THE CORRELATION BETWEEN STUDENTS’ FREQUENCY IN WATCHING YOUTUBE SUBTITLE VIDEO AND THEIR LISTENING ABILITY AT UIN SATU TULUNGAGUNG

HANIF ROMDHON ANWARY, 1860203222116 and SUSANTO, 197308311999031002 (2026) THE CORRELATION BETWEEN STUDENTS’ FREQUENCY IN WATCHING YOUTUBE SUBTITLE VIDEO AND THEIR LISTENING ABILITY AT UIN SATU TULUNGAGUNG. [ Skripsi ]

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Abstract

Listening is a fundamental skill in language learning, particularly in English, as it plays an important role in understanding spoken language and supports the development of other language skills such as speaking, reading, and writing. Through listening, students can acquire new vocabulary, recognize pronunciation, and understand language structures used in real communication. To improve their listening ability, students often expose themselves to English through various media, such as watching YouTube videos with subtitles. With the advancement of technology, digital media has become an important tool in supporting language learning, especially in improving listening skills. YouTube provides a variety of authentic audiovisual materials that are easily accessible and relevant to learners’ needs, while its subtitle feature offers textual support that helps students understand spoken content, identify unfamiliar words, and enhance comprehension. This study aimed to determine whether there is a positive correlation between students’ frequency in watching YouTube subtitle videos and their listening ability. A quantitative correlational research design was employed to analyze the relationship between the two variables. The population of this study consisted of 159 third-semester students of the English Language Education Study Program at UIN Sayyid Ali Rahmatullah Tulungagung, from which 41 students were selected through purposive sampling based on specific criteria. Data were collected using a questionnaire to measure students’ frequency in watching YouTube subtitle videos and a listening test to assess their listening ability. The data were analyzed using inferential statistics, particularly the Spearman Rank Correlation test. The findings revealed that the correlation coefficient (r) between students’ frequency in watching YouTube subtitle videos and their listening ability was 0.335, indicating a positive correlation between the two variables. This suggests that students who watch YouTube subtitle videos more frequently tend to have better listening ability. However, the correlation strength was categorized as low, indicating a relatively weak relationship despite its positive direction. Therefore, it can be concluded that there is a positive correlation between students’ frequency in watching YouTube subtitle videos and their listening ability, although other factors may also influence students’ listening performance. Consequently, YouTube videos with subtitles can be considered a supportive learning medium, but they should be combined with other learning strategies to effectively enhance students’ listening skills.

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