THE EFFECT OF USING YOUTUBE MEDIA IN IMPROVING THE NAR

RATIVE TEXT WRITING SKILLS OF CLASS XI STUDENT MA NW ANJ

ANI

A proposal

By

M. Salim Rahmatullah
NIM. 2083040

ENGLISH LANGUAGE EDUCATION PROGRAM OF

NAHDLATUL WATHAN MATARAM UNIVERSITY

2024
 TABLE OF CONTENTS
CHAPTER I INTRODUCTION
1. 1. Background of the problem........................................................................1

1. 2. Background of the problem........................................................................5

1. 3. Restriction Problem.....................................................................................5

1. 4. Problem Statement......................................................................................6

1. 5. Purpose of the study....................................................................................6

1. 6. Research benefits ........................................................................................6

CHAPTER II THEORETICAL STUDIES

2. 1. Understanding You Tube Video Media.....................................................7

2. 2. Multimedia Learning ................................................................................7

2. 3. Yudhistira Education YouTube Account Profile......................................8

2. 4. Write............................................................................................................8

2. 5. Narrative Text.............................................................................................9

2. 6. Characteristic Language of Narrative Text ..........................................13

2. 7. Relevant research.....................................................................................15

2. 8. Theoretical Framework...........................................................................17

2. 9. Formulation Hypothesis...........................................................................17

CHAPTER III RESEARCH

3.1 Types of Research and Research Design.................................................19

3.2 Research sites and locations.....................................................................20

3.3 Population and study sample...................................................................20

2
3.4 Research Variables ...................................................................................22

3.5 Data Collection Techniques......................................................................22

3.6 Research Instruments..............................................................................23

3.7 Validity and Reality..................................................................................24

3.8 Test reliability............................................................................................25

3.9 Data analysis techniques..........................................................................27

3.10 Test the hypothesis...................................................................................27

Bibliography.....................................................................................................29

3
 CHAPTER I

INTRODUCTION

1. 1. Background of the problem

Educators are required to be able to use learning support tools provided by

schools and do not rule out the possibility that these tools are in accordance with t

he development and demands of the times. Any tool can be used as a learning med

ium as long as it is appropriate and can achieve learning objectives. In addition to

existing and frequently used media, educators are also required to be able to devel

op and create something new in terms of media. Whether it's by combining existin

g media or trying new things according to the times. Hamalik in (Azhar Arsyad 20

13, 2) said that the development of science and technology increasingly encourage

s efforts to update and utilize technological results in the learning process.

The era that is increasingly advanced day by day is now more developed i

n technological advances, especially the internet. Everyone must directly or indire

ctly use the internet. The internet contains various things that if used wisely will b

e very beneficial for life, especially in the field of learning. According to (Suyatno

2006, 1) Engaging learning means having an element of tickle for students to cont

inue to follow. That way, students have the motivation to continue to follow learni

ng. Fun learning means learning that matches the atmosphere that occurs in studen

ts. If students are not happy, then students will not pay attention and will be passiv

e, bored, and ignorant. To handle it, educators need their own art in learning. Ther

efore, researchers will examine the ability to write students' narrative texts using l

earning media because fun and interesting media are needed, namely YouTube

1
 Youtube itself is a site that contains various types of videos that have vario

us themes such as food, drinks, animals, politics, education and others. In terms of

education, many videos are available ranging from learning methods, good teachi

ng methods, learning media, and most importantly there are also videos containin

g teaching materials that can be used as learning media. By using YouTube media

to help the learning process at school, students will be more excited and not bored

following learning at school

In connection with the demands of the 2013 curriculum, in the learning pr

ocess students are asked to be more active and teachers are required to be able to u

se media in the learning process. Teachers are also asked not to be blind to technol

ogy, because technology is very influential on students in this era. One of the tech

nologies that teachers can use in the use of learning media is social media. Social

media that can be used is YouTube. YouTube has never been separated from the li

ves of female students in this era. The presence of Youtube is now more than telev

ision, because many television shows are aired on Youtube, and vice versa. Televis

ion raises a lot of things that are being talked about and viral sourced from YouTu

be. This social media is very close to the lives of teenagers, so Youtube social med

ia is the right media to be used in the learning process.

