The Use of Youtube Videos in Improving Non- English Department Students’ Pronunciation Skills Alsuna: Journal of Arabic and English Language

Design/methodology/approach This study used quantitative experimental method with the pretest-posttest control group design. In collecting data, researchers used tests and observations as instruments. The data obtained were analyzed using a hypothetical test using a t-test. The researchers used a program computer facility called SPSS for Windows Release version 22 for the entire data computing process.

be clearly understood, and it should enable the students to communicate in an efficient way to be intelligible.
Pronunciation learning in English is most appropriate using the method of exemplifying (imitation). Lecturers give an example of proper English pronunciation, and then students imitate it. However, the English pronunciation model sometimes feels inappropriate and not maximal because most English Lecturers in Indonesia are non-native English speakers who achieved local educational background. Such learning activities are conventional learning systems. Then this is where the role of creative, modern, and innovative learning media is needed. Good lecturers will use other modern learning media and not just do conventional teaching activities. Learning media has important roles in the teaching and learning process (Gunada 2018). The lecturer must be able to choose the right type of media so that the learning objectives can be achieved well. Some things that must be considered in determining the type of learning media include learning objectives, learning material to be delivered, student characteristics, types of media suitable for use, environments in which students take lessons, and as well as available resources (Marpanaji, Mahali, and Putra 2018). The development of learning media should always keep up with the development of the times that have become accustomed to utilizing Information and Communication Technology.
One of the most frequently accessed by Indonesians of Information and Communication Technology products is YouTube. YouTube viewers can use many video contents as the alternative learning media for their learning process. One example of video content on youtube is about "Pronunciation", which is taught directly by native speakers using Bilingual Indonesia and English as a preface, like a youtube account named Guruku Mr D and Sacha Stevenson. Those YouTube videos can significantly help both English and non-English department students understand and imitate the English words correct pronunciation, according to native speakers. By pronouncing the English words such as native speakers, it can increase students' confidence in the ability to speak English. Non-English department students, when obtaining the general course of English, will undoubtedly have difficulty in pronunciation of English vocabulary correctly and adequately according to native speakers.
Although students have spent at least for six years, there is no guarantee for them to have a good ability in English (Moedjito 2016). This is because they rarely use English to communicate in learning activities or daily activities. Unlike English Study Program students who are obliged Ha: There is a positive influence on using YouTube videos as media in improving non-English department students' pronunciation skills.

Ho:
There is no positive influence on using YouTube videos as media in improving non-English department students' pronunciation skills.
English pronunciation uses the pronunciation procedures in the Oxford Dictionary or Longman Dictionary. Pronunciation is a technique or method for reciting an English word such as a native speaker. Pronunciation is one of the English elements that English speakers must master. According to Yuzawa (Yuzawa 2007), pronunciation is a foundation and includes things that should be understood by anyone who will or is in the process of learning English communicatively. In other words, pronunciation mastery has the phonology system and the ability to produce sounds so that the listener can understand their meaning. According to Ali Mustadi (Mustadi 2012), the aspects assessed in pronunciation are fluency of spelling and pronunciation, the accuracy of spelling pronunciation, stressing, and intonation.
Pronunciation can be very vital if someone recites a word that has a different meaning than what is intended. Therefore, it is necessary to learn and master pronunciation skills correctly, according to native speakers. It is using media and learning methods that can make it easier for students in their understanding. Burns and Claire suggest some principles in The Use of Youtube Videos in Improving Non-English Department Students' Pronunciation Skills pronunciation learning. First, study pronunciation from the earliest level. It means that understanding the correct use of phonemes, consonant letters, vowels, intonation, and word emphasis must be mastered first. Second, test students using a word with the correct pronunciation in a simple conversation. Selection of exciting topics that can stimulate students in communicating using English with the correct pronunciation. The fourth is to focus on practising and imitating English pronunciation and using it in the broader conversation. The fifth, beware of some pronunciation that is almost the same as its meaning (Burns, A.;Claire 2003). For example, in the pronunciation of the words "flower" and "flour". Both words have different writings and meanings but have almost the same pronunciation. English speakers are not only able to understand the pronunciation of an English word correctly, but they should also be able to understand the use of intonation and emphasis on pronunciation skills as well.
The use of the Oxford dictionary is also still often found in pronunciation learning (Handayani 2017). Such activities are not entirely considered wrong to allow for mispronunciation or errors in word pronunciation when studied without proper guidance. As for this study, researchers tend to point to the definition of learning media described by Oemar Hamalik because the scope of his understanding tends to be broader. Oemar Hamalik (Hamalik 1994) states that the learning media is not determined as a tool only but is also part The primary role of the media is to introduce messages. By understanding that there are many types of learning media, students can utilize some learning media which are suitable for their learning strategies. Although over time, it develops into an entertainment, relaxation (a distraction from social tension), as a means of expression of opinions, ideas, and ideas, helping in overcoming the limitations of space and time, as well as being a means of education for the community. Not only education in social life but also able to be an effective means of learning. Many educational practitioners have used media as a means of learning for many years (Prihastuti, Wahyuni, and Ramadhani 2018). Good responses and results tend to be The Use of Youtube Videos in Improving Non-English Department Students' Pronunciation Skills students to listen to how the pronunciation is correct so that over time aspects of fluency in the pronunciation will increase. Although a number of different interactive multimedia or audiovisual media used in learning new languages, it is still considered a very difficult process in learning a new language, particularly for adult learners (Lonsdale 2011).
YouTube is a vast resource for educational content (Saurabh and Gautam 2019).
YouTube is often used as a sharing event, providing information, and giving internet users appreciation worldwide. On YouTube pages, for example, viewers are not only entertained by the videos presented, but also able to serve as a learning medium (Akbar 2018  results of this study showed that using an audio-lingual approach in pronunciation drill techniques is proven to improve pronunciation skills in English. These results can be seen by student increasing ability to recite all aspects of sound in English, parts of syllable emphasis in vocabulary, and understanding the use of intonation, namely rising intonation and falling intonation in spoken sentences (Endahati 2014). Therefore, this study is different from

