A Thesis - Nur Putri Dea

STUDENTS' PERCEPTIONS ON THE USE OF YOUTUBE IN ENGLISH
LEARNING FOR STUDENTS' SPEAKING SKILLS
A Thesis
Submitted in Partial Fulfillment to the Requirements for the Degree of

Sarjana Pendidikan
Written by:
Nur Putri Dea
A1B219058
ENGLISH EDUCATION STUDY PROGRAM
DEPARTMENT OF LANGUAGE EDUCATION AND LITERATURE
FACULTY OF TEACHER TRAINING AND EDUCATION
JAMBI UNIVERSITY
2023
DECLARATION OF ORIGINALITY
I, Nur Putri Dea, (A1B219058) declare that Students' Perceptions on the

Use of Youtube in English Learning for Students' Speaking Skills is my own work,
that has not been submitted before for any degree or examination in any other
university, and that all the sources I have used or quoted have been indicated and
acknowledge as complete references.
Jambi, December, 22nd 2022
Nur Putri Dea

A1B219058
iii
MOTTO
focus on yourself
on improving yourself
on being a good person with yourself
focus on you
be the best
that you can be
and do not try to be
like anyone else
~womenrules~
iv
DEDICATION
I dedicate my thesis for:
My beloved father (M.Candra) and my great mother (Eva Susanti)
My younger sister (Nava Dilla Candra), my younger brother (Gibbran Athala Candra)
And all of my family
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ABSTRACT
Dea, Nur Putri, 2022, Students' Perceptions on The Use of Youtube in

English Learning for Students' Speaking Skills. Thesis. English Education Study
Program. Faculty of Teacher Training Education of Universitas Jambi in
Academic year 2022/2023. The first supervisor is Dr.RD. M. Ali, S.Pd,,M.Pd. The
second supervisor is Duti Volya, S.Pd.,M.Pd.
The purpose of this qualitative research is to find out students'

perceptions about the use of YouTube in English learning for students' speaking
skills. This researcher uses a qualitative descriptive method with a
phenomenological approach because it helps researcher to analyze and interpret
students' perceptions in depth. Eight participants from class VIII students of
SMPN 24 Kota Jambi took part in this study. In collecting data, researcher used
semi-structural in-depth interviews. Then data analysis using data analysis in
qualitative descriptive research. The findings show that the use of YouTube in
learning English can improve students' speaking skills, including improving the
components of speaking skills; vocabulary, grammar, pronunciation, and fluency.
And YouTube can be used as an effective learning medium in learning English for
speaking skills. The results of this study can be useful for teachers in gaining
knowledge to improve students' speaking skills in learning English using
YouTube.
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ACKNOWLEDGEMENTS
First of all, I offer praise Alhamdulillah and thanks to Allah SWT the God
of the universe who has given me convenience in every matter, health, and
strength so that the thesis can be completed. Sholawat always be devoted to
Prophet Muhammad SAW who has guided us from Jahiliya era in to Islamiya era
and always become a role model for all humans in the world.
Thanks to the school that has allowed me to make research in the school,
especially for the headmaster Junior High School 24 Kota Jambi, and the students
that become respondents, because of all I can do this research.
This Thesis is presented to Faculty of Teacher Training and Education,
Jambi university as a partial fulfillment of the requirement for the Degree of
Education in English Department. In the process of completing the thesis, many
parties have provided helps, supports, and suggestions which are useful for the
completion of the thesis. The deep gratitude and appreciation are exspressed to:
1. Dr. Rd. M. Ali, S.Pd, M.Pd as my first thesis supervisor. Thank you so much
for your patience and kindness in guiding me so that I can finish this thesis.
2. Duti Volya, S.Pd., M.Pd. as my second thesis supervisor. Thank you so much
for the advice and guidance that have been given to me, and for your time and
kindness in helping me finish this thesis.
3. Dr. Nyimas Triyana Safitri, S.Pd., M.Ed, St, Tubagus Zam Zam Al Arif,
S,Pd., M.Pd. and Robi Soma, S.Pd., M.Pd. as my thesis examiner team, Thank
you so much for the constructive suggestions and guidance for me in
completing my thesis.
4. Dedy Kurniawan, S.S, M.A. The Head of English Education Study Program.
5. Dr. Dra. Yelia, M.Pd. as my academic supervisor. Thank you so much for the
opportunity, valuable experience and guidance that has been given to me
during my study.
6. All lecturers in the English education study program who have taught and
educated researcher while studying at Jambi University.
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7. My beloved father M.Candra and my great mother Eva Susanti.
8. My beloved younger sister Nava Dilla Candra and my younger brother Gibbran
Athala Candra.
9. My beloved all of my family, especially my grandparents, aunts, uncles and
cousins.
10. Mr. K1A120152 who has supported and accompanied me since 2016.
11. All of my great people around me who share always support me in up and
down, especially Shelvia Ginanti, Indah Trihandayani, and Yohana Eka
Bilanti.
12. All of the people who supported me, especially my best friend or
Avengerteam that consist of Ayu Agustina, Hani Ulfia Rahman, Silvina
Fendari, Mery Eka Putri, Miftahul Jannah, Shelvia Ginanti, Yohana Eka
Bilanti, Dina Suryani, and Anggun Suka Hati.
13. All of the people who helped me, especially Istifada and Nurul Ain as a
partner when guiding my thesis.
14. All who have given their help in writing this thesis that the researcher could
mention one by one.
15. Last but not least, I wanna thank me, I wanna thank me for believing in me, I
wanna thank me for my doing all this hardwork, I wanna thank me for having
no days off, I wanna thank me for never quitting, I wanna thank me for just
being me at all times.
Jambi, December 22nd 2022
Nur Putri Dea

A1B219058
viii
TABLE OF CONTENTS
APPROVAL ................................................................................................ i
LETTER OF RATFICATION ................................................................... ii
DECLARATION OF ORIGINALITY ...................................................... iii
MOTTO ...................................................................................................... iv
DEDICATION ............................................................................................ v
ABSTRACT ................................................................................................ vi
ACKNOWLEDGEMENTS ........................................................................ vii
TABLE OF CONTENTS ............................................................................ ix
LIST OF TABLE ........................................................................................ xii
LIST OF APPENDICES ............................................................................. xiii
CHAPTER I ................................................................................................ 1
INTRODUCTION ...................................................................................... 1
1.1 Background of the Research .............................................................. 1
1.2 Problem of the Research .................................................................... 3
1.3 The Objective of the Research ........................................................... 3
1.4 Significance of the Research .............................................................. 4
1.4.1 For Teachers ............................................................................. 4
1.4.2 For Students ............................................................................. 4
1.4.3 For Institutions ......................................................................... 4
1.5 Limitation of the Research ................................................................. 4
1.6 Operational Definition of Key Terms ................................................ 5
CHAPTER II .............................................................................................. 6
REVIEW OF RELATED LITERATURE ................................................. 6
2.1 Perception ......................................................................................... 6
2.1.1 Definition of Perception ............................................................ 6
2.1.2 Process of Perception ................................................................ 7
2.1.3 Factor of Perception .................................................................. 8
2.1.4 Principles of Perception ............................................................ 8
2.2 Concept of Speaking ......................................................................... 9
2.2.1 Definition of Speaking .............................................................. 9
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2.2.2 Component of Speaking ............................................................ 10
2.2.3 Speaking Function .................................................................... 11
2.2.4 Speaking Processing ................................................................. 12
2.3 Learning Media ................................................................................. 13
2.3.1 Definition of Learning Media ................................................... 13
2.3.2 The Function and Principles of Media in Learning .................... 14
2.3.3 The Advantages of Media in Laerning ...................................... 15
2.4 YouTube .......................................................................................... 16
2.4.1 Definition of YouTube .............................................................. 16
2.4.2 Advantages and Disadvantages of YouTube ............................. 17
2.4.3 YouTube as Media for Learning English................................... 18
2.4.4 YouTube for Lesson Speaking .................................................. 19
2.4.5 The Criteria for Choosing Videos on YouTube ......................... 21
2.4.6 How to Use YouTube in Teaching Speaking ............................. 22
2.5 Previous Study .................................................................................. 24
CHAPTER III ............................................................................................. 27
RESEARCH METHODOLOGY ............................................................... 27
3.1 Research Design ................................................................................ 27
3.2 Research Site and Access .................................................................. 28
3.3 Subject of the Research ..................................................................... 28
3.4 Research Instrument .......................................................................... 28
3.5 Technique of Data Collection ............................................................ 29
3.6 Technique of Data Analysis ............................................................... 30
3.7 Trustworthiness ................................................................................ 31
CHAPTER IV ............................................................................................. 34
FINDINGS AND DISCUSSIONS............................................................... 34
4.1 Findings ........................................................................................... 34
4.1.1 Speaking Improvement ............................................................. 35
4.1.2 The Effectiveness of YouTube .................................................. 38
4.2 Discussions ....................................................................................... 39
4.2.1 What are students' perceptions of the use of youtube in learning
English for students' speaking skills? ....................................... 39
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CHAPTER V ............................................................................................... 43
CONCLUSIONS AND SUGGESTIONS ................................................... 43
5.1 Conclusions ....................................................................................... 43
5.2 Suggestions ....................................................................................... 44
REFERENCES ........................................................................................... 45
APPENDICES ............................................................................................. 49
xi
LIST OF TABLE
Table 1 Theme and subtheme of partisipants speaking improvement and the

effectiveness of YouTube for speaking skill ................................................. 34
xii
LIST OF APPENDICES
Appendix 1 Interview Guidelines ................................................................. 49