The selected YouTube channel is in the form of a channel that broadcasts e

ducational content, namely the account "YUDHISTIRA EDUCATION‟. This acc

ount is an account that explains the sciences of English and mathematics related to

everyday subjects. The selection of the account ''YUDHISTIRA EDUCATION‟, i

n addition to the content that educates, the duration in the video is quite a bit is als

2
o taken into consideration in the selection of accounts. All of that is intended so th

at students can have time to write down what is obtained from the video. However,

even though the video is small in length, the explanation of the topic of the video

is very clear

One of the difficulties of students in learning English is writing. Writing is

known as the most difficult skill to master due to its complexity. This is usually ca

used by the writing process which takes longer to think and present ideas. This is

evidenced by Oshima and Hogue in their book Academic English Writing that wri

ting is a process not a product (Oshima, A., &; Hogue 1999, 4).

Writing is a skill that children must practice from an early age. Since elem

entary school, they should be accustomed to writing, expressing their ideas withou

t restrictions that can entangle their creativity. This activity serves as training so th

at a habit arises that will continue to develop until college.

There are six types of writing commonly used, namely; recount, procedure

report text, explanation, argumentation, and narration (Rakhmi 2012). Each type

of text has a different purpose in writing and can be inserted more than one type (J

effrey 2016b). This usually makes students feel confused about how to write it cor

rectly according to the steps for each type of text. That's because there are so man

y different steps inside each type of text. In addition, writing learning time in class

is limited and students do not have much time to explore ideas and find suitable w

ords

Narrative text was chosen as the type of text to be studied because it is so c

lose to the child's world, which can also attract students to write because it is narra

3
 tive telling a story in their writing. In addition, narratives or stories can entertain, t

each, explain, and persuade. In addition, the narrative shows the reader how the w

orld and people work, and how events occur. Clouse said that "... A history textbo

ok tells the story of our past so that we can better understand our present. We tell s

tories to our children morally to help them learn important lessons. Narratives can

even be value therapeutic. Psychologists often ask their patients to write about eve

nts in order to understand and survive (Clouse 2006).

According to Barthes and Duisit, "Narratives are featured in myths, legend

s, fables, fairy tales, short stories, epics, history, tragedy, play, comedy, mime, pain

ting, stained glass, films, local news, and conversations ((Barthes, R., &; Lionel 2

006). These things will interest students to write and may improve their ability to

write, especially narrative texts. The author believes that the students are eager to l

earn to write narrative texts because the narrative itself tells about something fun.

Based on these things, the author felt the need to conduct a study to see ho

w the skills of writing narrative texts in students can be improved. The title of this

study is "THE EFFECT OF USING YOUTUBE MEDIA IN IMPROVING THE

NARRATIVE TEXT WRITING SKILLS OF CLASS XI STUDENT MA NW AN

JANI''

1. 2. Identify the Problem

4
 Based on the background previously described, the problems to be identifi

ed in this study are as follows:

1. Technology has not been maximally used in the learning process.

2. Educators lack creativity in utilizing technological media.

3. Students are less interested in following learning, especially Iggris with narrati

ve text material.

4. Lack of interest of students in participating in learning, especially English.

5. Students are less interested in participating in learning to write narrative texts.

1. 3. Issue Limitation

The problem in this study is limited to the Use of Social Media Youtube channel

YUDHISTIRA EDUCATION with three titles, namely the legend of rawa pinang, the l

egend of toba lake and the story of the lion and the mouse in Learning to Write Narrative

Text for Class XI MA NW Anjani Students

1. 4. Problem Statement

Based on the background and identification of the problem above, the for

mulation of the problem in this study is whether there is The Effect Of Using Yout

ube Media In Improving The Narrative Text Writing Skills Of Class XI Student M

A NW Anjani.

1. 5. Purpose of the study

Based on the formulation of the problem above, the purpose of this study i

s to find out The Effect Of Using Youtube Media In Improving The Narrative Text

Writing Skills Of Class XI Student MA NW Anjani.

1. 6. Research benefits

5
 The benefits of this research are expected to have several benefits both the

oretically and practically

1. Theoretically

Theoretically, the research results are expected to provide in-depth kno

wledge, especially in English learning materials.

2. Practically

Practically this research can be useful for students, teachers, and resear

chers regarding the use of appropriate learning media for English learning

materials.

6
 CHAPTER II

THEORETICAL STUDIES

2. 1. Understanding You Tube Video Media

Media are people, graphic tools, photographic, electronic, material or events that

establish the conditions that enable students to acquire abilities, skills, be able to capture,

process, and reassemble verbal or visual information. (Azhar Arsyad 2013)

Another word for video is audio-visual, according to Arsyad (2013: 32) audio-vis

ual technology is a way of producing or delivering material using mechanical and electro

nic machines. Audio-visual teaching is the production and use of material that accompani

es through sight and hearing.

