Lensa: Kajian Kebahasaan, Kesusastraan, dan Budaya p-ISSN: 2086-6100

Vol. 13 No. 1, January-June, Page.49-66 e-ISSN: 2503-328X

http://jurnal.unimus.ac.id/index.php/lensa

The Relationship Between Student’s Habit of

Watching English YouTube Content and Vocabulary
Mastery

Rahmi Maulidiyah1, Sheila Agustina2, Khoirul Umam3

1,2
Universitas Muhammadiyah Sidoarjo
3
SMA Muhammadiyah 2 Sidoarjo
Indonesia
[email protected]

Article History: Submitted on November 16th, 2022; Revised on December 7th, 2022:
Accepted on May 26th, 2023; Published on June 30th, 2023.

ABSTRACT

Vocabulary mastery is a crucial skill for English language learners. It will be

much simpler for students to communicate verbally and in writing if they
have a strong command of the English language's vocabulary. Considering
this issue, this research aims to investigate the correlation between how often
Senior High School students watch English content on YouTube and how
well they know their vocabulary. In this research, the method is quantitative
and the design is a correlation. This research population was eleventh graders
of a Senior High School in Sidoarjo, while the sample was 45 students
majoring in science. The first data collection instrument was a questionnaire
used to collect data on student habit of watching English YouTube content.
The second instrument was a vocabulary test used to collect data on students’
vocabulary mastery. Both results of data collection were analyzed and
calculated using Microsoft Excel 2013 and SPSS version 26. This research
found that the r-count was higher than the r-table. The r-count was 0.528
while the r-table was 0.294. It indicated a significant correlation between the
two variables. The more often the students watch English YouTube content,
the greater their vocabulary mastery. Then, H1 is accepted and H0 is rejected.

Keywords: Habit, Relationship, Vocabulary, YouTube

How to Cite (in APA 7th Edition):

Maulidiyah, R., Agustina, S., & Umam, K. (2023). The Relationship Between Student’s Habit of 49
Watching English YouTube Content and Vocabulary Mastery. Lensa: Kajian
Kebahasaan, Kesusastraan, Dan Budaya, 13(1), 49–66.
https://doi.org/10.26714/lensa.13.1.2023.49-66
 Lensa: Kajian Kebahasaan, Kesusastraan, dan Budaya p-ISSN: 2086-6100
Vol. 13 No. 1, January-June, Page.49-66 e-ISSN: 2503-328X
http://jurnal.unimus.ac.id/index.php/lensa

INTRODUCTION

Mastering vocabulary is an essential thing for English language

learners. Students who master a lot of English vocabulary will make it very
easy for them to express their thoughts and understand other people’s verbal
and written words. As noted by Sri, Ningsi, and Agustina (2021) students who
do not master vocabulary well, when they try to understand English text and
listen to people who speak English will be imperfect. This results in frequent
there is a misunderstanding in communication. Many students are not
interested in learning vocabulary. They think that English is very difficult
because the pronunciation and writing are different. In addition, according to
Rahmah, Nurhasanah, and Islamiah (2020), students have difficulty adding
vocabulary because it is difficult to memorize new words. Therefore, teachers
must overcome this problem. Teachers need to provide strategies or media
that can make learning exciting and effective so that students can improve
their vocabulary mastery well.
In the current era of globalization, no one will be separated from
technology such as cell phones. Using a cell phone has become a habit that
is done by people because they can easily access whatever they want. Cell
phones provide a variety of applications that they can use for business, online
shopping, searching for information, communicating, playing games, and
learning. One of the applications available on cell phones is YouTube.
According to Rusmanayanti (2019), YouTube is one of the media that
teachers can use to carry out learning activities creatively. By using YouTube,
learners will easily find various kinds of educational videos, teaching aids, the
latest news, and language learning, which is a trendy part of education (Rob,
Theresa, Carucci, 2015). As stated by Burhanli & Bangir-alpan (2021)
YouTube can facilitate everyone’s learning needs according to what they want
and can support everyone to learn for life. YouTube videos provide
educational benefits because it is quickly accessible and contains languages
and cultures around the world (Hariyono, 2020). In addition, videos have
been widely used by people from various fields around the world (Grégis &
Carvalho, 2019).
Several previous researchers assert that YouTube is beneficial in
education, including the English language area. As stated by Sayidin et al.
(2021) social media is currently an instrument to support language learners in
mastering vocabulary. As stated by Mokodompit & Samola (2020), by using
YouTube videos, students will not become bored when learning languages
because YouTube provides many learning videos, films, video clips of songs,
animation videos, and others. With the habit of watching English YouTube
content, it is hoped that students can easily memorize and master English
vocabulary well, and can easily understand and apply it in everyday life.
According to previous researchers, students’ habit of spending time
on YouTube video content is correlated to vocabulary acquisition. In their
research, Sri, Ningsih, and Agustina (2021) found that most learners who

How to Cite (in APA 7th Edition):