Appendix 2 Finish Research Letters .............................................................. 50
Appendix 3 Interview Transcript ................................................................... 51
xiii
CHAPTER I
INTRODUCTION
Chapter 1 of this paper explains the introduction to this research in order
helps the reader to understand what the study is from the broad to the specific.
Specifically, this chapter presents: (1) Background of the Research, (2) Problem
of the Research, (3) The Objective of the Research, (4) Significance of the
Research, (5) Limitation of the Research, and (6) Operational Definitions of Key
Terms.
1.1 Background of the Research
English is an international language used by the global community. The
important role of English requires people around the world to learn and master it
well. Mastering English in speaking skills is very useful because speaking is one
indicator of language mastery. Speaking is the most effective and common way
used by people when they want to interact with other people.
Speaking is used to communicate ideas that are compiled and develop
according to the needs of the listener. Burnkart (1998) said that language learners
need three areas of knowledge involved in speaking; the first is the mechanics of
linguistic elements related to pronunciation, grammar, and vocabulary, to pay
attention to the use of the right vocabulary in the right order and correct
pronunciation; the second is language function that involves the performance of
transactions and interactions related to communication which can know how to
change information and provide clarity of important messages, and the third is
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sociocultural norms related to speaking turn, speed of speech, length of pause
between speakers, relative roles of participants, and understanding of the
interlocutor.
For some English language learners, speaking is not an easy thing,
speaking is the most complex and difficult skill to master (Nazara, 2011). There
are several causes of difficulty in speaking, including the lack of self-confidence
that students have when using English, how to pronounce words, use of
grammatical structures, and lack of vocabulary that students have.
This means that English learners need some kind of speaking teaching
activities to be able to speak well. Because indirectly speaking teaching activities
can have an influence on students' speaking skills and make English learners
practice more often than before. For this reason, in the teaching and learning
process, the media is one of the tools that can be used to deliver learning
materials. By using learning media, it is also able to present material that can
arouse students' curiosity during learning and the material packaged through
program media will be clearer, complete, and interesting for students.
Thus, YouTube can be used as a medium in learning English, especially in
improving students' speaking skills. Because YouTube is very popular among
students and is considered a source of online material that can play a role in the
teaching and learning process. YouTube is used as a learning medium because
YouTube provides many videos with references and audio-visual displays make
students feel interested in the learning process. And also YouTube is one of the
media that is easy to use anywhere and anytime, so this also makes YouTube a
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very popular medium among foreign language learners. This is supported by
several researchers who argue that YouTube as an English learning material can
improve students' speaking skills related to fluency, vocabulary, pronunciation,
grammar, and content. As in the research of Meinawati et al. (2020) on improving
English speaking skills through YouTube also stated that the result of using
YouTube was very effective because it allowed students to speak more
confidently and expressively. And according to Watkins and Wilkins (2011)
stated that using YouTube both in the classroom and outside the classroom can
improve students' conversational and pronunciation skills.
Based on the facts and some of the statements above, in this study the
researcher looked at students' perceptions of using YouTube as a medium in
learning English at one of the junior high schools in Jambi, for this reason the
researcher conducted research entitled "Students’ Perceptions on the Use of
YouTube in English Learning for Students' Speaking Skills."
1.2 Problem of the Research
Based on the background above, the researcher formulates the problem,
that is; “What are students' perceptions on the use of youtube in English learning
for students' speaking skills?”
1.3 The Objective of the Research
Based on the problem statement above, the objective of the research is “to
find out what are students' perceptions on the use of youtube in English learning
for students' speaking skills”.

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1.4 Significance of the Research
The researcher expects that this research will contribute to the quality of
teaching English. The findings of this research will be directly useful for teachers,
students, and institutions where the information presented will be valuable for
future research. This research will provide new insights and better understanding
of students' perceptions when using youtube in learning English for students'
speaking skills. Here are some of the benefits of this research:
1.4.1 For the teachers
This research will be useful in improving the quality of teachers in
choosing learning media and learning resources. And researcher expect that this
research can make teachers more creative in using learning methods in the
classroom.
1.4.2 For the students
This research will make it easier for students to find English learning
resources. And this research will be able to make it easier for students to improve
their English speaking skills.
1.4.3 For institutions
This research will be able to improve the existing facilities in schools, to
support a more enjoyable and quality learning process.
1.5 Limitation of the Research
This research focuses on students' perceptions of the use of YouTube in
learning English for students' speaking skills, and this research was conducted at
SMPN 24 Kota Jambi.

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1.6 Operational Definition of Key Terms
a. Perceptions
Perception is the organization, identification, and interpretation of sensory
information to represent and understand the environment. Walgito (2003) also
states that perception is the process of human thinking about events that have
occurred. Based on the statement that perception is a person's point of view about
his experience of an event, so that from his experience the person can assess or
give their opinion about the phenomenon.
b. YouTube
YouTube is an application that can be used for learning media, Alwehaibi
(2015) argues that YouTube is a video sharing website that users can use to
upload, share, and view videos. So that YouTube can be used as a medium and
source of learning English.
c. Speaking Skill
Speaking skill is defined as a skill that allows to communicate
effectively, Zuhriyah (2017) argues that speaking is a way for people to describe
something and to communicate with others orally. In addition, speaking skills are
speaking fluently with accuracy of pronunciation, language structure, and context.
Based on this statement, that speaking skill is a person's ability to convey
information orally to others. And speaking is the active use of language to express
meaning.
CHAPTER II
REVIEW OF LITERATURE
In this chapter, the author writes several elements related to the study of
the relevant literature. The elements to be presented are each explained and
explored clearly. Thus, this chpater presents: (1) Perception, (2) Concept of
Speaking, (3) Learning Media, (4) YouTube, and (5) Previous Study.
2.1 Perception
2.1.1. Definition of Perception
Perception is the organization, identification, and interpretation of
sensory information to represent and understand the environment. Joseph Reitz
stated that perception includes all processes by which an individual receives
information about his environment by seeing, hearing, and feeling. Meanwhile,
according to Robbins (2003) states that perception is defined as the process by
which individuals organize and interpret their sensory impressions to give
meaning to their environment. Koentjaninggrat (2010) explains that perception
is the realization of the human brain process and appears as a view of the
phenomenon, in this process many factors such as feelings, motivation,
educational background, experience, and others are involved. Then the process
comes to the process where the brain interprets meaningful stimuli. With the
help of perception, the needs of various people can be determined, as the
perception of an individual is influenced by their needs.
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2.1.2. Process of Perception
Perception is a subjective, active and creative process through
which we assign meaning to sensory information in order to understand ourselves
and others. This also includes how we respond to that information. This subjective
process allows different individuals to perceive the same environment differently
based on certain aspects of the situation that the individual chooses to absorb
selectively, how they organize information and how they interpret it.
There are three stages in the perception process, as follows:
a. Selection
Selection is the first perceptual process, in which a person focuses his or
her attention on certain incoming sensory information or decisions about what to
pay attention to.
b. Organization
The second perceptual process is organizing, in which individuals sort and
categorize the information they perceive based on innate and learned cognitive
patterns.
c. Interpretation
And finally interpretation, where an individual will interpret information
in a reasonable way using the information that has been obtained.
Based on the explanation above, it can be concluded that perception is a
complex process consisting of paying attention to an object, sorting and
categorizing information based on cognitive patterns, and interpreting information
into several meanings that cause the response to affect behavior.