Arsyad (2013: 195) explained the understanding of the internet is a computer net

work that is interconnected and can communicate with each other globally or internationa

lly either through cables, radio, satellites and others.

According to Baskoro, YouTube is a video site that provides various information i

n the form of 'moving images' and can be relied upon. This site is indeed provided for tho

se who want to do a video information search and watch it live.

So the definition of youtube video media is a tool or way used to convey material

and share information in the form of moving images and sound.

2. 2. Multimedia Learning

According to Turban and friends (Ariani and Haryanto 2010) Multimedia is a co

mbination of at least two input or output media, this media can be audio (sound, music), a

nimation, video, text, graphics and images.

7
 Based on this opinion, it can be concluded that the definition of multimedia is a c

ombination of more than two media that take advantage of technological advances and pr

oduce new media that can be in the form of audio visual, this combination media is used t

o convey messages to people

2. 3. YUDHISTIRA EDUCATION YouTube Account Profile

YouTube channel "YUDHISTIRA EDUCATION" is a Youtube channel th

at contains educational content packaged using simple language and discussion bu

t still based on science. The YouTube channel "YUDHISTIRA EDUCATION" in i

ts videos is presented in a different way, namely in the form of illustration videos t

hat are easy and quick to understand.

This YouTube channel was developed by Syaiful Amri S pd, an English te

acher and Yeni Melita Sari S pd a mathematics lecturer. The channel started operat

ions on July 24, 2021. The purpose of the establishment of this YouTube channel i

s so that the founder of this channel presents a video Practical learning by providi

ng explanations in accordance with school material, so that it can help students to

understand the material in depth.

Until now, the YouTube Channel "YUDHISTIRA EDUCATION" already

has 2.83K subscribers. And has uploaded 199 videos.

2. 4. Write

1. Writing astonishment

Writing is an activity that produces writing. By writing, works will be born

that come from someone's mind, both fact and imagination. In writing, of course,

students must pay attention to language rules, especially English, to obtain correct

and precise writing results. The ability of students to pronounce vocabulary correc

8
 tly also affects writing skills.(Richards, J.C. &; Renandya 2006) states that a write

r should pay attention to the highest level of writing ability such as planning and o

rganizing ideas, as well as the lowest level of writing ability such as accuracy in w

riting words, choice of vocabulary and punctuation

Writing is a language skill that is used to communicate indirectly, not face-to-face

with others (Tarigan 1993). Writing is one of the four language skills that must be m

astered. Of the four language skills, writing skills are more difficult to master beca

use to write, the writer must master various linguistic elements so that the writer c

an make his writing well. Writing activities involve several elements, namely: the

author as a delivery of messages, the content of writing, channels or media, and re

aders. (Hayes 2019)

2. 5. Narrative Text

1. Understanding Narrative Text

(Jonah 2007) says that narration or narrative comes from the English word narratio

n (story) or narrative (who tells). An essay called a narrative presents a series of events. Thi

s essay tries to convey a series of events according to the order of occurrence (chronologica

l)

Each text has a different function, whether it is to describe an object, explain,

or explain a procedure, tell an imaginative story to the reader, and many other funct

ions based on the type of text (Jeffrey 2016a).

In addition, narrative text can be both fictional or real stories that contain th

e series of events in which the story is told and the way context is given as characte

ristics of story development (Barwick 2006).

9
 Narrative Text itself, practically focuses on studying someone by collecting

data through a collection of main character stories, story delivery, and learning the

meaning of the story for the reader (Creswell, 2012).

From the definition mentioned above, it can be concluded that narrative text

is a text in which it tells a story in accordance with its sequence and norms that aim

to entertain its readers.

1. Functions of Writing Narrative Text

One of the functions of narrative text is as a medium to reconstruct past eve

nts or events and even experiences (Rakhmi, 2012, p. 8). Stories in narrative texts u

sually tell past problems and use past tenses. Furthermore, in fact, the narrative of it

s existence has an influence in every human life. Narratives have taken part in child

ren's learning resources before they can read and this experience continues into adul

thood through various other media, such as books and magazines. In addition, narra

tion is also another great source of creativity for films that everyone watches (Wagn

er, P., & Baskerville, 2000). In addition, Wagner and Baskerville state that narrative

s aim also to connect human experience with their perspective on society, control th

eir readers emotionally, persuade readers to accept the author's point of view, and to

inform readers (Wagner &; Baskerville, 2000).