Methodology
This study used quantitative -experimental method with the pretest-posttest control group design. The first step was to decide who becomes the control group and the experiment group. Then the researchers gave the same pretest to both groups. After that, the experiment group was given treatment using YouTube videos as the media, and the control group was given treatment using conventional media. Then the posttest was given to both groups.
Non-English department students of IKIP Widya Darma, who get an English course for the 2019/2020 school year, were the population in this study. Then the sample was selected using a random sampling technique using the lottery to be then decided by the experiment group and the control group as a sample. The sample for the experiment group was 24 students, and the control group was also 24 students.
In collecting data, researchers used several instruments in this study, namely: tests and observations. The tests referred to in this study were pretest and posttest. Tests were conducted to experiment groups and control groups. Pretests were performed before the experiment group, and the control group got treatment. After treatment was given to both the experimental group and the control group, posttest was carried out. The test used the pronunciation assessment rubric because it was part of the performance test category. The test had previously been tested for its validity and reliability levels and expert judges before being given to the research subjects. The purpose of the validity and reliability test was for the instrument to be declared valid and reliable. Repeated revisions were made until the measuring instrument was deemed qualified and feasible. Pretest and posttest assessments used the following pronunciation scoring rubric:

Aspect Score Description
Pronunciation 5 The pronunciation is perfect. The words are easy to understand and have the native speaker's accent.

4
The words are easy to understand with a certain accent. Clearly understandable. 3 The words are easy to understand with a particular accent. Understandable.

1
The words are very difficult to understand. The pronunciation is incomprehensible.

Findings and Discussion
The pretest and posttest results of non-English department students' pronunciation are important data in this study. Before performing the t-test calculation, it is necessary to know the distribution of data, whether it is normal or not. Therefore, the researchers must carry out the normality tests to the students' pretest and posttest scores. If the data has a normal distribution means it also has a normal distribution. It means the data is meaningfully able to represent the population. Data is said to be normal when probability (sig.) > 0,05. YouTube video as learning media is considered quite effective and efficient to use. In line with Lestari's statement (Lestari 2013), which stated that YouTube could be used as a learning media for some difficult courses. In line with the statement, Ramadhani said that YouTube videos could be used as motivation and a media of students' work publication. If the viewers use YouTube well, it will have a good impact on its viewers as well (Ramadhani 2016).
The use of YouTube videos in education has always been considered attractive when used as a learning media, especially for Higher Education in Indonesia . Therefore, this study aimed to determine the influence of youTube video usage on the increased non-English department students' pronunciation skills. The pretest-posttest control group design and put the research subjects into two groups: the experiment and control groups. The two groups were given different treatments after the pretest. The experiment group was given treatment using YouTube videos and the control group was given treatment using conventional learning.
The video is the right media in practising speech organs (Kustandi and Sutjipto 2011).
In line with the statement, videos are suitable for practising pronunciation skills because it shows recordings or moving images with sound. The combination of sound and image will catch the attention of the audience (Stuart 2013). This study showed that after using YouTube videos, there was an increase in the non-English department students' pronunciation skills.
The pretest means before the treatments were given 38,95. Then after being given treatment by using YouTube video, the posttest mean was 79,79. It represents a very significant increase in the mean score, with the gain score was 40,48. When compared to the control group that did not get YouTube videos for the treatment, the gain score from the pretest means to the posttest mean was only 23,54. The posttest hypothesis test results also reinforced this statement that t-score 5,779 was greater than t-table 2,0129. It can also be seen from the posttest significance of Sig. (2-tailed) 0.000 was less than 0.05, which means hypothesis zero (Ho) was rejected so that the Alternative Hypothesis (Ha) was declared acceptable. Thus, it can be explained that there is a positive influence of YouTube videos on the increased non-English department students' pronunciation skills.