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2.1.3. Factors of Perception
Perception occurs through a process and many factors affect a person's
perception. This is what causes everyone to have a different perception even
though they see or face the same thing. Robbins (2003) says there are three factors
that influence perception, including:
a. Perceive, when seeing something an individual will be influenced by its
characteristics such as beliefs, attitudes, motives, interests, experiences,
cognitive structures, and cultural upbringing.
b. The object or object that is perceived, this can be a person, object, or event.
This will affect a person's perception, not seen in theory but from the
relationship with other people involved. Includes things like motion, sound,
size, background, proximity, and similarity.
c. The context of the situation in which the perception is made, the elements
in the surrounding environment will affect a person's perception.
Situations include time, work settings, and social settings.
2.1.4. Principle of Perception
In relation to the notion of perception, Slameto (2010) divides the
principles of perception into four, namely as follows:
a. Perception is relatively not absolute, where the first stimulus will have a
greater impact than the next.
b. Perception is selective, that is, a person's ability to capture a stimulus is
limited, this is because the human brain only captures stimuli based on the
most interesting things.

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c. Perception has an arrangement because people receive stimuli in the form
of relationships or groups.
d. People's perceptions may be different, because they are influenced by
individual differences such as behavior, attitudes, and motivation.
2.2 Concept of Speaking
2.2.1 Definition of Speaking
Speaking is the ability to speak fluently and is not only based on
knowledge of the characteristics of language but also the ability to process
information and language when communicating (Harmer, 2007). Meanwhile,
Quianthy (1990) defines speaking as the process of delivering ideas or
information orally in various situations. As defined Kayi (2006) states that
speaking is the use of language itself appropriately with confidence and fluency.
Speaking is a process of interpreting and giving meaning through verbal
and nonverbal symbols, in various contexts of situations. Researcher Chaney and
Burke (1988) reveals that speaking is the ability to generate language and share
the speaker's ideas with the interlocutor.
Meanwhile, Anderson in O'Malley (1990) classifies three stages of
language production. The first is construction, in which the speaker chooses the
purpose of communication and can identify the appropriate meaning. The second
is transformation, where language rules are used to change the intended meaning
into the form of a message. And the third is execution, where the message was
previously expressed in a form that can be heard and reached by the interlocutor.
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Thus, speaking is a skill that someone needs to serve and can be generated
automatically by that person.
2.2.2 Components of Speaking
a. Vocabulary
Vocabulary is one of the components of speaking because without a large
vocabulary the use of a second language will not be successful. So that we cannot
use the structure and function of the language itself that we learn to communicate
which is accessible. Turk (2003) says that vocabulary means diction, which is the
most important thing in a language, especially in speaking ability. Meanwhile,
mastering a lot of vocabulary will make it easier to communicate related to
expressing ideas, feelings, and what is on our minds in spoken and written form.
b. Grammar
The grammar of a language is a description of how words can change shape
and can be put together into a sentence in that language and grammar refers to the
basic principles and structures of language, including building clear and correct
sentences according to the correct word form ( Harmer, 2001). Another opinion
according to Greenbaum and Nelson (2002) says that grammar refers to a set of
rules to unite the vocabulary in the language itself with a larger unit. So, from the
above statements, it can be concluded that grammar is a necessary rule to combine
words into a correct sentence in conversation.
c. Pronunciation
Pronunciation is a way to produce clearer language when speaking. As
Kline (2001) argues that pronunciation is the way students manifest the words that
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will be pronounced clearly when they speak. Meanwhile, Fraser (2001) reveals
that pronunciation involves aspects of speech that will make the way of speech
easy to understand by the interlocutor, including segmental articulation, rhythm,
intonation, phrases, as well as gestures, and eye contact.
d. Fluency
Fluency can be defined as the ability to speak fluently, communicatively,
and accurately. And also fluency refers to how a person can express themselves
when speaking without distraction.
2.2.3 Speaking Funtion
According to Brown and Yule, as quoted by Richards and Renanda (2007)
that the function of speaking is classified into three consisting speaking as
interaction, speaking as a transaction, and speaking as performance. The
following is an explanation of each speech function:
a. Speaking as interaction, this refers to what we usually mean by
conversation. The main purpose of this function is to maintain social
relations. While the skills involved in this function are opening and closing
conversations, choosing topics, creating conversations, responding to
conversations, and reacting to other people or interlocutors.
b. Speaking as a transaction, this type of talk refers to a condition that focuses
on what is said or done. The main focus here is the message, which is to make
oneself understood clearly and precisely than others and how to interact
socially with one another. And the skills that go into this function are
explaining needs or intentions, expressing or describing something, asking

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questions, confirming information, making suggestions, justifying opinions,
making comparisons, and clarifying understanding.
c. Speaking as a performance, what is meant here is speaking in public such
as a conversation that aims to convey information to the participants, such
as public announcements and speeches, which are in the form of
monologues. Some of the skills involved are the speaker using the right
format, arranging the information to be conveyed in the appropriate order,
being able to keep the listener engaged, and using the right opening and
closing.
2.2.4 Speaking Processing
There are several processes of speaking according to Harmer (2001)
including language processing, interaction with other people, and information
processing. For further explanation:
a. Language processing, namely the speaker can be able to manage the language
in his head and arrange the language in a structured way so that it comes out
in a form that can be understood and can also convey the desired meaning.
Language processing involves retrieving words and phrases from memory
and combining them into a syntactically and propositionally appropriate
sequence.
b. Interacting with other people, here mostly speaking involves interacting
with one or more interlocutors. This means that speaking is also said to be
effective if it involves a lot of listening to the understanding of the other

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person's feelings, and knowledge of how linguistics alternates or provides
opportunities for others to also be able to speak or convey their ideas.
c. Information processing, where in addition to responding to other people's
feelings, we are also able to process the information our interlocutors tell
us when they do it.
And it can be concluded, that speaking is a process that comes from our
minds to produce the language itself until it is meaningful and can be used to
interact or talk with other people. Next, the other person conveys the information
that is in their mind and we can implement the information process.
2.3 Learning Media
2.3.1. Definition of Learning Media
Learning media is a medium for delivering information or learning
messages to students. With the media in the teaching and learning process is
expected to help teachers to improve student achievement. Jalmur (2016) argues
that educational media are tools, methods, and techniques used to more effectively
communicate and interact between teachers and students in the education and
teaching process in schools. According to Miarso (2009), learning media is
anything that can be used to convey messages so that it can stimulate students'
feelings, thoughts, motivation, and attention and encourage the learning process.
While Musfiqon (2012) argues that learning media is defined as a tool in the form
of physical and non-physical used by teachers to deliver learning materials to
students so that the teaching and learning process is more effective and efficient.
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Thus, the use of learning media is expected that students can receive learning
materials more quickly and can attract students' interest in learning.
Based on the explanation above, it can be concluded that learning media
is a vehicle used in the teaching process to stimulate the thoughts, feelings,
attention, and skills of students so as to encourage the learning process. And
learning media are tools or materials that are used effectively to transfer, convey,
and learn information.
2.3.2. The Functions and Principles of Media in Learning
One of the functions of the media is as a means of delivering learning
materials in the teaching and learning process. Apart from delivering material,
Asyhar (2012) conveys other functions of learning media as follows:
a. Media as a learning resource.
b. The semantic function is related to words, terms, signs, or symbols.
c. The manipulative function is the ability of the media to reload an Objec/
event in various ways, according to conditions, circumstances, goals and
objectives.
d. The fixative function is to capture, store, and rearrange an object/event that
has occurred for a long time.
e. The distributive function is that the media used in the learning process can
be followed by large numbers of students or unlimited media coverage.
f. Psychological functions, namely learning media have attention functions,
affective functions, cognitive functions, imaginative functions, and
motivation functions.
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g. The socio-cultural function is that the use of media in learning can
overcome socio-cultural barriers between students with different customs,
environments, and experiences.
While Musfiqon (2012) states that the principle of using media in the
learning process can be divided into three main principles, namely:
a. The principle of efficiency effectiveness. Effectiveness in the learning
concept is the achievement of a learning process in achieving learning
objectives, while efficiency is achieving learning objectives with the
minimum possible time, cost, facilities/infrastructure, and other resources.
b. The principle of relevance, namely as a teacher must be able to choose media
according to the objectives, content, learning strategies, and evaluation of
learning.
c. The principle of productivity, namely practice in the learning process is the
goal of an optimal goal by utilizing available natural and human resources.
2.3.3. The Advantages of Media in Learning
Media in learning provides benefits for educators and students, Arsyad
(1997) suggests the benefits of learning media in the teaching and learning
process as follows:
a. Learning media can clarify the presentation of messages and information
so that they can facilitate and improve learning processes and outcomes.
b. Learning media can increase and direct students' attention so that it can
lead to learning motivation, more ongoing interaction between students