Maulidiyah, R., Agustina, S., & Umam, K. (2023). The Relationship Between Student’s Habit of 50
Watching English YouTube Content and Vocabulary Mastery. Lensa: Kajian
Kebahasaan, Kesusastraan, Dan Budaya, 13(1), 49–66.
https://doi.org/10.26714/lensa.13.1.2023.49-66
 Lensa: Kajian Kebahasaan, Kesusastraan, dan Budaya p-ISSN: 2086-6100
Vol. 13 No. 1, January-June, Page.49-66 e-ISSN: 2503-328X
http://jurnal.unimus.ac.id/index.php/lensa

enjoyed English films moderately also scored moderately on their tests of

vocabulary. Based on the results, the learners’ habit of enjoying English
movies and their vocabulary acquisition has a positive relationship. Another
research conducted by Yulianti, Muhayyang, and Munir (2022) also found
that most of the students who often watched English YouTube videos in the
form of English material got good scores on their vocabulary tests. Based on
the results, students’ habits of enjoying English YouTube videos have a
positive correlation with their vocabulary abilities. Next, the third research
conducted by Sahayu & Friyanto (2019) showed that students learn many
English words by watching YouTube video blogs. Every day, they look at the
vlogger’s video blog and, by accident, become accustomed to the English
words they hear. The habit of watching YouTube video blogs has a significant
impact on students’ learning and second language acquisition. As the results
of research conducted by Hayati & Rahimia (2021) showed that by using the
English-language YouTube channel media, students were able to recognize
new words. On YouTube, there are lots of animated video uploads that have
a variety of learning materials that students can watch to increase their
knowledge. One of them is language learning. The results of the research
conducted by Syafrizal, Masrupi, and Mauludah (2019) show that applying
animated videos as a language-learning strategy can overcome the problem
of students’ lack of vocabulary mastery. As stated by Heriyanto (2015),
YouTube provides various opportunities for students to learn English by
watching and listening so that they acquire new vocabulary and improve their
language skills.
However, the research conducted by Juniari, Darmayanti, and Arsana
(2021) stated that the average outcome of the learners’ frequency in enjoying
English videos is less than the average result of the vocabulary test score,
which is a negative t-count. This shows that in previous research the
frequency of enjoying English videos only slightly affected learners’
vocabulary scores. Therefore, in this research, the researchers wanted to
analyze more deeply the learners’ familiarity with English YouTube content
with the correlation to their vocabulary skills. In addition, the researchers also
wanted to prove whether a meaningful relationship between learners’ regular
practice of enjoying English YouTube content and their vocabulary skills is
tangible. If the students’ habit of watching English content can improve
student’s vocabulary mastery, then the relationship is positive. However, if
the student’s habit of watching English YouTube content does not improve
the student’s vocabulary mastery, then the relationship is negative. What
distinguishes this research from previous research is that the use of English
YouTube content in this research is not only English animated cartoon films
and video material that students usually watch at school but also English
YouTube content that students watch every day at home. For example, video
clips of English songs, English video blogs, English news on YouTube, and
so on. In addition, in this research, the researchers took a different place and
subject from the previous researchers. The place and subject of this research

How to Cite (in APA 7th Edition):

Maulidiyah, R., Agustina, S., & Umam, K. (2023). The Relationship Between Student’s Habit of 51
Watching English YouTube Content and Vocabulary Mastery. Lensa: Kajian
Kebahasaan, Kesusastraan, Dan Budaya, 13(1), 49–66.
https://doi.org/10.26714/lensa.13.1.2023.49-66
 Lensa: Kajian Kebahasaan, Kesusastraan, dan Budaya p-ISSN: 2086-6100
Vol. 13 No. 1, January-June, Page.49-66 e-ISSN: 2503-328X
http://jurnal.unimus.ac.id/index.php/lensa

are SMA Muhammadiyah 2 Sidoarjo. The previous researchers only took one
class as a participant. While this research took more participants than the
previous researcher, they were two classes.

METHOD

Research Design
A quantitative research design with a correlational method was used
in this research. This research has two variables: the independent and
dependent variables. Because in this research, the researchers wanted to
investigate a relationship between learners’ habits in enjoying English
YouTube content and their vocabulary knowledge. Students’ habits in
watching English YouTube content become the independent variable and
their vocabulary mastery becomes the dependent variable. As stated by Husna
& Suryana (2017), if in research there are two variables, then one is the
independent variable and the other one is the dependent variable.

Population and Sample

This research was conducted at SMA Muhammadiyah 2 Sidoarjo. The
population was eleventh-grade students majoring in science. The sample was
taken purposively with permission from the school. The sample selection was
done by random sampling by shuffling the names of all classes and then taken
randomly. The samples taken were from two classes, namely class 11 Science
2, which amounted to 25 students, and class 11 Science 7, which amounted
to 20 students. The total sample size taken was 45 students. According to
Leavy (2017), random sampling is a selection technique in which each
member of the population being researched has a chance of being chosen.

Instrument
This research used primary data because the data sources of this
research are obtained directly in the form of questionnaires and tests. As
noted by Gunawan (2015), primary data is data that has been collected
directly by researchers in the form of new data or original data.
Questionnaires and vocabulary tests were used as instruments. The
questionnaire is used to collect data on students’ regular practice of enjoying
English YouTube content. The vocabulary assessment is used to collect data
on the learners’ vocabulary skills.

