groups. Another vocabulary test was also administered after the sixth week of treatment as a posttest. This was to see if
there had been any differences with the mean scores of the pretest.
2. On-going observation
On-going observation of the learners’ vocabulary competence was guided by the research objective and research
questions. Weekly observations were carried out with both groups. Each observation took an hour. The researchers
focused on aspects relevant to the study. Events happening in the class were recorded in the order of which they
occurred, documenting the participants’ performances in the class throughout the observations.
3. Journal entries
The participants were asked to write journal entries regarding the type of lessons they received and how they felt
about these lessons. Feedback gathered from these journal entries enabled the researchers to identify whether any
change had taken effect after the implementation of the songs in YouTube to improve vocabulary competence.
D. Data Collection Procedure
The administration of the study began right after the school reopened. A vocabulary test, which served as a pretest,
was given to the participants. Two weeks after the pretest, the treatment of the study was carried out for a six-week time
period.
The experimental group received vocabulary lessons with the treatment of using songs in YouTube. The lesson
implementations included choosing materials associated with the English syllabus and the cycles of experiential
learning: briefing, running the session, debriefing and following-up.
The control, on the other hand, did not receive any treatment process. Instead, this group was taught using the
traditional teacher-fronted method without the use of songs throughout the six-week study. However, the group did
undergo vocabulary-based lessons such as knowing the meaning of words and guessing the meaning of words.
Both groups were observed by the researchers, examining the lessons taught by the teachers. Participants’
preparations, behaviours, responses and class presentation were also observed. After the sixth week, both groups were
given a vocabulary test which served as the posttest.
E. Data Analysis Procedure
The collected data was analysed according to the type of data. Quantitative data was analysed using the SPSS
programme while qualitative data was interpreted based on the class observations and journal entries.
1. Vocabulary test
Data collected from the pretest and posttest was calculated in the form of scores. The scores were processed using
SPSS using the same scale of measurement. The differences of the two tests for each student were computed. An
independent sample t-test was used to compare the mean scores of the two groups. The t-test was employed to assess
whether the mean difference or the change between pretest and posttest scores of the experimental group differed
significantly from those in test scores of the control group.
2. On-going observation
For both the experimental and control groups, the participants’ vocabulary performance was observed and evaluated
by using the checklist which consisted of the salient components of the dependent variables in the study. The
observations were intended to provide useful data related to the participants’ vocabulary competence as the effect of
undergoing the method of using songs in YouTube.
3. Journal entries
Eighteen journal entries from the participants were selected comprising of nine journal entries from each group. The
participants were asked to write about what they thought and felt about the teaching methods presented to them as well
as if these teaching methods helped them improve their English vocabulary competence.
IV. FINDINGS
The data gathered through vocabulary tests was tabulated using the SPSS programme and analysed using an
independent sample t-test and a paired t-test. The results are represented in tables that follow.
A. Findings from Vocabulary Test
Table I shows the group statistics results from the pretest and posttest scores of the control group and experimental
group. The results in Table I show that both groups had undergone changes in their vocabulary proficiency throughout
the six-week study. This can be seen in the increase of the mean scores between the pretest and posttest of both groups.
However, the mean difference in the control group is lower than the mean difference of the experimental group. This
reflects that the experimental group had shown a far larger improvement in vocabulary competence as compared to the
control group.