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and their environment, and allows students to learn on their own according
to their abilities and interests.
c. Learning media can overcome the limitations of the senses and space.
Learning media can provide students with similar experiences about
events in the environment and allow direct interaction with teachers and their
environment. And it can be concluded that learning media can help the learning
process and can stimulate students to react physically and emotionally.
2.4 YouTube
2.4.1 Definition of YouTube
According to Jalaluddin (2016) YouTube is a website that provides various
video formats such as video clips, television clips, music videos, movie trailers,
and other content such as video blogging, short original films, and educational
videos. YouTube can be used as a medium for learning English at any time
without being limited by space or time limitations related to computers or the
requirements for delivering media connected to the internet. As a result, students
are encouraged to take advantage of YouTube to learn more than possible. There
are lots of videos from native speakers explaining specific topics such as
grammar, vocabulary, pronunciation, reading, listening, speaking, and writing.
They can use this video as a reference to have a better understanding with good
visualization. Therefore, YouTube is a good solution for learning English.
The use of YouTube videos in foreign language classes has met the needs
of students and teacher orientation. YouTube videos provide fast and instant
teaching and entertainment material around the world. There are dual functions
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when using YouTube videos as learning media; first, it is fun to watch, and
second, it is an effective learning media that students like. As a result, students
have real opportunities to engage meaningfully in learning the target language.
And what we can see from using YouTube is that students learn without knowing
that they are learning. In addition, according to Almurashi (2016) YouTube
videos are more realistic, practical, and comprehensive, compared to traditional
teaching methods.
2.4.2 Advantages and Disadvantages of YouTube
YouTube as a learning medium has advantages and disadvantages,
according to Jallaludin (2016), the following are the advantages of YouTube:
a. In the world of education, YouTube can help provide learning videos in
the teaching process that are useful for students to gain new knowledge
from any side.
b. Students can access this site anytime and anywhere.
c. YouTube provides an opportunity to learn more for all students, especially
for those who do not have the opportunity to go to school.
d. There are many sources of learning from skilled people that students can
learn from.
e. YouTube is a huge classroom for learning and teaching which can save
users time and budget.
f. YouTube has become an important learning resource, and is easily
recognized by videos.
g. YouTube is an entertainment house that provides all kinds of entertainment.
h. YouTube is a huge digital library.

18
From the advantages of YouTube above, the disadvantages of YouTube
are as follows:
a. Not all videos on YouTube are reliable, so YouTube users must be even
more careful in choosing which videos to watch.
b. Can build individualism, its mean that Youtube can make users addicted. It
makes users who access YouTube addicted and enjoy their own world thus
making users less interactive.
c. Some of the content in the videos may not be suitable for age groups, many
videos are bad, such as uncensored clips or sexual harassment that is not
suitable for young people.
d. To access YouTube requires an internet connection, so we cannot access
YouTube if there is no internet connection.
e. YouTube videos have ads, this can sometimes irritate users.
2.4.3 YouTube as Media for Laerning English
The use of YouTube as a learning medium can make the situation in the
teaching and learning process more enjoyable, and can generate interest in
learning for students (Mujianto, 2009). Many learning videos are available on
YouTube, these videos can make students more interested and motivated in
learning. YouTube can be a useful medium for English language learners both
inside and outside the classroom. Jallaludin's research shows that YouTube can
influence students to develop English language skills.
When using YouTube as an English learning medium, students can learn
directly with native speakers. And students can find a variety of accessible
19
English learning videos, therefore YouTube is a rich source of material and can
motivate students to be interested in learning English.
2.4.4 YouTube for Lesson Speaking
Teachers must be able to provide interesting learning activities so that
students are happy and enjoy learning English for speaking skills. For this reason,
learning process activities must use something different to attract students'
attention, one of which is by utilizing technology.
Thus the use of YouTube can be an alternative for teachers in learning
English. Because YouTube is a well-known platform for internet users that has
many videos that users can watch, one of which is educational videos such as
videos that use English.
To develop speaking skills, students must obtain information about
language structure and discourse genres, speaking skills, and communication
strategies that enable learners to manage communication (Thornbury, 2012).
Authentic video material provided on YouTube is very useful for students as long
as the teacher can choose appropriate and relevant material. Learning to speak
using YouTube can include knowledge of the language system. Therefore, it is an
opportunity for teachers to use YouTube as a medium in learning English to
improve students' speaking skills.
In addition, the use of YouTube videos in teaching speaking increases
motivation to learn in speaking classes in that way. YouTube videos provide
pictures and audio so that they can help students practice pronunciation, enrich
their vocabulary and make it easier for them to find ideas in producing sentences
20
while speaking and by watching YouTube videos. also subconsciously helps
students learn grammar automatically (Syafiq, et al., 2021). Also with YouTube
videos that provide pictures and audio so that they can help students practice
pronunciation, enrich their vocabulary and make it easier for them to find ideas in
producing sentences when speaking. Apart from that, watching videos also
unconsciously helps students learn grammar automatically (Despita. (2021).
Abrar and Jaya (2022) also stated that the nature of video, which provides
images and audio at the same time, can help students practice their pronunciation
and make it easier for them to find ideas in producing sentences while speaking.
As well as other researchers also revealed that YouTube videos that provide
moving images, audio, and subtitles at the same time can help students in their
pronunciation, develop their vocabulary, and help them generate sentence ideas
for speaking English. Besides, by watching videos, they can subconsciously
understand English grammar better. The more often they watch videos, it can also
help them to practice their fluency in speaking English (Lengari, 2022).
Based on the statement above, it can be concluded that the use of YouTube
for speaking skills can be an effective alternative to use in learning English for
speaking skills, because it can help students master vocabulary, grammar, learn
pronunciation, and help fluency.
2.4.5 The Criteria for Choosing Videos on YouTube
The use of videos provides useful input in learning English. First, video
communicates meaning better than other media. That is, videos present language
in context in a way that cassettes cannot. And by using video, students can see
21
who is speaking, what is being said, where the speaker is, what they are doing,
and so on. So all these visual clues can help students understand what they are
watching. Second, video is a positive exploitation of technology (Woro
Widiastuti, 2011).
Therefore (Woo, et al., 2007) said that teachers can focus more on
choosing videos that are appropriate and relevant to students' needs. This means
that the teacher must pay attention to the video first and then assess whether the
video is suitable for students and whether the video can increase students' learning
motivation Furthermore, the selected videos should offer many communicative
situations as well as describe different cultures and life situations of the speakers.
In selecting YouTube videos, according to Berk (2009), teachers are given
three general criteria in selecting videos available on YouTube including: (1)
student characteristics that include prominent socio-demographic characteristics:
age or grade level, gender, ethnicity, and language dominance; (2) the videos that
teachers are not allowed to use in their pursuit are videos that contain graphic
violence, obscene language, nudity, sexuality, thick blood, racial and ethnic
groups, and drug use; and (3) video structure, which includes technical content
including duration, context, visuals, and the number of characters who play a role
in the video.
With that, teachers must select and adapt the videos they choose to the
needs of students, the characteristics of the students, and also the learning
objectives.
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2.4.6 How to Use YouTube in Teaching English
Using YouTube videos in the classroom can be beneficial for teachers and
fun for students. Students were more involved in visually motivating activities and
were more likely to concentrate while watching videos than reading walls of text
in books or notes.
And also, scientists agree that learning to speak a foreign language is by
"interacting". The most effective approaches for this are collaborative learning
and teaching of communicative languages. Teaching a language in a
communicative context is centered on situations when communication is
necessary. Students will be given the chance to interact with one another in the
target language by using this strategy in the EFL lesson. In other words, EFL
instructors need to provide a setting in the classroom where spoken language is
encouraged through authentic activities, real-world communication, and
significant assignments. This can take place when students work together in
groups to complete a task or reach a goal.
For this reason, teachers can use several learning strategies such as group
discussions, role playing, and reporting, using YouTube video learning media. As
in research Riswandi (2016), including using group discussion learning strategies;
(1) students in pairs are given the task of watching a video played by the teacher,
(2) while watching students are asked to record important points in the video for
video playback twice. (3) students are given time to discuss with their partners,
(4) students will present the results of their discussions in front of the class. and
the last stage, other students gave comments and suggestions to their friends'
23
appearance, after students gave comments, then the teacher gave feedback and the
teacher gave an evaluation of the learning process.
In addition, in Anggraini's research (2021) using reporting learning
strategies and discussion groups as follows: (1) students are arranged in pairs, (2)
students are then given the task of watching videos that are played three times by
the teacher, (3) while watching In the video, students are allowed to take notes
about the vocabulary they find in the video, (4) After watching the video, students
are allowed to discuss with their partners regarding the YouTube video they have
watched, (5) Next they are asked to make a text about the content of the video and
then present it in front of the class without reading the text.
Meanwhile, in the research of (Ariyanto, et al,. 2012) they applied several
activities to the learning process, namely: (1) students were arranged into eight
groups, each group consisting of four students, (2) video material was packaged in
power points, with the topic of descriptions of things, (3) students are shown a
video that describes animals, this aims so that students have many examples to
explore their ideas when speaking, (4) then students are asked to make
monologues related to videos, this aims to make students more ideas and
opportunities to practice speaking and make students speak more fluently.
Teachers can implement and develop several activities that have been
affectively carried out to improve students' speaking skills in learning foreign
languages.
24
2.5 Previous Study
Several researchers conducted previous research aimed at improving
students' speaking skills, and in this study the researchers found several related
studies that made researchers interested in conducting this research, namely:
Ariyanto, et al,. (2012) finds out how YouTube videos are applied so that
they can improve students' speaking skills. This study uses collaborative
classroom action research, the subject of this research is the seventh grade
students of SMPN 1 Surakarta in the 2012/2013 academic year. The data collected
in this study used interviews, questionnaires, and post-tests. The results of this
study indicate that when YouTube videos are used effectively, it improves
students' speaking skills, and class atmosphere. So that YouTube videos can be
used as alternative media in the language teaching process, including speaking
teachers.
Riswandi (2016) looks at how Youtube can help students improve their
speaking skills. This research was conducted on seventh grade students in one of
the junior high schools in Indonesia. The study used classroom action research
with data collection through speaking assessment and interviews. The findings
revealed that students' speaking skills improved significantly as a result of using
YouTube, especially in terms of vocabulary, grammar, pronunciation, and
fluency.
Omer (2017) looks at the benefits of YouTube videos in improving
listening and speaking skills of EFL students. A questionnaire was used to collect
data from a group of 30 undergraduate English students in their second year.

