learning. This study is supported by the studies of Fee and Budde-Sung (2014);Jaturongkachoke and Chanseawrassamee (2013) and Singhkhachorn (2014) whostressed that YouTube can improve the process of learning. The findings are congruentwith the underlying theoretical assumption of the schema theory (Zhang, 2010 &Ajideh, 2003) that when students are given additional input relevant to their readingtext, they are able to enrich their existing schemata or even create new schemata basedon their familiarity with the contents of the respective reading text.In this study, the YouTube is seen as an instrument which provides more informationneeded by students to help them construct the meaning related to the reading text. Forexample, in one of the YouTube videos, students were shown a clip on “How to GrowPaddy”. Through the video, the students were able to view and visualize how thewhole process of growing paddy was done. The information (schemata) which studentsgathered through YouTube enabled them to give meaning to the comprehension texts.In other words, through watching YouTube, the students could see the reality of theactivities. At the same time, when the teacher gave the reading texts which wereadapted 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. Thisfact is also supported by Al-Issa (2006); Al-Jahwari and Al-Humaidi (2015) andYousef, Karimi and Janfeshan (2014) who stressed that the more a learner is familiarwith the content of a reading text the faster information is obtained from the readingtext.