Data Collection
This research employs a questionnaire and test as its technique of data
collection. In the questionnaire, the researchers prepared a closed-ended
questionnaire consisting of twenty-four questions. This questionnaire was
adapted from a research journal by Irana, Hayati, and Kurniawan (2021). The
questionnaire was slight changes to suit this research. It covered 6 features
including frequency, materials, attitude, automaticity, competence, and image.

How to Cite (in APA 7th Edition):

Maulidiyah, R., Agustina, S., & Umam, K. (2023). The Relationship Between Student’s Habit of 52
Watching English YouTube Content and Vocabulary Mastery. Lensa: Kajian
Kebahasaan, Kesusastraan, Dan Budaya, 13(1), 49–66.
https://doi.org/10.26714/lensa.13.1.2023.49-66
 Lensa: Kajian Kebahasaan, Kesusastraan, dan Budaya p-ISSN: 2086-6100
Vol. 13 No. 1, January-June, Page.49-66 e-ISSN: 2503-328X
http://jurnal.unimus.ac.id/index.php/lensa

The frequency aspect questionnaire consists of three questions; the first

question provides four answer options, namely never (1), once a week (2),
twice a week (3), and every day (4). In the second question, there are 4 answer
options, namely strongly disagree (1), disagree (2), agree (3), and strongly
agree (4). In the third question, there are four answer options, namely <5
videos (1), 5-9 videos (2), 10-20 videos (3), and >20 videos (4). Furthermore,
the materials aspect consists of three questions. The attitude aspect consists
of four questions. The automaticity aspect consists of three questions. The
competence aspect consists of six questions. The image aspect consists of
five questions. For each question about materials, attitude, automaticity,
competence, and image, there are four answer options: strongly disagree (1),
disagree (2), agree (3), and strongly agree (4). Before the distribution of the
questionnaires to the samples, the researchers asked the advisor for approval
to use the questionnaire. After approval, the questionnaire can be given to
the sample.
In the vocabulary test, the researcher prepared vocabulary tests
consisting of ten items in which each item provided three meanings of words
or synonyms and provided six-word options that students had to answer by
ticking one of the words. Thus, the total number of meanings of words or
synonyms that must be answered was thirty. This vocabulary test was adopted
from the research journal by Webb, Sasao, and Ballance (2017). Before the
vocabulary test was given to the sample, the researchers asked the advisor for
approval to use the vocabulary test. After approval, the vocabulary test can
be given to the sample
.
Data Analysis
Data analysis in this research is done using analysis of variance
because there is only one comparison variable used. As stated by Astiti (2017)
the goal of the analysis of variance is to find the independent variables in the
research and figure out how these variables interact to affect responses or
treatment.
The questionnaire provided twenty-four items through Google
Forms, and the results of the student’s answers were inputted into Microsoft
Excel 2013 and calculated. The total score of each student’s questionnaire
was obtained by adding up the scores of each item from each student’s
answer. After that, it was inputted into SPSS version 26 for analysis. Then,
for the vocabulary test, it provided ten questions in which each question
provided three-word meanings that had to be answered. If each question is
answered correctly with all the meanings of the words provided, the score is
six. If each question is answered correctly but only one meaning of the word
is answered, then the score is two. If it is not answered and is incorrect, the
score is zero. The score that will be obtained by students is a scale of 0 to
100. 92 until 100, meaning “very good,” 67 until 91, meaning “good.” 42 until
66, meaning “enough,” and 0 until 41, meaning “poor.”

How to Cite (in APA 7th Edition):

Maulidiyah, R., Agustina, S., & Umam, K. (2023). The Relationship Between Student’s Habit of 53
Watching English YouTube Content and Vocabulary Mastery. Lensa: Kajian
Kebahasaan, Kesusastraan, Dan Budaya, 13(1), 49–66.
https://doi.org/10.26714/lensa.13.1.2023.49-66
 Lensa: Kajian Kebahasaan, Kesusastraan, dan Budaya p-ISSN: 2086-6100
Vol. 13 No. 1, January-June, Page.49-66 e-ISSN: 2503-328X
http://jurnal.unimus.ac.id/index.php/lensa

After obtaining data from the questionnaire and vocabulary tests. The
data is analyzed and calculated through SPSS version 26. It was done to
determine if there is a relationship between English-language YouTube-
watching habits and vocabulary mastery.