25
YouTube improves students' listening and speaking skills and encourages them to
communicate verbally in English, according to the findings. In addition, YouTube
introduces students to the culture of native English speakers, which enhances their
language skills.
Djahida (2017) looks at how educational YouTube videos can help EFL
students improve their speaking skills. Ten teachers teaching the 'Oral Expression'
Module and 60 Master's students from the Department of English at Biskra
University in Algeria were among the participants, who applied audio-visual
materials to improve speaking skills. The researcher found that using YouTube
videos to develop speaking skills was viewed positively by both teachers and
students.
Nuha and Saputri (2021) describe how YouTube videos are an effective
medium for improving English speaking skills. This study uses a systematic
analysis approach, using 10 sources consisting of 4 theses and 6 articles. And the
data analysis technique of this research uses descriptive research through pre-test
and post-test which have been studied by researchers. The results of this study
indicate that YouTube video media can not only be adapted for children but can
also be extended to all levels of education and allows students to immediately
practice their own speaking skills.
Meanwhile, in this study the researcher collected data from class VIII
students at SMPN 24 Kota Jambi. Where this research was conducted to
determine students' perceptions of the use of YouTube in learning English for
speaking skills. The similarity of this research with previous research is looking at
26
the use of YouTube in improving speaking skills. The difference between this
research and previous research, previous research used classroom action research
and systematic analysis, in data collection using questionnaires, pre-test and post-
test, and speaking assessment. While in this study using descriptive research with
a penomenological approach and collecting data using interviews.

CHAPTER III
RESEARCH METHODOLOGY
This chapter presents the description of the research method used in the
study. It includes (1) Research Design (2) Research Site and Access, (3) Subject
of the Research, (4) Research Instrument, (5) Techniques of Data Collection, (6)
Techniques of Data Analysis, and (7) Trustworthiness.
3.1 Research Design
This study used a qualitative method. Qualitative research is usually
conducted to learn more deeply about a person's experiences, attitudes, opinions,
or personal qualities (Peterson, 2019). And according to Bogdan and Biklen
(1982), qualitative research analyzes the quality of relationships, activities,
circumstances, or materials. Furthermore, qualitative research aims to promote a
thorough understanding of a particular phenomenon, such as an environment, a
process, or even a belief. In this research, the writer collects, analyzes, and
interprets the data before describing it. While the qualitative descriptive method
can be interpreted as a set of actions to collect data as it is without being subject to
certain conditions whose results emphasize meaning according to the expert's
view. Because the researcher analyzed students' perceptions about the use of
YouTube in learning English on students' speaking skills, the research used
descriptive research with a phenomenological approach. C. Martin (2017) states
that descriptive phenomenology is widely used in social science research as a
method for exploring and describing individual life experiences. And Spiegelberg
27
28
(1975) identified that there are three steps to carry out descriptive
phenomenology, namely intuition, analysis, and description.
3.2 Research Site and Access
This research was conducted at SMPN 24 Kota Jambi, the researcher
chose this school because at that school the researcher conducted Praktek
Lapangan Persekolahan (PLP) and the school used YouTube as a medium in
learning English. Based on the background and problems in this study, the
researcher wanted to know students' perceptions about the use of YouTube in
learning English on students' speaking skills.
3.3 Subject of the Research
In determining research subjects, researcher used purposive sampling
where the selection of participants was based on the researcher's assessment of the
most informative prospective participants. Arikunto (2010) defines that purposive
sampling is the process of selecting samples with subjects that are not based on
level or region, but are taken based on a specific purpose, and purposive sampling
is where a researcher selects samples based on research needs. Based on the
purposive sampling technique, the researcher chose class VIII students at SMPN
24 Kota Jambi. Participants consisted of eight students; including one male
student and seven female students, because researchers believed that research
participants could provide data that would answer research questions.
3.4 Research Instrument
Instruments according to Airasian and Gay (2000), are tools used to
collect data. Meanwhile, Arikunto (2010) states that data collection instruments
29
are tools used by researcher to assist them in collecting data more systematically
and easily. Ary (2010) states that the research instruments most often used in
qualitative research are observation, interviews, and document analysis.
Therefore, researcher used interviews to collect data. Where researcher used
semi-structural in-depth interviews in this study which were supported by tape
recorders, cameras, and notebooks. The questions in the interviews build on the
literature review described in chapter two. Questions in semi-structured
interviews are not only prepared in advance but also developed during the
question and answer session. The aim of the semi-structured interview is to gain
a thorough understanding of the interviewee.
3.5 Technique of Data Collection
The data collection techniques used in this study are described in this
section. In qualitative research, data will be collected through in-depth interviews,
document analysis, observation, and analysis of audio-visual material (Creswell,
2012). Therefore, the data for this study were collected through interviews.
One of the most important sources of qualitative research for gaining a
comprehensive understanding of how people experience, perceive, and interpret
the social world is through interviews (Creswell, 2012). Researcher used semi-
structural in-depth interviews in this study. This type of interview is conducted
only once, with an individual or a group and generally lasts from 30 minutes to
over an hour (DiCicco-Bloom B & Crabtree BF). The semi-structured interview is
based on a semi-structured interview guideline, which is a schematic presentation
of a question or topic and needs to be explored by the interviewer.

