJ:ictrev.ecml.at/Portals/1/documents/Using_You Tube_in_class.doc+&cd=16&hl=vi&ct=clnk 57 Downs, L (2008) Listening skills training United States: ASTD Press Gilakjani, A P (2011) A study of factors affecting EFL learners’ English listening comprehension and the strategies for improvement Retrieved from http://ojs.academypublisher.com/index.php/jltr/article/viewFile/02059779 88/3567 Heitler, D (2005) Teaching with authentic materials Pearson Longman Retrieved from http://www.pearsonlongman.com/intelligent_business/images/teachers_res ourse/pdf4.pdf Hornby, A S (2005) Oxford advanced learner's dictionary (7th ed.) Oxford: Oxford University Press Jennerich, E (2005) Four types of listening Retrieved from https://infopeople.org/sites/all/files/past/2005/customer/Basic_Attributes.d oc Ji, L., & Zhang, Y (2010) Study on factors which constrain learners’ listening comprehension in English 12(4) Retrieved from http://www.hltmag.co.uk/aug10/mart03.htm Kadagidze, L (2006) Different types of listening materials ISBU International refereed multi-disciplinary scientific journal, 1, 149-150 Retrieved from https://ideas.repec.org/a/ibl/journl/v1y2006i1p148-154.html Kelsen, B (2009) Teaching EFL to the iGeneration: A Survey of Using YouTube as Supplementary Material with College EFL Students in Taiwan CALL-EJ, 10 (2) Retrieved September 30, 2015, from http://callej.org/journal/10-2/kelsen.html Kline, J (1996) Listening effectively Alabama: Air University Press Kramsch, C (1993) Context and culture in language teaching Oxford: Oxford University Press Macmillan Publisher (2009) In Macmillan dictionary online Retrieved December 26, 2015, http://www.macmillandictionary.com/dictionary/british/scripted 58 from Miller, L (2003) Developing listening skills with authentic materials English as a foreign language assessment Retrieved from http://www.dl.ueb.vnu.edu.vn/bitstream/1247/9968/1/Developing %20Listening%20Skills%20with%20Authentic%20Materials(1).pdf Milne, J (1999) Questionnaires: Advantages and disadvantages Retrieved from http://www.icbl.hw.ac.uk/ltdi/cookbook/info_questionnaires/ Minster, E (2003) Pros & cons of interviewing Retrieved from http://www.uwex.edu/ces/tobaccoeval/pdf/ProConInt.pdf Mishan, F (2003) Designing authenticity into language learning materials Bristol: Intellect Motteram, G (2013) Innovations in learning technologies for English language teaching Place of publication not identified: The British Council Nunan, D (2002) Methodology in language teaching An anthology of current practice [Introduction] Cambridge: Cambridge University Press Retrieved from http://ebooks.cambridge.org/chapter.jsf? bid=CBO9780511667190&cid=CBO9780511667190A038 Opdenakker, R (2006) Advantages and disadvantages of four interview qualitative researcher Retrieved from http://www.qualitative- research.net/index.php/fqs/article/view/175/391 Opdenakker, R (2006) Advantages and Disadvantages of Four Interview Techniques in Qualitative Research 7(4) Retrieved from http://www.qualitative-research.net/index.php/fqs/article/view/175/391 Pham, T (2010) Using video as a supplementary material in teaching listening skill to second-year English major at Hanoi National University of Education Hanoi: University of Foreign Languages and International Studies Richards, J (2001) Curriculum development in language teaching Cambridge, UK: Cambridge University Press Sharpling, G (2014) Listening materials Global pad Retrieved from https://www2.warwick.ac.uk/fac/soc/al/globalpad/openhouse/academicen glishskills/listeningandspeaking/materials/ 59 Taylor, B B (2012) Development of psychometrically equivalent speech audiometry materials for measuring speech recognition thresholds in native tagalongs speakers All theses and dissertation Retrieved from http://scholarsarchive.byu.edu/cgi/viewcontent.cgi? article=4347&context=etd Tech Terms (2009) YouTube Retrieved from http://techterms.com/definition/youtube Terrantino, J (2011) Emerging technologies YouTube for foreign languages: You have to see this video Retrieved from http://llt.msu.edu/issues/february2011/emerging.pdf Tomlinson, B (1998) Materials development in language teaching Cambridge: Cambridge University Press Tomlinson, B (2003) Developing materials for language teaching London: Continuum Trent Focus Group (1998) Using interviews in a research project Trent focus for research and development in primary health care Retrieved from http://web.simmons.edu/~tang2/courses/CUAcourses/lsc745/sp06/Intervie ws.pdf Woodward, T (2001) Planning lessons and courses: Designing sequences of work for the language classroom Cambridge, U.K.: Cambridge University Press YouTube (n.d.) About YouTube https://www.youtube.com/yt/about/ 60 Retrieved from APPENDICES APPENDIX 1: QUESTIONNAIRE I am a senior from Fast-track division, Faculty of English Language Teacher Education (FELTE), at the University of Languages and International Studies, Vietnam National University This questionnaire is designed to collect data for my thesis “The use of videos on YouTube for practicing listening skill perceived by fast-track sophomores in FELTE, ULIS, VNU” Your response to this questionnaire is of great importance for the success of the study All your personal information is kept confidential and serves only for research purposes I really appreciate your participation and collaboration! I General information: Full name: Class: Email: Telephone number: II Specific information: Please put a tick () beside the options you find true to you for the following question: What are the contributions of practicing