This study is supported by the studies of fee and

learning. This study is supported by the studies of Fee and Budde-Sung (2014);
Jaturongkachoke and Chanseawrassamee (2013) and Singhkhachorn (2014) who
stressed that YouTube can improve the process of learning. The findings are congruent
with the underlying theoretical assumption of the schema theory (Zhang, 2010 &
Ajideh, 2003) that when students are given additional input relevant to their reading
text, they are able to enrich their existing schemata or even create new schemata based
on their familiarity with the contents of the respective reading text.
In this study, the YouTube is seen as an instrument which provides more information
needed by students to help them construct the meaning related to the reading text. For
example, in one of the YouTube videos, students were shown a clip on “How to Grow
Paddy” . Through the video, the students were able to view and visualize how the
whole process of growing paddy was done. The information (schemata) which students
gathered through YouTube enabled them to give meaning to the comprehension texts.
In other words, through watching YouTube, the students could see the reality of the
activities. At the same time, when the teacher gave the reading texts which were
adapted from YouTube, it helped the students to understand the reading texts better.
As a result, the students were able to answer LOTS and HOTS questions easily. This
fact is also supported by Al-Issa (2006); Al-Jahwari and Al-Humaidi (2015) and
Yousef, Karimi and Janfeshan (2014) who stressed that the more a learner is familiar
with the content of a reading text the faster information is obtained from the reading
text.