2. Generic structure of narrative text

As legendarily observed by Aristotle, every narrative is correctly structure

d a structure that has a beginning, middle, and end (Whitmarsh 2011). The narrati

ve contains character introductions, settings, and plot descriptions, conflicts, actio

ns, and resolutions. Writers can produce stories with this structure imaginatively a

10
nd creatively. In other words, narrative structure is contained in orientation, compl

ication, and sequence of events, resolution, reorientation or coda (Wagner &; Bask

erville, 2000, pp.8-9)

Here are five general structures of narrative text (Barwick 2006)

A. Orientas

Orientation is the first structure of the narrative text. This se

ction presents the necessary information related to the story, such a

s; features the scene, setting, atmosphere, and period of the story. I

n other words, the author tells the reader about the characters of th

e story, when and where the story takes place, and what is going o

n. This passage is told clearly and concisely. Therefore, this part is

told to build an understanding of the context. This phase is also to

ease the reader's understanding of the background of the story.

B. Complications

After telling the orientation, it is time to tell the complexity

or conflict of the story. This section tells how the problems that ma

ke character life complicated. Also complications as a cause and d

eveloper of the story. The series of events will have an impact on o

ne or more characters. These events can reach a climactic problem

where the main character must appear like a hero to be saved every

thing or other problems will ruin the universe of that story.

C. Sequence of Events

11
 In this section, the author narrates the expected or unexpect

ed actions that the character takes acting in response to these comp

lications. This includes emotions and what characters the character

s are playing. The events can be told sequentially

D. Resolution

After narrating the sequence of events, the author tells about the so

lution of the problem The character must act to solve the situation i

n a satisfactory way. It signifies that the complication or problem i

s resolved with a sad or happy ending.

E. Coda

The last generic structure of narrative text is the coda where the au

thor lays down moral values or wisdom that can be absorbed and l

earned by the reader. The author does not have to write the coda di

rectly but can also implicitly

2. 6. Linguistic Characteristics of Narrative Text

Narrative texts have several linguistic characteristics, including: (Wagner

&; Baskerville, 2000, pp.8-9)

a. Past tense and present tense can be used in narrative text, but also r

equire them to maintain consistency.

b. The length of the sentences varies.

c. Use simple, compound, and complex sentences

d. Use variations of the opening sentence.

12
e. Topic sentences are basically not used.

f. Use paragraphs that are not the same length. One sentence may be

a paragraph in a narrative having a dramatic impact.

g. Use vocabulary that relates to the subject matter of the narrative an

d to the author's emotional or neutral, personal or detached style. Ja

rgon, slang and colloquialisms can all be used to achieve sanity, bu

t excessive use will create space between reader and writing.

h. Use language that is consistent and appropriate to the narrative wor

ld: for example the original language and dialogue in historical nov

els

i. Use specific nouns instead of general nouns, especially for the mai

n character: 'Jon' in place of 'boy'.

j. Use person pronouns to avoid overusing nouns when speaking char

acters.

k. Use action verbs regularly in complications and possibly resolution

s. They can also be used in the opening paragraph if the writer drop

s his reader straight into action. I.

l. Use connecting verbs to connect its features, especially when narra

ting characters from the setting.

m. Usually, the active voice is preferable to the passive voice, because

it gives more meaning of joy: 'the man broke his vase' instead of 'th

e vase was broken by the man'.

n. Use thinking verbs to convey what the character is thinking.

13
 o. Use certain adjectives and descriptive adverbs.

p. Use prepositions to express where, when, and how.

q. Using time conjunctions, for example; After, since.

r. Use regular punctuation.

2. 7. RELEVANT RESEARCH

The first research was conducted by Siti Ma'usarah in 2020 with the title

"The Use of Youtube Media in Learning to Write Review Text for Class VIII M

Ts Negeri 13 Jakarta Students for the 2019/2020 Academic Year". The results of

this study showed that the use of Youtube media in learning to write review texts

in grade VIII MTs Negeri 13 Jakarta students obtained an average score of 79.82

with a good category and had reached KKM. This shows that through Youtube m

edia can help students in the skill of writing review texts. This can also be seen f

rom the number of students who obtained scores above KKM (26 students), and

below KKM (2 students).