listening to your language learning? enhancing communicative ability through learning the way people speak gaining high marks in listening tests getting familiar with many topics improving speaking ability (accuracy, fluency, pronunciation, ) enriching your cultural background knowledge of the target-language countries Others (please specify): Please circle the option you find most true to you for each following question If you find listening materials on the Internet, which website you visit MOST? A VOA Special English (Voice of America) B BBC (British Broadcasting Corporation) 61 C CNN (Cable News Network) D YouTube E Others (please specify): How often you use YouTube? A Never B Sometimes C Often D Always Please specify: ……………….hour(s)/day ……………….day(s)/week What you use YouTube MOST for? A Entertainment B English learning C Business D Others (please specify): How often you use YouTube for practicing listening skills when learning English? A Never B Sometimes C Often D Always Please specify: ……………….hour(s)/day ……………….day(s)/week Please put a tick () below the degree of agreement you find most true to you for each following statement 10 Statements Strongly Disagree Agree Strongly disagree agree Reasons why YouTube materials may be used for practicing listening skills Using YouTube materials make lessons more engaging and motivating YouTube materials are relevant to what is taught in class YouTube materials help listening easier because of visual images YouTube materials help me 62 remember more content because it increases my understanding through visual images There are a wide range of topics that we can find on YouTube for practicing listening YouTube materials contain many topics related to real-life situations YouTube materials contain many words and expressions which help me convey my ideas I can expose to different grammatical structures in YouTube materials YouTube materials improve my communicative ability I find it easy to look for listening materials on YouTube because they are usually available YouTube materials decrease my anxiety on difficult and unfamiliar topics YouTube concentrate materials while help I me practice listening Others (please specify):…………………………………………………………… Reasons why YouTube materials may NOT be used for practicing listening skills Language in YouTube materials is not standard enough (e.g.: incomplete sentences, slang,…) Visual effects distract me from practicing listening 63 It is difficult to choose suitable listening source from YouTube because of its huge variety YouTube materials contain too many difficult and uncommon words for me to understand Background noise in YouTube videos annoys and distracts me from practicing listening The length of YouTube materials is longer than needed YouTube materials are too short to listen to YouTube materials unnecessary and provide inappropriate knowledge I usually have limited access to copyrighted YouTube materials YouTube materials contain false information Transcripts are usually not provided along with YouTube materials Others (please specify):…………………………………………………………… Your response to this survey is very important to my thesis Keep in mind that your personal information are surely kept confidential and used only for research purposes Thank you very much for spending your precious time filling in this questionnaire! For further information and the summary of this research, contact me via this email: lemaihoa142@gmail.com (Ms Hoa) 64 APPENDIX 2: QUESTIONS FOR INTERVIEW What you usually use YouTube for? How often you visit YouTube a day? a week? Why you want to improve listening skill when learning English? Can you name the difficulties you have faced when practicing listening skill? How long you use YouTube for practicing listening? Which topics you usually looking for when finding listening sources? Does YouTube have those topics? Do you think YouTube materials help you improve listening skills? Why or Why not? What are difficulties to find suitable YouTube materials for practicing listening skill? What is your strategy to find good and appropriate videos on YouTube to serve your purpose of practicing listening skills? 65 APPENDIX 3: TRANSCRIPTS OF INTERVIEWS Interview Researcher: What you usually use YouTube for? Interviewer 1: I usually use YouTube to watch music video, gameshow and Vlog of famous people Researcher: How often you visit YouTube a day? a week? Interview 1: I visit it every day I spend about hours on it Researcher: Why you want to improve listening skill when learning English? Interviewer 1: Because it is important to hear foreigner speaking and I want to hear television, gameshow without subtitles Researcher: Can you name the difficulties you have faced when practicing listening skill? Interviewer 1: It difficult to catch up with the speed when the foreigner speaking and my vocabulary isn't good enough to understand Researcher: How long you use YouTube for practicing listening? Interviewer 1: Almost every day Researcher: Which topics you usually looking for when finding listening sources? Does YouTube have those topics? Interviewer 1: Basic listening English for learner on YouTube Researcher: Do you think YouTube materials help you improve listening skills? Why or Why not? Interview 1: Yes Because I want to hear English in video of my favorite channels Therefore, I would try my best to hear what they are talking and enjoy it So I learn it quickly and easy to remember Researcher: What are difficulties to find suitable YouTube materials for practicing listening skill? Interview 1: Searching video which suit my level and I can enjoy it but there isn't available on YouTube Researcher: What is your strategy to find good and appropriate videos on YouTube to serve your purpose of practicing listening skills? 