30
Data Collection Procedures To collect data from the results of the
interviews the researcher made several procedures. Namely (1) the researcher
prepares the concept of questions to be interviewed to the subject, (2) the
researcher interviews each informant, and (3) the researcher transcribes the results
of the interviews.
3.6 Technique of Data Analysis
According to Creswell (2009), qualitative data analysis requires data
acquisition, interpretation development, and report writing. "Data analysis in
qualitative research is a procedure of categorization, description, and synthesis."
To analyze the data, researcher used descriptive qualitative. There are
three steps in analyzing data in qualitative descriptive research, the steps are data
reduction, data display, and conclusion and verification. Based on this statement,
the researchers determined three stages in analyzing the data in this study,
including:
1. Data Reduction
In this study, data reduction is data analysis to sort the data to be obtained,
group data into several categories, and edit data according to the results of the data
that has been collected. In reducing the data in this study, researcher obtained data
from interviews.
2. Data Display
In data display activities, researcher compile information about the data
that has been obtained and present the data in the form of brief descriptions,
category relationships or narratives. And in this process the researcher displays

31
the data in the form of a brief description or essay. So that researcher get data that
is easier to understand.
3. Conclusion/Verification
Conclusions and verification are activities to conclude the results of the
data to be obtained in this study.
3.7 Trustworthiness
Trustworthiness is a study that refers to the level of trust in the data,
interpretations, and methods used by researchers. This aims to ensure the quality
of a study (Polit & Beck, 2014).
To ensure the quality of a study, researcher can use criteria based on Guba
& Lincoln (1994) states that the criteria include credibility, dependability,
confirmability, and transferability; they then add authenticity. Further explanation
is described below:
a. Credibility
Credibility is a strategy to ascertain whether the researcher has long-term
involvement during the study, conducting continuous observation, triangulation
and member checks. In addition, credibility also ensures whether the data
obtained represents or makes sense to the information from the participants'
original data sources and is also the correct interpretation of the participants'
original views. The researchers ensured credibility by using the following
strategy:
32
1. Prolonged engagement
This is a prolonged involvement of researchers during the research process
in the field with participants. To test misinformation, build trust, and know data to
get rich data.
2. Persistent observation
This strategy is carried out by identifying the characteristics and elements
that are most related to the problem under study, and which will be the focus of
the researcher in detail. Researchers constantly read and reread data, analyze it,
theorize and revise concepts as appropriate.
3. Triangulation
Triangulation aims to improve the qualitative research process by using
multiple approaches. Methodological triangulation is used by researchers to
collect data through different methods such as in-depth interviews, focus group
discussions and field notes. And then investigator triangulation is applied by
involving several researchers as members of the research team, and in dealing
with aspects of the study organization and analysis process. The data will be
analyzed by two different researchers.
4. Member checks
Member check is done by sending all interview transcripts and focus
group discussions to participants for feedback. In addition, the researcher also
held a meeting with the participants after half the study period, which aimed to re-
discuss the corrected interpretation of the data and what the participants thought
33
was wrong. Until finally, the findings were presented again at the next meeting to
confirm the related theory.
b. Dependability
This means the extent to which the study can be repeated by other
researchers and that their findings will be consistent. If anyone else wishes to
replicate the study, they must have sufficient information from the report to
conduct the study and obtain similar findings. Researchers can use inquiry audits,
meaning outsiders to review and examine processes, to establish dependencies.
c. Confirmability
Confirmability is the degree to which the findings of a research study can
be accepted by other researchers. These are based on participant data and
interpretations or findings not due to bias or personal interpretation of the
researcher.
d. Transferability
This is how qualitative researchers demonstrate that research study
findings can be applied to similar situations, populations, and phenomena.
Researchers can also use detailed descriptions to prove that their research findings
were studied. And then it can be used in other contexts or situations.
From the explanation above, not all procedures are used in every study.
Because not all strategies may be right. Thus, this study uses credibility to ensure
the quality of research by using a member check strategy.

CHAPTER IV
FINDINGS AND DISCUSSIONS
This chapter presents research findings and discussions regarding
students' perceptions of using YouTube in learning English for speaking skills,
this data was obtained from interviews with participants.
4.1 Findings
This study found a description of students' perceptions about the use of
YouTube in learning English for speaking skills. This data was obtained from
interviews consisting of 8 participants. The following is a table of theme and sub-
themes of this study:
Table 1 Theme and subtheme of partisipants speaking improvement and the effectiveness of
YouTube for speaking skill.
THEME SUBTHEME
Vocabulary
Speaking Improvement Grammar
Pronunciation
Fluency
The Effectiveness of YouTube YouTube as a Medium in English
Learning for Speaking Skill
34
35
4.1.1 Speaking Improvement
The theme obtained from the results of the data that has been collected
states that the use of YouTube in learning English for speaking skills can improve
students' speaking skills, while the components of speaking skills that influence
include increasing vocabulary, grammar, pronunciation, and speaking fluency.
4.1.1.1 Vocabulary
Vocabulary is one of the components of speaking skills because without
a large vocabulary the use of the second language will not be successful. All
participants reported using YouTube in learning English for speaking skills can
increase students' vocabulary. As P6 reports:
“iya karena di YouTube lebih banyak kosakata baru

dibandingkan pembelajaran yang ada dibuku dan juga
mudah dipahami”.(P6)
From the data above it can be concluded that using YouTube in learning
English for speaking skills can increase students' vocabulary because they find
more new vocabulary than in books. The statement above is in line with the
results of interviews that have been conducted with P6. As P8 reports:
“saat menggunakan YouTube lebih banyak menemukan

kosakata baru seperti kata kerja dan kata sifat”.(P8)
English for speaking skills can increase students' vocabulary such as verbs and
adjectives. The statement above is in line with the results of interviews that have
been conducted with P8.

36
4.1.1.2 Grammar
Grammar is the second component of speaking skills, so grammar is an
important aspect of speaking skills. All participants reported that using YouTube
in learning English for speaking skills could increase their knowledge of
grammar. As P3 reports:
“iya meningkatkan tentang grammar karena dengan adanya

penggunaan YouTube untuk keterampilan berbicara kita bisa
menemukan ungkapan kalimat baru dan menambah
pengetahuan seputar keterampilan berbicara dalam Bahasa
Inggris ataupun grammar”.(P3)
English for speaking skills can increase students' grammatical knowledge because
students find new sentence expressions. The statement above is in line with the
results of interviews that have been conducted with P3. As P7 reports:
“...penggunaan YouTube dalam pembelajaran Bahasa

Inggris sangat meningkatkan pengetahuan tentang
bagaimana pola kalimat itu di deskripsikan, bagaimana
bentuk beberapa bentuk pola kalimat. Seperti penggunaan
should dan must”.(P7)
English for speaking skills can increase students' grammatical knowledge, such as
the use of should and must. The statement above is in line with the results of
interviews that have been conducted with P7.
4.1.1.3 Pronunciation
Pronunciation is a way to produce clearer language when speaking.
Pronunciation includes the third component of speaking skills and includes
aspects that affect speaking skills. All participants reported that the use of
37
YouTube in learning English for speaking skills can help students learn the
pronunciation of a word. As P6 reports:
“iya, karena saya bisa meniru pembicara yang ada divideo

YouTube ... dan memudahkan saya dalam pengucapan
kata”(P6)
From the data above, it can be concluded that using YouTube in learning
English for speaking skills can make it easier for students to learn pronunciation
of words by imitating speakers on YouTube videos. The statement above is in line
with the results of interviews that have been conducted with P6. As P8 reports:
“iya karena saya dapat menirukan pengucapan pada kata

yang disebutkan dalam video YouTube”. (P8)
From the data above, it can be concluded that using YouTube in learning
English for speaking skills can help students learn to pronounce a word by
imitating the pronunciation of the words mentioned in the YouTube video. The
statement above is in line with the results of interviews that have been conducted
with P8.
4.1.1.4 Fluency
Fluency is the last component of speaking skills. So fluency is also an
important aspect that students must have in speaking skills. Most students
reported that the use of YouTube in learning English for speaking skills could not
make students speak fluently but could help them speak fluently. As P2 reports:
“tidak berpengaruh pada kelancaran berbicara tetapi lebih

memudahkan saya terhadap bagaimana suatu kalimat
diungkapkan”. (P2)
English for speaking skills cannot make students speak fluently but makes it
easier for students to know how a sentence is expressed. The statement above is in
38
line with the results of interviews that have been conducted with P2. As P7
reports:
“tidak, tetapi dapat membantu karena banyak memudahkan

saya dalam mengucapkan kata ... dan pola kalimat”.(P7)
English for speaking skills cannot make students speak fluently but can help and
facilitate students in pronouncing words and sentence patterns. The statement
above is in line with the results of interviews that have been conducted with P7.
4.1.2 The Effectiveness of YouTube
The theme obtained from the results of the data that has been collected
states that YouTube can be used as an effective learning medium in learning
English for speaking skills, because it is more accessible and the animations in
YouTube videos make students more interested in learning English. As P2
reports:
“... proses belajar lebih seru dan sangat meng saat

menggunakan YouTube kita bisa mendengar dan melihat
bagaimana materi pembelajaran itu dipaparkan,
pembelajaran juga lebih menyenangkan dan tidak
membosankan”(P7)
From the data above, it can be concluded that the use of YouTube in
learning English for speaking skills makes the learning process more fun and not
boring. The statement above is in line with the results of interviews that have been
conducted with P7. As P2 reports:
“YouTube sangat membantu dalam pembelajaran Bahasa

