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The Relationship Between Watching English Youtube Content And The Motivation Learn English Of Students At Al-Burhaniyah Junior High School Salbiah Salbiah; Yon AE; Lenny Solo
International Journal of Social Sciences Vol. 2 No. 2 (2026): IJSS: International Journal of Social Sciences
Publisher : STEBIS Bina Mandiri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51805/ijss.v2i2.553

Abstract

This study aimed to examine the relationship between watching English YouTube content and students' motivation to learn English at Al-Burhaniyah Junior High School. This research employed a quantitative approach with a correlational research design. The population consisted of seventh- and eighth-grade students, and total sampling was applied, resulting in 62 students as the research sample. Data were collected using two questionnaires, each consisting of 12 items. The instruments were validated through expert judgment and pilot testing. The reliability test showed a Cronbach's Alpha coefficient of 0.770, indicating that the instruments were reliable. The data were analyzed using descriptive and inferential statistics. The Shapiro–Wilk test indicated that the data were not normally distributed (Sig. < 0.05); therefore, the Spearman Rank Correlation test was used to test the hypothesis. The results showed a correlation coefficient of 0.586 with a significance value of p < 0.001, indicating a moderate positive and statistically significant relationship between watching English YouTube content and students' motivation to learn English. Thus, the alternative hypothesis was accepted. It can be concluded that students who watch English YouTube content more frequently tend to have higher motivation to learn English. Therefore, English YouTube content can be utilized as an effective alternative learning medium to support and improve students' motivation in learning English.
An Analysis Of English Pronunciation Errors Using Praat Software Among Second-Semester Students At Panca Sakti Bekasi University Syahra Fitria; Lenny Solo; Subadar Subadar
International Journal of Social Sciences Vol. 2 No. 2 (2026): IJSS: International Journal of Social Sciences
Publisher : STEBIS Bina Mandiri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51805/ijss.v2i2.568

Abstract

This study aims to analyze the types of English pronunciation errors made by second-semester students of the English Education Study Program at Panca Sakti University Bekasi and to examine the differences between students’ pronunciation and that of native speakers using PRAAT software. This study employed a descriptive qualitative method. The participants consisted of ten second-semester students of the English Education Study Program at Panca Sakti University Bekasi during the even semester of the 2025/2026 academic year. The data were collected through a pronunciation test, observation, and documentation in the form of students’ voice recordings. The students were asked to pronounce ten English words: beat, sheep, leave, full, hat, man, let, back, safe, and fan. The recordings were analyzed using PRAAT software by examining waveform and spectrogram displays and comparing the students’ pronunciation with that of a native speaker. The findings show that out of 100 English word pronunciations produced by the students, 63 pronunciation errors were identified. The errors mainly involved vowel substitution and consonant substitution. Vowel substitutions included /iː/ → /ɪ/ in beat, sheep, and leave, /ʊ/ → /uː/ in full, and /æ/ → /e/, /ʌ/, or other vowel sounds in several words. Consonant substitutions included /v/ → /f/ in leave and /f/ → /v/ in safe, as well as changes in final consonants in several words. Substitution was the dominant type of pronunciation error, while addition and omission were not clearly identified in the analyzed data. The PRAAT analysis also revealed measurable differences between students’ pronunciation and the native speaker’s pronunciation through waveform, spectrogram, F1, and F2 values, particularly in words involving vowel and consonant substitutions. Therefore, the study concludes that second-semester students still experience difficulties in producing several English vowel and consonant sounds accurately, and PRAAT is useful for objectively identifying and describing pronunciation differences through acoustic analysis.