The research conducted by Siti Ma'usarah has similarities with the researc

h conducted by researchers, namely using Youtube media as a learning medium in

the classroom.

The difference between Siti Ma'usarah's research and researcher's research

is in the subject of research. Siti Ma'usarah conducted research on grade VIII stud

ents at MTs Negeri 13 Jakarta, while researchers conducted research on class XI

MA NW Anjani students In addition, the writing learning material is also different,

the researcher discusses narrative text material, while Siti Ma'usarah discusses re

14
view text material and research methods. Siti Ma'usarah uses descriptive qualitativ

e methods while researchers use quantitative methods

The second research was conducted by Siti Lazmi Latifah in 2020 with the

title "The Use of Youtube video media in Learning Persuasion Text Writing Skills

for Class VIII Students of SMP Negeri 87 Jakarta for the 2019/2020 Academic Ye

ar". The results of this study showed that the use of Youtube media in learning to

write persuasion texts in grade VIII students of SMP Negeri 87 Jakarta obtained 7

9 which were included in the good category (B). This can be seen from the obtaini

ng of student scores with very good category (A) as many as 12 people or 35%, g

ood criteria (B) as many as 13 people or 38%, and sufficient criteria (C) as many a

s 9 people or 26%. So it can be concluded that the use of Youtube media is able to

produce good values in learning to write persuasion texts.

The research conducted by Siti Lazmi Latifah has similarities with researc

h conducted by researchers, namely using Youtube media as a learning medium in

class and, the difference between Siti Lazmi Latifah's research and researcher's res

earch, namely on the subject of research. Siti Lazmi Latifah conducted research o

n grade VIII students at SMP Negeri 87 Jakarta, while researchers conducted resea

rch on grade XI MA NW Anjani students. In addition, the writing learning materia

l is also different, the researcher discusses the exposition text material, while Siti

Lazmi Latifah discusses persuasion text material and research methods. Siti Lazmi

Latifah uses descriptive qualitative methods while researchers use quantitative me

thods.(Latifah 2020)

15
 The conclusion of the study above shows that language improvement usin

g YouTube media is very effective, especially in writing skills, because students

more easily understand and enjoy learning English. With the existence of YouTub

e media, student motivation in learning English will increase and they will enjoy l

earning more.

2. 8. Theoretical Framework

This section contains an overview of the theories that have been studied. to

explain research on orientation. Learning strategies have proven to be very import

ant for students who want to learn a second language because they give them the o

pportunity to do so. Using YouTube media to educate is one of the most effective

methods available today to teach English because this youtube media makes stude

nts more immersed in the learning process and improves students' writing skills, e

specially on narrative texts

Siswa cenderung pasif dalam proses

pembelajaran
Proses
Siswa kurang percaya diri dalam
pembelajaran menyelesaikan soal-soal latihan
bahasa inggris
Masih banyak siswa kurang
memperhatikan penjelasan guru

Hasil belajar siswa Penerapan media

Pretest yang rendah youtube

Siswa menjadi aktif

dalamProses
Hasil belajar di atas
pembelajaran bahasa postest nilai KKM
inggris mengikuti
pembelajaran

16
 2. 9. Hypothesis Formulation

Hypothesis is a temporary answer to the formulation of the research proble

m, where the formulation of the research problem has been expressed in the form

of a question sentence. Based on the literature review above, the hypothesis of this

research is

H0: there is no effect of using the Dicovery learning learning model on the economic

learning outcomes of grade XI IPS SMAN 1 students

H1: there is an influence of the use of the discovery learning learning model on the ec

onomic learning outcomes of grade XI social studies students of SMAN 1 Suralag

17
 CHAPTER III
RESEARCH METHODS

3.1 Types of Research and Research Design

The research method in this study uses a quantitative approach. Quanti

tative research methods can also be interpreted as research methods based on t

he philosophy of positivism, used to examine certain populations or samples,

data collection using research instruments, quantitative / statistical data analysi

s, with the aim of testing hypotheses that have been set. (Sugiono, Bandung: A

lfabeta, 2014. P14)

The type of research used in this study is Pre-Experimental Design , w

hich is a type of research that only involves one class as an experimental class

carried out without a comparison group with the aim of determining the influe

nce of the use of YouTube social media on the development of writing narrativ

e texts for class XI MA NW Anjani students

18
 The design in this study is One Group PreTest-Post Test Design. This d

esign was used because this study only involved one class, namely the Experi

mental class which began with a pretest before being given treatment then post

est after being given treatment. The design of this study is as follows:

Table 3.1 Research design

Pretest Treatment postest
01 x 02

Information:

O1 = Pretest Value (before treatment)

O2 = Posttest Value (after treatment)
X = youtube media learning model
This experimental model goes through three steps, namely:

a. Provide pretests to measure dependent variables (learning outcomes) bef

ore treatment is carried out
b. Provide treatment to research subject classes by applying the youtube m
edia learning model
c. Provide postes to measure the dependent variable after the treatment is d
one.
3.2 Research sites and locations

The location of this research is planned to be carried out in MA NW A

njani, Anjani village, Suralaga District, because researchers come from the reg

ion or area and are quite aware of the conditions of education development in t

he area that is the purpose of research.

3.3 Population and study sample

19
1. Population

Population is a generalized area consisting of objects or subjects that h

ave certain qualities and characteristics that are determined by researchers to

be studied and then drawn conclusions. The population in this study was all cl

ass XI MA NW Anjani students totaling 28 people.

2. Sample

The sample used in this study was all class XI MA NW ANJANI stude

nts totaling 28 people, because the population in this study amounted to 28 stu

dents with that means the number of subjects was less than 100, the researcher

s used a saturated sampling technique. Saturated sampling is a sampling techni

que when all members of a population are used as samples. This is often done

when the population size is relatively small less than 28 people, or the study w

ants to make generalizations with very small errors. Another term for saturated

sampling is census, where all members of the population are sampled. The rea

son this study used a saturated sample technique was because the population w

as small, so the sample in this study used the entire population to be used as re

spondents as many as 28 people.

3.4 Research Variables

Research variables are a characteristic of research objects that have var

iations. The variables used by researchers in this study are as follows:

1. Independent variables are variables that become causes or causes so that th

e occurrence of effects or in other words variables that affect the dependent

20
 variable. The independent variable in this study is the Take and Give learni

ng model

2. Dependent variables are variables that are the result of cause or with other

types variables that are influenced by independent variables. The dependen

t variable in this study is the English learning outcomes of MA NW Anjani

students.

3.5 Data Collection Techniques

The data collection techniques used in this study are as follows:

1. Learning Outcomes Test

The test used in the study used 2 ways:

a. Initial test (pre-test)

The initial test is carried out before treatment (pretest) is carried out to

determine the results of mathematics learning owned by students befor

e using the take and give learning model.

b. Final test (post-test)

After treatment, the next action is a post-test to determine the effect of

using YouTube media

2. Observation

Observations were made to see how the learning process took place

with the application of the influence of youtube media. What activities are

being carried out by teachers and students during the implementation of le

arning with the application of the influence of youtube media.

3.6 Research Instruments

There are two main instruments used in this study, namely:

21
1. Learning Outcomes Test Sheet

The test instrument was carried out twice, namely pretest-postest given b

efore the treatment and at the end of the meeting, aimed at measuring the

learning outcomes of class XI MA NW Anjani [Link] test referred

to in this study is a test of mathematics learning outcomes. Mathematics

learning outcomes tests are conducted to measure the extent of learning

ability that can be achieved by students. The tests given to students are i

n the form of questions according to mathematical material.

2. Documentation

Documentation is a record of past events. Documentation can take the fo

rm of writing, images, and others. The documentation in this study uses

written documentation. The results of the research will be credible or tru

stworthy with photos or other academic and artistic papers so as to suppo

rt the truth of the research.

3.7 Validity and reliability

1. Validity Test

The validity test of test questions is carried out to determine the level o

f validity of mathematics test questions, so that they can be used to determine t

he results of students' mathematics learning. This validation activity was carrie

d out by testing 25 multiple-choice questions on class XI MA NW ANJANI st

udents. This class is assumed to have the same characteristics as the research l

ocation so that researchers conduct instrument trials in that class. The interpret

ation of the validity correlation number in each item is done by comparing the

22
r value product-moment with rcalculate. If rcount ≥ rTable at a significant level o

f 5% then the question is said to be significant or valid (Sugiyono 2016)