FINDINGS AND DISCUSSION

Habits of Watching English YouTube Content

1. Frequency Aspect
Diagram 1:
The percentage of how much English YouTube content watched by students each month

From the results of the answers to the questionnaire about how much
English YouTube content do you watch? It shows that out of 45 students,
only 15.6% of students had never watched English YouTube content. This
indicates that almost all students have the habit of watching YouTube
content. This can be seen that 35.6% students of watched English YouTube
content once a week, 17.8% of students watched it twice a week, and there
were 31.1% of students watched it every day.
From the results of the answers to the questionnaire about watching
English YouTube content when having free time. It shows that out of 45
students, 28.9% of students were selected to strongly agree and 31.1% of
students were selected to agree. It can be seen that 60% of students are used
to using their free time to watch English content wherever and whenever they
want. Only 40% of participants are less accustomed to watching English
YouTube content in their spare time. It can be seen that there were 35.6% of
participants chose to disagree and 4.4% of participants chose to strongly
disagree.
From the results of the answers to the questionnaire about how much
English-language YouTube content do you watch every month? It shows that
out of 45 students, 31.1% of students watched English YouTube content less
than 5 videos, 35.6% of students watched between 5 to 9 videos; 15.6% of

How to Cite (in APA 7th Edition):

Maulidiyah, R., Agustina, S., & Umam, K. (2023). The Relationship Between Student’s Habit of 54
Watching English YouTube Content and Vocabulary Mastery. Lensa: Kajian
Kebahasaan, Kesusastraan, Dan Budaya, 13(1), 49–66.
https://doi.org/10.26714/lensa.13.1.2023.49-66
 Lensa: Kajian Kebahasaan, Kesusastraan, dan Budaya p-ISSN: 2086-6100
Vol. 13 No. 1, January-June, Page.49-66 e-ISSN: 2503-328X
http://jurnal.unimus.ac.id/index.php/lensa

students watched between 10 to 20 videos, and 17.8% of students watched

more than 20 videos. It can be viewed that all students ever watch English
YouTube content in one month.
From the results of the frequency aspect questionnaire, it can be
determined that almost all students regularly consume English YouTube
content. This is evidenced by the fact that every month they filled their spare
time by watching some English YouTube content, and there were even more
than 20 pieces of content that were watched by students. Although there were
7 students (15.6%) who were not used to streaming English YouTube
content, they watched English YouTube content for at least 1 to 4 videos in
a month. According to Badruddin & Zainuddin (2016), students do activities
to learn something repeatedly that can be used to improve their abilities.
Watching
Watching English Watching
English
YouTube content English
YouTube
anytime and YouTube
content with
anywhere using a content without
Indonesian
laptop or cell phone. subtitles.
subtitles.
Strongly
15 4 24
Agree
Agree 14 7 10
Disagree 14 19 10
Strongly
2 15 1
Disagree
Total 45 45 45

2. Materials Aspect
Table 1:
The frequency of students in the materials aspect

The results of the answers to the questionnaire about watching

English YouTube content anytime and anywhere using a laptop or cellphone
show that out of 45 students, 15 participants always watch English YouTube
content anytime and anywhere using their devices, 28 participants do not
always watch them using their devices, and 2 participants were against the
idea of watching the contents regularly using their personal This indicates that
most students watch English YouTube content on their laptops or phones
whenever and wherever they want.
From the results of the answers to the questionnaire about watching
English YouTube content without subtitles. It shows that out of 45 students,
4 participants strongly approved the statement, 7 participants approved it, 19
participants were in disagreement, and 15 participants were in strong
disagreement. This indicates that a few students watch English-language
YouTube content without using subtitles.

How to Cite (in APA 7th Edition):

Maulidiyah, R., Agustina, S., & Umam, K. (2023). The Relationship Between Student’s Habit of 55
Watching English YouTube Content and Vocabulary Mastery. Lensa: Kajian
Kebahasaan, Kesusastraan, Dan Budaya, 13(1), 49–66.
https://doi.org/10.26714/lensa.13.1.2023.49-66
 Lensa: Kajian Kebahasaan, Kesusastraan, dan Budaya p-ISSN: 2086-6100
Vol. 13 No. 1, January-June, Page.49-66 e-ISSN: 2503-328X
http://jurnal.unimus.ac.id/index.php/lensa

From the results of the answers to the questionnaire about watching

English YouTube content with Indonesian subtitles. It shows that out of 45
students, there was only 1 participant who strongly disapproved of the
statement, 10 participants disapproved of it, 10 participants were in
agreement, and 24 participants were in strong agreement. This demonstrates
that the majority of students use Indonesian subtitles to comprehend English
YouTube content.
From the results of the questionnaire on the materials aspect, it can
be seen that some students use their free time to view English YouTube
content on their laptops or phones wherever they want. In addition, most of
them take advantage of the Indonesian subtitle feature on English-language
YouTube content. Students do this so that they understand what is conveyed
in the content and so that they know the meaning of words, they have never
known. As research conducted by Devanti & Amalia (2018) that students
would not acquire new vocabulary if they watch English videos without
subtitles, this will make students bored and not pay attention to the video.