Inggris ... karna YouTube membantu memahami materi lebih
cepat dari pada mempelajarinya lewat buku”(P2)
From the data above, it can be concluded that the use of YouTube in
learning English can help students understand material more quickly than learning
39
it using books. The statement above is in line with the results of interviews that
have been conducted with P2.
4.2 Discussions
After the data has been processed in the form of a description, this section
presents a discussion of the findings from the interviews with the theories
collected in chapter two about speaking and YouTube. The researcher discussed
the findings regarding students' perceptions of using YouTube in learning English
for speaking skills.
4.2.1 What are students' perceptions of the use of youtube in English
learning for students' speaking skills?
4.2.1.1 Speaking Improvement
Based on the findings above, students stated that the use of YouTube in
learning English can improve speaking skills, the first aspect affects the addition
of students' vocabulary because they find more new vocabulary than in books, and
can add vocabulary to students such as verbs and adjectives. This is supported by
the findings of Despita (2021) which states that YouTube videos provide images
and audio so that they can help students enrich their vocabulary and make it easier
for them to find ideas in producing sentences when speaking.
Based on the findings and discussion above, it appears that the use of
YouTube in learning English for speaking skills increases students' vocabulary.
Because on YouTube students find more new vocabulary than books.
The second aspect influences the increase in students' knowledge of
student grammar because students find new sentence expressions and can add to
students' grammatical knowledge, such as the use of should and must. This is
40
supported by the findings of Lengari (2022) which states that using YouTube for
speaking skills helps students generate sentence ideas for speaking English. In
addition, you can subconsciously understand English grammar better.
YouTube in learning English for speaking skills can increase students' knowledge
of grammar because using YouTube students can find new sentence expressions,
such as the use of should and must.
The third aspect affects student pronunciation, where the use of YouTube
in learning English for speaking skills makes it easier for students to learn
pronunciation because students can imitate the pronunciation of the words
mentioned in YouTube videos. This is in line with Abrar's findings (2022) which
states that the nature of video, which provides images and audio at the same time,
can help students practice pronunciation and make it easier for students to find
ideas in producing sentences while speaking.
YouTube in learning English for speaking skills can help students learn
pronunciation because students can imitate the pronunciation of the words the
speaker mentions in the video.
And the last aspect is fluency in speaking, where the use of YouTube in
learning English for speaking skills cannot make students speak fluently but can
help students in fluency in speaking English because it makes it easier for students
to know how a sentence is expressed and helps students in pronouncing words.
This is in line with findings Syafiq, et al., (2021) which states that the use of
YouTube videos in learning speaking can help students practice pronunciation,

41
enrich their vocabulary and make it easier for them to find ideas in producing
sentences while speaking.
Based on the findings and discussion above, it can be seen that the use of
YouTube in learning English for speaking skills cannot help students speak
fluently but can help students in fluency in speaking English because it makes it
easier for students to see how a sentence is expressed and helps students in
pronouncing words.
4.2.1.2 The Effectiveness of YouTube
Based on the findings above, students state that YouTube can be used as
an effective learning medium in learning English for speaking skills, because it is
more accessible and the animations in YouTube videos make students more
interested in learning English. So that the learning process is more fun and not
boring. This is in line with Mujianto findings (2019) which states the use of
YouTube as a learning medium can make the situation in the teaching and
learning process more enjoyable, and can generate interest in learning for
students.
Based on the findings and discussion above, it can be seen that the use of
YouTube in learning English for speaking skills can make the learning process
more fun because of the animations displayed on YouTube videos.
In addition, the use of YouTube in learning English for speaking skills can
help students understand material more quickly than using books. This is in line
with Jalaluddin findings (2016) which states YouTube is a website that provides
various formats of educational videos. YouTube can be used as a medium for
learning English at any time without being limited by space or time.

42
Consequently, by using YouTube students learn more than possible and have a
better understanding with good visualization.
Based on the findings and discussion above, it can be seen that YouTube is
the right medium for learning English, because with good visuals it can make
students understand learning better.

CHAPTER V
CONCLUSIONS AND SUGGESTIONS
In this chapter, the author writes several elements related to the
conclusions and suggestions of this research. Thus, this chapter presents: (1)
Conclusions, (2) Suggestions.
5.1 Conclusions
After conducting research and analyzing research related students’
perceptions on the use of YouTube in learning English for speaking skills at
SMPN 24 Kota Jambi in grade 8th students. It has resulted that:
Based on the research findings and discussion, the researchers found; the
first is that the use of YouTube in learning English can improve speaking skills
because students can find new vocabulary compared to books, and can add
vocabulary to students such as verbs and adjectives. In addition, it can increase
students' grammatical knowledge such as should and must because students find
new sentence expressions. Besides that, it can make it easier for students to learn
pronunciation because students can imitate the pronunciation of the words
mentioned in the YouTube video. And it can help students to speak fluently in
English because it makes it easier for students to see how a sentence is expressed
and helps students in pronouncing the words.
The second is that YouTube can be used as an effective learning medium
in learning English for speaking skills, because it is more accessible and the
animations in YouTube videos make students more interested in learning English.
43
44
So that the learning process is more fun and not boring. And the use of YouTube
in learning English for speaking skills can help students understand material more
quickly than using books, because with good visuals it can make students
understand learning better.
5.2 Suggestions
Based on the conclusion of the study, the researcher would like to give
some suggestions as follow:
5.2.1 For the teachers
The results of this study are expected for English teachers to find and
choose the best methods and strategies in teaching English to their students.
Teachers can get ideas, knowledge, concepts, and theories to improve students'
speaking skills through YouTube media.
5.2.2 For the students
The results of this study are expected to be useful for students in
improving speaking skills. And YouTube as a learning medium can be an
effective tool to help students improve their English speaking skills.
5.2.3 For the institutions
The results of this research are expected to make every institution improve
the existing facilities in schools, to support a more enjoyable and quality learning
process. And utilizing technology such as YouTube as a medium to train students'
speaking skills.
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49
APPENDICES
50
Appendix 1
INTERVIEW GUIDELINES
Students' perceptions of the use of youtube in learning English for

speaking skills in this study later the researchers will collect data using semi-
structural in-depth interviews. In this section the researcher presents seven
questions, the questions in the interview are contructed based on the literature
review described in chapter two. These questions are expected to answer the
research questions in this study. The following questions will be used in the
interviews with the participants of this study:
1. What do you think about using youtube as a medium in learning English

for speaking skills?
2. Does the use of youtube in learning English for speaking skills increase
students' vocabulary?
3. Does the use of youtube in learning English for speaking skills increase
students' grammar knowledge?
4. Does the use of youtube in learning English for speaking skills make it
easier for students to learn pronunciation of the words?
5. Does using youtube in learning English for speaking skills make you
fluent in speaking?
6. Which components of speaking skills are more influential when using
YouTube in learning English for speaking skills?
7. Is the use of YouTube as an English learning medium an effective
alternative for speaking skills?
51
Appendix 2
FINISH RESEARCH LETTERS

52
Appendix 3
INTERVIEW TRANSCRIPT
1. What do you think about using youtube as a medium in learning

English for speaking skills?
Excerpts of Interview 1
P1:“menurut ... pribadi belajar melalui YouTube sangat baik untuk
melatih kita berbicara dalam Bahasa Inggris ...”.
P2:“YouTube sangat membantu dalam pembelajaran Bahasa Inggris
melalui media video karna YouTube membantu memahami materi
lebih cepat dari pada mempelajarinya lewat buku”.
P3:“pendapat saya terhadapt penggunaan YouTube sebagai media
pembelajaran Bahasa inggris untuk kemampuan berbicara adalah
yaitu sangat membantu dalam kelancara berbahasa inggris dan ketika
menggunakan YouTube juga dapat menambah kosakata atau
pengetahuan baru dalam berbahasa Inggris”.
P4: “pendapat saya dengan menggunakan media YouTube untuk
kemampuan berbicara sangat membantu agar kita bisa mengerti cara
kosakata nya dalam Bahasa Inggris”.
P5: “... sangat memudahkan saya dalam mempelajari Bahasa Inggris dan
saya jadi tahu bagaimana kata atau kalimat yang diucapkan”.
P6: “... menurut saya belajar menggunakan YouTube sebagai media
pembelajaran bagus untuk kemampuan kita untuk berbicara karena
pelajaran menjadi lebih menyenangkan”.
P7: “... proses belajar lebih seru dan sangat meng saat menggunakan
YouTube kita bisa mendengar dan melihat bagaimana materi
pembelajaran itu dipaparkan, pembelajaran juga lebih menyenangkan
dan tidak membosankan”.
53
P8:“proses pembelajaran lebih seru dan lebih asyik dan saat
menggunakan YouTube kita bisa melihat dan mendengar bagaimana
pembelajaran itu dipapar”.
2. Does the use of youtube in learning English for speaking skills