66 Interviewer 1: I usually subscribe some channels teaching listening English on YouTube And maybe I can find other channel teach listening skills through suggested video by YouTube Interview Researcher: What you usually use YouTube for? Interviewer 2: I often listening music Researcher: How often you visit YouTube a day? a week? Interview 2: I access YouTube quite often at least 10 times a day Researcher: Why you want to improve listening skill when learning English? Interviewer 2: I want my communication skill is getting better Researcher: Can you name the difficulties you have faced when practicing listening skill? Interviewer 2: Not much, probably different accents coming from different places around the world Researcher: How long you use YouTube for practicing listening? Interviewer 2: I spend hour Researcher: Which topics you usually looking for when finding listening sources? Does YouTube have those topics? Interviewer 2: Mostly topics related to science and history Researcher: Do you think YouTube materials help you improve listening skills? Why or Why not? Interview 2: Yes, because of its diversity Researcher: What are difficulties to find suitable YouTube materials for practicing listening skill? Interview 2: I don’t have any trouble with it Finding a suitable one is quite easy to me Researcher: What is your strategy to find good and appropriate videos on YouTube to serve your purpose of practicing listening skills? Interviewer 2: I simply subscribe to Ted and educational channel for educational purposes 67 Interview Researcher: What you usually use YouTube for? Interviewer 3: I normally use YouTube for learning foreign languages In the evening and I start the day by listening Piano Covers This normally takes between an hour or two depending on my mood Researcher: How often you visit YouTube a day? a week? Interview 3: Well, I’m a student so I’m in the University almost every day I don’t always use YouTube when I’m in there I’m more likely to use YouTube when I wake up in the morning and in the evening As I said before I use YouTube for listening music to start my new day, so I use it every single day Researcher: Why you want to improve listening skill when learning English? Interviewer 3: It’s a very interesting question In my opinion, I think Listening skill is the most important skill not only in English, but also in any languages Because Listening is the ability to accurately receive and interpret messages in the communication process Listening is key to all effective communication, without the ability to listen effectively messages are easily misunderstood – communication breaks down and the sender of the message can easily become frustrated or irritated In another word, this skill will fulfill the ability of my English, so that I can chase the top job in the future and have more and more opportunities to promote my career Researcher: Can you name the difficulties you have faced when practicing listening skill? Interviewer 3: Oh, I have a ton of trouble understanding what native English speakers say Some of that is: people use Slang or different words in spoken English than they in writing Sometimes I try to understand every single word even the new words, so I cannot heard the word after I have problems with different accents Researcher: How long you use YouTube for practicing listening? Interviewer 3: I use YouTube to practice listening E about year One time, I cannot understand the content of the movie because the transcript runs too fast, 68 so I want to improve my Listening skill to watch movie in more comfortable way and in original way Researcher: Which topics you usually looking for when finding listening sources? Does YouTube have those topics? Interviewer 3: I’m usually looking for some topics like “Anatomy”, “How to make … By yourself” and a movie “How I met your mother” Researcher: Do you think YouTube materials help you improve listening skills? Why or Why not? Interview 3: Yes, of course Because I can heard the voice, accent of the native English speaker, so I can heard more effectively Researcher: What are difficulties to find suitable YouTube materials for practicing listening skill? Interview 3: There is so much material out there that you can easily find I not know the quality of each material, of course you tube had well materials and bad documents In conclusion, the most difficult thing is to find a really good document and in accordance with me Researcher: What is your strategy to find good and appropriate videos on YouTube to serve your purpose of practicing listening skills? Interviewer 3: The first is to copy keywords in your lessons and paste it in the searching bar of YouTube or find videos have the most views 69 ... 0.63 B10 2. 46 0.78 B9 0. 72 B8 0.6 B7 2. 27 0.69 B4 2. 08 0.73 B5 2. 49 2. 02 0.59 B6 2. 38 2. 11 0.76 B3 2. 74 0.69 B2 2. 68 0.76 B1 2. 62 0.00 0.50 1.00 1.50 2. 00 Mean Mode 2. 50 3 3.00 3.50 SD Figure... topics YouTube materials help me concentrate while I practice listening 37 0.73 Average 2. 79 0.7 A 12 2.08 0.74 A11 2. 51 0. 72 A10 2. 83 0.74 A9 2. 75 0.79 A8 2. 49 0.73 A7 2. 81 0.73 A6 0. 82 A4 2. 58... copyrighted YouTube materials 10 B10 YouTube materials contain false information 11 B11 Transcripts are usually not provided along with YouTube materials 41 42 0.7 Average 2. 43 0. 72 B11 2. 83 0.63 B10 2. 46