3. Attitude Aspect
Table 2:
The frequency of students in the attitude aspect

I learn Watching I feel that Watching

English by English watching English
watching YouTube English YouTube
English content allows YouTube content is
YouTube me to become content will enjoyable
content. familiar with help me and
various English improve my amuses
cultures. vocabulary me.
mastery.
Strongly 19 13 18 15
Agree
Agree 16 18 14 17
Disagree 8 12 12 12
Strongly 2 2 1 1
Disagree
Total 45 45 45 45

The results of the answers to the questionnaire about learning English

through watching English YouTube content show that out of 45 students,
there were 19 participants strongly concurred with the statement, 16
participants concurred with it, 8 students did not concur with it, and 2
participants strongly disapproved of it. This proves that most students when
learning English will find it easier with English YouTube content.
From the results of the answers to the questionnaire about watching
English YouTube content, allow me to become familiar with various English

How to Cite (in APA 7th Edition):

Maulidiyah, R., Agustina, S., & Umam, K. (2023). The Relationship Between Student’s Habit of 56
Watching English YouTube Content and Vocabulary Mastery. Lensa: Kajian
Kebahasaan, Kesusastraan, Dan Budaya, 13(1), 49–66.
https://doi.org/10.26714/lensa.13.1.2023.49-66
 Lensa: Kajian Kebahasaan, Kesusastraan, dan Budaya p-ISSN: 2086-6100
Vol. 13 No. 1, January-June, Page.49-66 e-ISSN: 2503-328X
http://jurnal.unimus.ac.id/index.php/lensa

cultures. It shows that out of 45 students, there were 13 participants strongly

coincided with the statement, 18 participants coincided, 12 participants did
not coincide, and 2 participants strongly disapproved of it. This proves that
most students can recognize various cultures in English.
From the results of the answers to the questionnaire about watching
English YouTube content will help improve my vocabulary mastery. It shows
that out of 45 students, there were 18 participants strongly accepted the
statement, 14 participants accepted, 12 participants did not accept, and 1
participant strongly disapproved. This provides that by watching English
YouTube content, students can improve their vocabulary mastery.
From the results of the answers to the questionnaire about watching
English YouTube content are enjoyable and amusing. It shows that out of 45
students, there were 15 participants strongly consented to the statement, 17
participants consented, 12 participants did not consent to it, and 1 participant
strongly disapproved. This proves that most students enjoy and are
entertained by watching English YouTube content.
From the answers to the attitude aspect of the questionnaire, it
postulates that most learners can take much benefit from English-language
YouTube content to learn English, get to know various cultures in English
and improve vocabulary mastery, As noted by Kabooha & Elyas (2018)
YouTube is an effective tool for helping students comprehend and learn
English, especially vocabulary. In addition, English YouTube content can be
used as entertainment for students. Because according to Nur Islamia &
Rosmaidar (2020) when students are starting to be entertained, students will
be easily motivated to learn vocabulary.

4. Automaticity Aspect
Table 3:
The frequency of students in the automaticity aspect

By watching By watching When I gain a new

English English phrase by watching
YouTube YouTube English YouTube
content, I am content, I content, I
getting more learn new immediately put it
familiar with English to use in my daily
English terms. terms. life.
Strongly
17 21 4
Agree
Agree 14 14 12
Disagree 12 8 25
Strongly
2 2 4
Disagree
Total 45 45 45

How to Cite (in APA 7th Edition):

Maulidiyah, R., Agustina, S., & Umam, K. (2023). The Relationship Between Student’s Habit of 57
Watching English YouTube Content and Vocabulary Mastery. Lensa: Kajian
Kebahasaan, Kesusastraan, Dan Budaya, 13(1), 49–66.
https://doi.org/10.26714/lensa.13.1.2023.49-66
 Lensa: Kajian Kebahasaan, Kesusastraan, dan Budaya p-ISSN: 2086-6100
Vol. 13 No. 1, January-June, Page.49-66 e-ISSN: 2503-328X
http://jurnal.unimus.ac.id/index.php/lensa

From the results of the answers to the questionnaire about being

more familiarized with English phrases by watching English YouTube
content. It shows that out of 45 students, 17 participants strongly shared the
opinion, 14 participants shared the opinion, 12 participants did not share the
opinion, and 2 participants strongly disapproved. This proves that students
who often watch English YouTube content become more familiar with
English terms.
From the results of the answers to the questionnaire about learning
new English terms by watching English YouTube content. It shows that out
of 45 students, 21 participants strongly acknowledged the statement, 14
participants acknowledged it, 8 participants did not acknowledge it, and 2
participants strongly disapproved of it. This proves that students can learn
new English terms by watching English YouTube content.
From the results of the answers to the questionnaire about applying
new English phrases in daily life after watching YouTube content. It shows
that out of 45 students, there were 4 participants strongly conformed to the
statement, 12 participants conformed, 25 participants did not conform, and
4 participants strongly disapproved. This proves that some students can apply
the new vocabulary they have learned from watching English YouTube.
From the results of the questionnaire answers on the automaticity
aspect, it can be seen that most students who watch English YouTube
content will become more familiar with terms in English, get accepted with
different English words, and some students use them in everyday life.

