Students’ Perceptions of Using YouTube English Songs on Their Pronunciation Skills
Keywords:
YouTube, English songs, pronunciation, students’ perceptionAbstract
The aims of this study are to identify the perception of ninth-grade students’ regarding their use of
YouTube English songs as a supplementary tool for pronunciation learning, and identified their learning
strategies when employing YouTube Songs on their pronunciation. This research used a descriptive
quantitative design with purposive sampling data were collected from Grade IX-B students at SMP
Kartika III-2 Semarang in the 2025/2026 academic year through a 30-item Likert-scale questionnaire
covering six indicators: Habit and Interest, Pronunciation Aspects, Confidence and Lyrics
Comprehension, Motivation and Practice Habits, Comparison with Other Media, and Long-term
Perception and Sustainability. Validity and reliability were confirmed through Pearson Product-Moment
correlation and Cronbach’s Alpha (α ≥ 0.70). Results showed perceptions ranged from moderate to high,
with the highest scores in Habit and Interest (M = 3.58) and Pronunciation Aspects (M = 3.56), indicating
strong engagement and perceived benefits in improving stress, intonation, and articulation. Motivation
and Practice Habits (M = 3.44) and Comparison with Other Media (M = 3.45) were also high, while
Confidence and Lyrics Comprehension (M = 3.40) and Long-term Perception and Sustainability (M =
3.35) were moderately high. Overall, YouTube English songs are perceived as engaging, motivating, and
effective for pronunciation improvement, though long-term impact may require structured integration
into formal instruction
References
Alimemaj, Z. (2022). YouTube as a learning tool for improving EFL pronunciation. International Journal of Applied
Linguistics, 32(2), 54–63.
Al-Jarf, R. (2007). YouTube as a tool for EFL classrooms. Proceedings of the 2007 International Conference on the Future
of Education, 1–5.
Almurashi, W. A. (2016). The effective use of YouTube videos for teaching English language in classrooms as
supplementary material at Taibah University in Alula. International Journal of English Language and Linguistics
Research, 4(3), 32–47.
Bandura, A. (1997). Self-efficacy: The exercise of control. New York, NY: Freeman.
Celce-Murcia, M., Brinton, D. M., & Goodwin, J. M. (2010). Teaching pronunciation: A course book and reference guide
(2nd ed.). Cambridge: Cambridge University Press.
Dörnyei, Z. (2003). Motivational strategies in the language classroom. Cambridge: Cambridge University Press.
Fitria, T. N. (2019). The use of English songs in improving students’ pronunciation skills. Journal of English Language
Studies, 4(1), 1–10.
Jenkins, J. (2000). The phonology of English as an international language. Oxford: Oxford University Press.
Krashen, S. D. (1982). Principles and practice in second language acquisition. Oxford: Pergamon Press.
Lestari, D., & Hartono, R. (2020). The effect of English song media on students’ pronunciation mastery. Journal of English
Education, 8(2), 145–153.
Mayer, R. E. (2001). Multimedia learning. Cambridge: Cambridge University Press.
Medina, S. L. (1993). The effect of music on second language vocabulary acquisition. National Network for Early
Language Learning, 6(3), 1–8.
Mora, J. C., & Valls-Ferrer, M. (2018). Oral fluency, accuracy, and complexity in L2 speech production: The role of
phonological awareness. Language Learning, 68(1), 31–66.
Murphey, T. (1992). Music and song. Oxford: Oxford University Press.
Richards, J. C., & Renandya, W. A. (Eds.). (2002). Methodology in language teaching: An anthology of current practice.
Cambridge: Cambridge University Press.
Saito, K., & Plonsky, L. (2019). Effects of instruction on L2 pronunciation: A meta-analysis. Applied Linguistics, 40(3),
–27.
Setiawan, H., Sulistyo, G. H., & Nurhayati, D. A. W. (2019). The use of songs to improve students’ pronunciation. Journal
of English Teaching and Learning, 9(1), 50–60.
Shvidko, E. (2020). Language learner autonomy in the digital era. TESOL Journal, 11(3), 1–15.
Susanti, D., & Mubarok, H. (2021). The effectiveness of YouTube lyric videos in improving students’ pronunciation. Jurnal
Pendidikan Bahasa Inggris, 8(2), 120–129.
Ur, P. (1984). Teaching listening comprehension. Cambridge: Cambridge University Press.
Yuliana, E., & Susanto, D. (2020). The influence of listening to English songs on students’ pronunciation ability. Journal
of English Language Teaching, 8(1), 35–44.
Zhang, Y. (2016). Student perceptions of multimedia classroom teaching. English Language Teaching, 9(4), 21–29
