EXPLORING EFL STUDENTS’ LISTENING STRATEGIES THROUGH YOUTUBE MUSIC SONGS AT SMAN 1 KEDIRI

Abstract

EFL learning at the senior high school level continues to face various challenges, particularly in the acquisition of listening skills due to limited exposure to authentic input. In language acquisition, employing systematic listening strategies is essential as it enables learners to consciously process complex spoken input, overcome acoustic barriers, and regulate their own learning pace. To address this issue, the utilization of audio-based digital media, such as English songs on YouTube Music, has emerged as a popular and accessible autonomous learning resource among adolescents. The aims of this research are 1) to identify the types of strategies employed by students when using YouTube Music songs to develop their English listening skills; and 2) to describe how students implement those strategies when using YouTube Music songs for listening skills. This research used a qualitative approach with a case study design carried out at SMAN 1 Kediri. The subjects of this research were 10 senior high school students of Class XI-D in the academic year 2025/2026 who were active users of YouTube Music songs. Data were collected using open-ended questionnaires and guided interviews. Data analysis techniques included data reduction, data display, and conclusion drawing and verification. Data validity was checked using the data triangulation method. The findings reveal that YouTube Music songs develop listening skills through four strategies: repetition, subtitles/lyrics, note-taking, and comprehension techniques. Students implement these by combining actions like replaying for translation, text cross-referencing, adjusting device placement, and mimicking pronunciation. This media successfully fosters low-anxiety, autonomous, and self-regulated learning.