In this study to find out whether the instrument used to collect data has

validity, the researcher will test using the biserial point correlation formula

M p−M q
r pbi = √ pq
St

Information:
r = biserial point correlation coefficient
Mp = Number of respondents who answered correctly
Mq = Number of respondents who answered incorrectly
St = Standard deviation for all items
P = proportion of respondents who answered correctly
Q = proportion of respondents who answered incorrectly
The test validity calculation process will use the SPSS 25 application t

o make it easier for researchers to calculate. The validity test steps in the SPSS

application are as follows:

a. Open the SPSS app

b. Click variable view

c. Input data in the data view

d. Analyze > Correlate > Bivariate

e. Then move all variable items to the variables box

f. Tick on pearson

g. Click OK

3.8 Test Reliability

23
 Instrument reliability is a degree of confidence or reliability of a data

collection instrument that is able to produce relatively similar measurement re

sults over time even though the instrument is used at different times and respo

ndents but under the same conditions. As for the method used to test whether t

he instrument used is reliable or not, the Cronbach Alpha formula is [Link]

for the method used to test whether the instrument used is reliable or not, the

Alpha Cronbach formula is used as follows:

[ ][
k (∑ σ b )
]
2

R11¿ 1−
k −1 σt 2

Information:
R11 = Reliability Value
k = number of question items or number of questions
∑ σ b = jumlah varianbutir
2

σt2 = number of variances

The instrument reliability calculation process will use the SPSS versi

on 25 application to make it easier for researchers to [Link] reliabilit

y test steps in the SPSS application are as follows:

a. Open the SPSS app

b. Click variable view

c. Input data in the data view

d. Analyze > scale > Reliability Analysis

e. Then move all variable items to the variables box

f. Click OK

3.9 Data Analysis Techniques

1. Test Analysis Requirements

24
 Before hypothetical testing is carried out, there are two requirements th

at must be met, the two requirements are the data normality test and the lineari

ty test.

a. Data Normality Test

The normality test aims to ensure that the data of each variable analyzed is

normally distributed. It is based on the assumption that parametric statistic

s work based on the assumption that each variable to be analyzed must be

normally distributed. In this study, the normality test was carried out using

the Statistical Product and Service Solution (SPSS) software program vers

ion 26. The criteria for testing normality with SPSS version 26 processed r

esults are that if the sign is > then the data is normally distributed and if th

e sign is < then the data is not normally distributed( α =0 , 05 )( α =0 , 05 )

b. Test homogeneity of data

In this study, the homogeneity test was carried out as a condition for cond

ucting a t test (hypothesis). The homogeneity test is carried out by compar

ing the prettest with the postest. To determine the homogeneity of prettes

with posttests, the Statistical Product and Service Solution (SPSS) softwar

e program version 26 is used. The criteria for testing homogeneity with pr

ocessed SPSS version 26 are if the sign > then the data is homogeneous an

d if the sign is < then the data is not homogeneous( α =0 , 05 )( α =0 , 05 )

3.10 Test the hypothesis

Hypothesis testing is used to determine the provisional conjecture form

ulated in the research hypothesis using a two-party test with the degree of erro

25
r used in this study is 5% or = 0.05. Test the hypothesis in this study using Stat

istical Product and Service Solution (SPSS) software version 25, namely the te

chnique: Paired Sample t-Test.

Paired t-test is a method of hypothesis testing where the data used is no

t free (paired). The characteristics most often encountered in paired cases are t

hat one individual (object of study) is subjected to 2 different treatments. Alth

ough using the same individual, researchers still obtained 2 kinds of sample da

ta, namely data from the first treatment and data from the second treatment , thi

s technique was used to test the average difference between two groups of inde

pendent / unrelated data / samples.

H0 : μ1 = μ2

H1 : μ1 ≠ μ2

Information:

H0: There is no influence of the learning model of the influence of YouTub

e media on the results of English learning in MA NW Anjani class stu
dents
H1: There is an influence of the learning model of the influence of youtube
media on English learning outcomes in MA NW Anjani class students
1: Average student learning outcomes before applying the youtube media
influence learning model
2: Average student learning outcomes after applying the youtube media in
fluence learning model
The research hypothesis will be tested with the following testing criteria:
a. If (sign value < 0.05) then H0 is rejected and H1 is accepted, it means th
at there is a significant influence of the influence of youtube media on
mathematics learning outcomes in grade XI MA NW Anjani students

26
b. If (sign value > 0.05) then H0 is accepted and H1 is rejected, it means th
at there is no significant influence of the influence of youtube media on
mathematics learning outcomes in grade XI MA NW Anjani

27
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