The purpose of this research is to examine students' perceptions towards the use of YouTube as a teaching medium to increase students’ interest and motivation in learning Japanese. The method used is descriptive qualitative with survey techniques and literature research. The descriptive analysis is used to describe the percentage of each variable, namely the use of YouTube and Japanese students' interest and learning motivation. The results of this study indicate that YouTube offers a significant effect on students in the use of online video as a learning medium and the research findings show that the participants positively view the use of YouTube in their lessons. The result also revealed a significant increase in increasing student interest and motivation in learning Japanese. The results of this study can be an illustration to encourage students, especially in learning Japanese, to make the most of the online media or video channels on YouTube related to Japanese language learning. This research also can be an online learning system in technological development.

The background of this study is the lack of learning media and inappropriate learning methods (still using the lecture method) in learning basic Japanese in one of the public high schools in the East Bandung area. The purpose of this study is to determine the effect of using YouTube videos on students' listening skills in capturing basic Japanese learning materials. The research method used was pre-experimental with One-Group Pre-test and Post-test. The subjects of this study were determined by random sampling technique as many as 28 people who attended the cross-interest class of Japanese language class. Data were gathered from the pre-test and post-test and an online questionnaire via a google form. The results showed that the use of YouTube videos as a learning medium had an effect on improving students' listening skills in Japanese. The results were based on the increase in the average pre-test score of 74.82 and post-test of 80.71. Then, the hypothesis testing presented that the t-observed value is greater than the t-table at the 5% significant level (4.25>2.05) and the 1% significant level (4.25>2.77).