5. Competence Aspect
Table 4:
The frequency of students in the competence aspect

The plots
I I
I can I can of the I can
under underst
recognize repeat English retell
stand and the
proper what the videos on the plot
how languag
intonation YouTube YouTube of an
idiom e said
and r says in are English
s are by the
pronunciat English understa YouTub
applie YouTub
ion. videos. ndable to e video.
d. ers.
me.
Strongly
15 10 12 6 7 10
Agree
Agree 14 15 20 22 16 19
Disagree 13 16 11 14 19 15
Strongly
3 4 2 3 3 1
Disagree
Total 45 45 45 45 45 45

How to Cite (in APA 7th Edition):

Maulidiyah, R., Agustina, S., & Umam, K. (2023). The Relationship Between Student’s Habit of 58
Watching English YouTube Content and Vocabulary Mastery. Lensa: Kajian
Kebahasaan, Kesusastraan, Dan Budaya, 13(1), 49–66.
https://doi.org/10.26714/lensa.13.1.2023.49-66
 Lensa: Kajian Kebahasaan, Kesusastraan, dan Budaya p-ISSN: 2086-6100
Vol. 13 No. 1, January-June, Page.49-66 e-ISSN: 2503-328X
http://jurnal.unimus.ac.id/index.php/lensa

The results of the answers to the questionnaire about the ability to

recognize proper intonation and pronunciation after watching English
YouTube content show that out of 45 students, there were 15 participants
strongly admitted the statement. 14 participants admitted, 13 participants did
not admit it, and 3 participants strongly disapproved. This proves that
students can identify the correct tone and pronunciation after watching
English YouTube content.
From the results of the answers to the questionnaire about the ability
to repeat what the YouTuber says in English videos. It shows that out of 45
students, 10 participants strongly complied with the statement, 15
participants complied, 16 participants did not comply, and 4 participants
strongly disapproved. This proves that students will easily imitate what the
YouTubers say in English YouTube content.
From the results of the answers to the questionnaire about the ability
to identify the storyline of the English YouTube video. It shows that out of
45 students, 12 participants strongly acceded to the statement. 20 participants
acceded, 11 participants did not accede, and 2 participants strongly
disapproved. This proves that students can comprehend the plot of the
English YouTube content they view.
From the results of the answers to the questionnaire about the ability
to understand the way idiomatic expressions are applied in English YouTube
videos are based on their meaning. It shows that out of the 45 students, 6
participants strongly accorded with the statement, 22 participants accorded,
14 participants did not accord, and 3 participants strongly disapproved. This
proves that students can gain knowledge about the idioms used in the English
YouTube content they watch based on the meaning of the idioms.
From the results of the answers to the questionnaire about the ability
to retell the plot of an English video on YouTube. It shows that out of 45
students, 7 participants strongly assented, 16 participants assented, 19
participants did not assent, and 3 participants strongly disapproved. This
proves that students who are used to watching English YouTube content can
retell the plot of the English YouTube content.
From the results of the answers to the questionnaire about the ability
to understand the language said by the YouTubers in the English videos. It
shows that out of 45 students, 10 participants strongly endorsed the
statement, 19 participants endorsed it, 15 participants did not endorse it, and
1 participant strongly disapproved. This proves that students can understand
the sentences spoken by YouTubers.
From the results of the questionnaire answers on the competence
aspect. It can be seen that by watching English YouTube content, students
can identify the correct tone and pronunciation after watching English
YouTube content. They can easily imitate what YouTubers say in English
YouTube content, comprehend the plot of English YouTube content that
they view, gain knowledge about the idioms used in English YouTube
content, retell the plot of a piece of content, and understand sentences

How to Cite (in APA 7th Edition):

Maulidiyah, R., Agustina, S., & Umam, K. (2023). The Relationship Between Student’s Habit of 59
Watching English YouTube Content and Vocabulary Mastery. Lensa: Kajian
Kebahasaan, Kesusastraan, Dan Budaya, 13(1), 49–66.
https://doi.org/10.26714/lensa.13.1.2023.49-66
 Lensa: Kajian Kebahasaan, Kesusastraan, dan Budaya p-ISSN: 2086-6100
Vol. 13 No. 1, January-June, Page.49-66 e-ISSN: 2503-328X
http://jurnal.unimus.ac.id/index.php/lensa

spoken by YouTubers. According to Arndt & Woore (2018), students can get
vocabulary from YouTube videos depending on the chosen topic and genre.

6. Image Aspect
Table 5:
The frequency of students in the image aspect

After
I can
I learn a I can watching
compreh
lot about I see no obtain a English
end the
the moral variety of content on
YouTube
English standards slang YouTube,
r’s
language in the language I may use
feelings
from English s in the formal or
by seeing
watching YouTube English informal
their
English videos I YouTube language
faces on
videos on watch. content I depending
the
YouTube. watch. on whom I
display.
speak.
Strongly
16 4 19 13 8
Agree
Agree 15 11 18 19 21
Disagree 11 25 7 12 12
Strongly
3 5 1 1 4
Disagree
Total 45 45 45 45 45

Results of the answers to the questionnaire about learning the English

language much from enjoying English YouTube videos show that out of 45
students, 16 participants were in strong agreement, 15 participants agreed, 11
participants were in disagreement, and 3 participants strongly disapproved.
This proves that students may learn a great deal about foreign languages by
viewing YouTube content.
From the results of the answers to the questionnaire about
understanding the lack of morality in the English YouTube videos. It shows
that out of 45 students, 5 participants strongly disapproved of the statement,
25 participants did not correspond to it, 11 participants corresponded, and 4
participants strongly correspond to it. It proves that students can value moral
standards in YouTube videos.
From the results of the answers to the questionnaire about the ability
to obtain a variety of slang languages in English YouTube content. It shows
that out of 45 students, 19 participants strongly concurred with the statement,
18 participants concurred, 7 participants did not concur, and 1 participant
strongly disapproved. This proves that students can acquire and find slang
when watching English-language YouTube content.

How to Cite (in APA 7th Edition):

Maulidiyah, R., Agustina, S., & Umam, K. (2023). The Relationship Between Student’s Habit of 60
Watching English YouTube Content and Vocabulary Mastery. Lensa: Kajian
Kebahasaan, Kesusastraan, Dan Budaya, 13(1), 49–66.
https://doi.org/10.26714/lensa.13.1.2023.49-66
 Lensa: Kajian Kebahasaan, Kesusastraan, dan Budaya p-ISSN: 2086-6100
Vol. 13 No. 1, January-June, Page.49-66 e-ISSN: 2503-328X
http://jurnal.unimus.ac.id/index.php/lensa

The results of the answers to the questionnaire about understanding

the YouTubers’ feelings by seeing their faces on the display show that out of
45 students, 13 participants strongly accepted the statement, 19 participants
accepted, 12 students did not accept it, and 1 participant strongly
disapproved. This proves that students can understand the feelings of
YouTubers on English YouTube content by looking at the YouTubers’ faces
on the display.
The results of the answers to the questionnaire about applying the use
of formal or informal language after watching English content on YouTube
show that out of 45 students, 8 students strongly approved of the statement,
21 participants approved, 12 participants did not approve, and 4 participants
strongly disapproved. This demonstrates that after viewing English YouTube
content, students can use formal or casual language depending on the
interlocutor.
From the results of the questionnaire answers on the image aspect, it can
be seen that students can learn a lot about language by watching YouTube
content. In addition, they can see the moral standards in YouTube content,
obtain and find slang when watching English YouTube content, understand
the feelings of YouTubers on YouTube content in English by looking at the
faces of YouTubers on the screen, and can use the formal or casual language
according to the person they are talking to.

The Result of Vocabulary Mastery

Table 6:
Classification of vocabulary test scores
Category Predicate Frequency Percentage
(%)
Score 92 – 100 Very good 21 46,7
Score 67 – 91 Good 21 46,7
Score 42 – 66 Enough 3 6,7
Score 0 – 41 Poor 0 0
Total 45 100

It can be viewed from the table above that the vocabulary test results
of the 45 students were divided into four categories. In the first category with
a score of 92-100 with a very good predicate, there were 21 students. In the
second category with a score of 67-91 with a good predicate, there were 21
students. In the third category with a score of 42-66 with enough predicate,
there were 3 students. In the last category with a score of 0-41 with a poor
predicate, there were no students who got this score.
The majority of the students’ vocabulary test results have a score of
92-100 as much as 46.7 %, a score of 67-91 as much as 46.7%, and a minor
number of students have a score of 42-66, as much as 6.7%.

How to Cite (in APA 7th Edition):

Maulidiyah, R., Agustina, S., & Umam, K. (2023). The Relationship Between Student’s Habit of 61
Watching English YouTube Content and Vocabulary Mastery. Lensa: Kajian
Kebahasaan, Kesusastraan, Dan Budaya, 13(1), 49–66.
https://doi.org/10.26714/lensa.13.1.2023.49-66
 Lensa: Kajian Kebahasaan, Kesusastraan, dan Budaya p-ISSN: 2086-6100
Vol. 13 No. 1, January-June, Page.49-66 e-ISSN: 2503-328X
http://jurnal.unimus.ac.id/index.php/lensa

The results of the vocabulary test above show that the student’s
vocabulary mastery is at a good level because most of them get very good and
good predicates. In addition, there are only a few students, whose vocabulary
mastery is still at an enough level, and there are no students, who are at a poor
level. This shows that students who do not master the vocabulary well get
poor scores, while students who master the vocabulary well have good scores.
Therefore, vocabulary is very important to learn because if students know
many words, they will be able to communicate well with no
misunderstandings. As stated by Darwin (2016) the choice of words used by
students in speaking can affect the level of students’ understanding of what
the speaker is saying. In addition, according to Purwanti, Setiyadi, and
Nurweni (2015) if students have less vocabulary they may not be able to apply
their English language.

Relationship between student habit of watching English YouTube

content and vocabulary mastery

From the results of the discussion above, it can be seen that the
results of the questionnaire were about the students’ habits of watching
English YouTube content and the results of the student’s vocabulary mastery
tests. Then the two datasets are inputted into Microsoft Excel 2013 and
created in chart form as follows:
Graphic 1:
Students’ habits of watching English YouTube content and the results
of the students’ vocabulary mastery tests
100%
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%
S3
S1

S5
S7
S9
S11
S13
S15
S17
S19
S21
S23
S25
S27
S29
S31
S33
S35
S37
S39
S41
S43
S45

Habit of watching English YouTube content (X) Vocabulary mastery test (Y)

Then the two datasets were analyzed using SPSS version 26. In this
analysis, using the Person Product Moment correlation formula as follows:

How to Cite (in APA 7th Edition):

Maulidiyah, R., Agustina, S., & Umam, K. (2023). The Relationship Between Student’s Habit of 62
Watching English YouTube Content and Vocabulary Mastery. Lensa: Kajian
Kebahasaan, Kesusastraan, Dan Budaya, 13(1), 49–66.
https://doi.org/10.26714/lensa.13.1.2023.49-66
 Lensa: Kajian Kebahasaan, Kesusastraan, dan Budaya p-ISSN: 2086-6100
Vol. 13 No. 1, January-June, Page.49-66 e-ISSN: 2503-328X
http://jurnal.unimus.ac.id/index.php/lensa

Table 8:
Correlations between student habit of Watching English YouTube Content and
vocabulary mastery
The Habit of
Watching
English
YouTube Vocabulary
Content Mastery
The Habit of Watching Pearson Correlation 1 .528**
English YouTube Sig. (2-tailed) .000
Content N 45 45
Vocabulary Mastery Pearson Correlation .528** 1
Sig. (2-tailed) .000
N 45 45
**. Correlation is significant at the 0.01 level (2-tailed).

According to the results of the analysis above, the significance value

for the relationship between the habit of watching English YouTube content
and vocabulary mastery is 0.000, which means this value is smaller than 0.05
based on decision-making. Therefore, it can be proved that there is a
relationship between the frequency with which students watch English
YouTube content and their mastery of vocabulary.
The person correlation value was obtained at 0.528. In the guidelines
for the degree of relationship, the person correlation value is in the moderate
correlation category. Therefore, it can be known that the habit of watching
English YouTube content is positively linked to students’ vocabulary
mastery. Therefore, there is no doubt that the use of technology can
overcome and provide solutions to educational problems (Alwehaibi, 2015).
According to Pane & Geroda (2019) using video to teach vocabulary resulted
in better vocabulary mastery than previously.

CONCLUSION
From the six aspects contained in the questionnaire about students’
habits of watching English YouTube content, the results are quite good
because most students have the habit of watching English YouTube content,
which can improve their English skills, especially in vocabulary. In the
vocabulary test, students also showed good results in mastering their
vocabulary. None of them was in the poor category. However, on the
automaticity aspect, question number thirteen asks about the application of
the use of vocabulary mastered by students in everyday life. Students do not
maximally carry out this application. Therefore, it is hoped that researchers
who want to research this are expected to be able to analyze more deeply
related to the lack of application of the use of vocabulary mastered by
students in everyday life. So that English learning becomes more optimal.
From the results of the discussion above, there is a considerable relationship

How to Cite (in APA 7th Edition):

Maulidiyah, R., Agustina, S., & Umam, K. (2023). The Relationship Between Student’s Habit of 63
Watching English YouTube Content and Vocabulary Mastery. Lensa: Kajian
Kebahasaan, Kesusastraan, Dan Budaya, 13(1), 49–66.
https://doi.org/10.26714/lensa.13.1.2023.49-66
 Lensa: Kajian Kebahasaan, Kesusastraan, dan Budaya p-ISSN: 2086-6100
Vol. 13 No. 1, January-June, Page.49-66 e-ISSN: 2503-328X
http://jurnal.unimus.ac.id/index.php/lensa

between the habit of watching English YouTube content and mastery of

vocabulary. Because the r-count is greater than the r-table. It is known that
N = 45 in the r-table of 5% significance is 0.294, while the r-count is 0.528.
Based on the decision of the correlation test, if the r-count is higher than the
r-table, then the result is that the correlation coefficient is significant.
Therefore, H1 is approved whereas H0 is rejected. Therefore, it can be stated
that the more students get used to watching English YouTube content, the
more vocabulary will be obtained or their vocabulary mastery will increase.

ACKNOWLEDGEMENT
The researchers gratefully thanked the ISS MBKM Team of
Universitas Muhammadiyah Sidoarjo for the financial support in the
preparation of this research article. Researchers also thanked Ms.
Wigatiningsih, M. Pd who had permitted to conduct this research at the
school, as well as the students who agreed to become participants in this
study.

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Vol. 13 No. 1, January-June, Page.49-66 e-ISSN: 2503-328X
http://jurnal.unimus.ac.id/index.php/lensa

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Maulidiyah, R., Agustina, S., & Umam, K. (2023). The Relationship Between Student’s Habit of 65
Watching English YouTube Content and Vocabulary Mastery. Lensa: Kajian
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Vol. 13 No. 1, January-June, Page.49-66 e-ISSN: 2503-328X
http://jurnal.unimus.ac.id/index.php/lensa

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How to Cite (in APA 7th Edition):

Maulidiyah, R., Agustina, S., & Umam, K. (2023). The Relationship Between Student’s Habit of 66
Watching English YouTube Content and Vocabulary Mastery. Lensa: Kajian
Kebahasaan, Kesusastraan, Dan Budaya, 13(1), 49–66.
https://doi.org/10.26714/lensa.13.1.2023.49-66