increase students' vocabulary?
P1: “iya, karna saat menggunakan YouTube kosa kata yang ... dapat
jadi lebih banyak dan bertambah”.
P2: “ya, sangat belajar menggunakan YouTube membantu menambah
kosakata Bahasa Inggris kita”.
P3: “iya kerena ketika dengan menggunakan YouTube kita mendapatkan
kata-kata baru yang bisa menambah kosakata kita”.
P4: “iya dengan kita terus mendengar YouTube berbahasa Inggris kita
banyak mendapat kosakata yang banyak dan juga berguna dalam
pembelajaran Bahasa Inggris”.
P5: “... ya, karena dari menonton video di YouTube saya
mendengarkan apa yang orang didalam video ucapkan sehingga
saya mendapatkan kosakata baru”.
P6: “... iya karena di YouTube lebih banyak kosakata baru dibandingkan
pembelajaran yang ada dibuku dan juga mudah dipahami”.
P7: “... saat menggunakan YouTube dalam belajar Bahasa Inggris
banyak kosakata baru yang didapat seperti kosakata verb”.
P8: “saat menggunakan YouTube lebih banyak menemukan kosakata baru
seperti kata kerja dan kata sifat”.
54
3. Does the use of youtube in learning English for speaking skills

increase students' grammar knowledge?
P1: “iya, penggunaan YouTube untuk keterampilan berbicara membantu
saya bagaimana tentang penyusunan pola kalimat dan juga dalam
mengekspresikan cara berbicara”.
P2: “ya, sangat meningkatkan karena penggunaan YouTube sebagai
media belajar Bahasa Inggris dapat membantu da dalam kita
memahami tata bahasa”.
P3: “iya meningkatkan tentang grammar karena dengan adanya
penggunaan YouTube sebagai keterampilan berbicara kita bisa
menemukan ungkapan kalimat baru dari dan menambah
pengetahuan seputar keterampilan berbicara dalam Bahasa Inggris
ataupun grammar”.
P4: “iya dengan kita melihat YouTube kita bisa tahu bagaimana bentuk
dari beberapa pola kata bahasa atau kita tahu penempatannya”.
P5: “... iya karena saya dapat menemukan ee pola kalimat baru yang ee
ada didalam video tersebut”.
P6: “iya, karena dapat meningkatkan mempengaruhi terhadap grammar
atau tata bahasa saya karena banyak menemukan beberapa pola
kalimat dan kosakata baru”.
P7: “... penggunaan YouTube dalam pembelajaran Bahasa Inggris
sangat meningkatkan pengetahuan tentang bagaimana pola kalimat
itu di deskripsikan, bagaimana bentuk beberapa bentuk pola
kalimat. Seperti penggunaan should dan must”.
P8: “iya karena dari menggunakan YouTube dalam pembelajaran
55
Bahasa Inggris saya dapat mengetahui beberapa pola kalimat atau

tata bahasa”.
4. Does the use of youtube in learning English for speaking skills make it
easier for students to learn pronunciation of the words?
P1: “iya penggunaa YouTube sangat membantu ... untuk pengucapan
kata yang baik dan benar.
P2: “iya memudahkan, karena penggunaan YouTube dalam
mempelajari Bahasa Inggris melalui media video dapat
memudahkan kita agar membantu pengucapan kata dengan meniru
kata dalam video yang ditonton melalui YouTube”.
P3: “iya dengan mendengarkan YouTube dalam belajar Bahasa Inggris
sangatlah memudahkan saya belajar mengucapkan kata-kata
berbahasa Inggris”.
P4: “iya deng dengan mendengarkan kita kita bisa mengerti pengucapan
kata yang benar untuk kita bisa berbicara”.
P5: “iya karena dari video tersebut saya bisa mengetahui bagaimana
suatu kata disebutkan.”
P6: “iya, karena saya bisa meniru pembicara yang ada divideo
YouTube dan mencoba untuk membuat suatu kalimat dan
memudahkan saya dalam pengucapan kata”.
P7: “iya sangat memudahkan dan sangat membantu saya dalam
mengetahui bagaimana kata iu harus diucapkan”.
P8: “iya karena saya dapat menirukan pengucapan pada kata yang
disebutkan dalam video YouTube”.
56
5. Does using youtube in learning English for speaking skills make you
fluent in speaking?
P1: “tidak terlalu, tapi dengan adanya penggunaan YouTube ... dapat
membantu ... untuk lebih mudah dalam berbicara atau
pengucapan”.
P2: “tidak berpengaruh pada kelancara berbicara tetapi lebih
Memudahkan saya terhadap bagaimana suatu kalimat
diungkapkan”.
P3: “iya dengan menggunakan YouTube saya bisa mendengarkan
pengucapan kata-kata berbahasa Inggris dan itu sangat membantu
saya ketika berbicara berbahasa Inggis”.
P4: “tidak terlalu tetapi kita bisa berbicara dengan mengikuti YouTube
walaupun tidak begitu lancar tapi kit kita bisa tahu cara membaca
yang benar”.
P5: “iya sedikit ..., [tidak] begitu banyak karena lebih memudahkan
saya didalam bagaimana kata yang itu diucapkan ...”.
P6: “hanya sedikit, akan tetapi dapat membantu pengucapan kata dan
menambah kosakata”.
P7: “tidak, tetapi dapat membantu karena banyak memudahkan saya
dalam mengucapkan kata meningkatkan pengucapan bahasa kata
dan pola kalimat”.
P8: “tidak, tetapi saya dapat tau bagaimana cara mengungkapkan suatu
Kalimat”.
57
6. Which components of speaking skills are more influential when using

YouTube in learning English for speaking skills?
P1: “komponen keterampilan pengucapan kata dan berbicara kepada
seseorang”.
P2: “yang lebih berpengaruh terhadap pengucapan suatu kata”.
P3: “... komponen pronunciation atau pengucapan kata, komponen ini
sangat berpengaruh karena saat menggunakan YouTube sebagai
media pembelajaran Bahasa Inggris kita mendengarkan dari situlah
pronunciation ini sangat berpengaruh”.
P4: “vocabulary dan cara membacanya”.
P5: “... yang lebih berpengaru ... menurut [saya] iya, komponen
keterampilan pengucapan kata ...”.
P6: “... komponen keterampilan berbicara yang saya pelajari saat
menggunakan YouTube sebagai media pembelajaran bahasa inggris
lebih berpengaruh kepada kata bagaimana mengucapkan suatu
kalimat dan pola kalimat”.
P7: “menurut saya komponen keterampilan berbicara lebih kepada
kosakata dan pengucapan kata”.
P8: “lebih berpengaruh dalam meningkatkan kosakata”.
58
7. Is the use of YouTube as an English learning medium an effective

alternative for speaking skills?
P1: “iya, karena dapat meningkatkan bagaimana pengucapan kita dan
beberapa pola kalimat baru”.
P2: “iya karena YouTube adalah media belajar yang sangat mudah
diakses melalui hp oleh semua orang termasuk siswa dan wali
siswa”.
P3: “... iya kerena mudah dipahami dan menambah pengetahuan kita
tentang belajar Bahasa Inggris”.
P4: “efektif dengan media YouTube kita bisa lebih cepat untuk tahu cara
membaca dan berbicara yang benar menggunakan YouTube”.
P5: “iya karena lebih mudah diakses dan lebih seru karena ada animasi,
ada grafitor-grafitor kartun ... yang lebih membuat enak
menontonnya enjoyers”.
P6: “... iya karena melatih saya agar bisa lancar dan paham pengucapan
suatu kata”.
P7: “iya karena dapat meningkatkan saya bagaimana pengucapan kata
dan mengetahui beberapa bentuk pola kalimat”.
P8: “iya sangat sangat membantu saya dalam meningkatkan keterampilan
berbicara”.

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STUDENTS' PERCEPTIONS ON THE USE OF YOUTUBE IN ENGLISH

LEARNING FOR STUDENTS' SPEAKING SKILLS

Submitted in Partial Fulfillment to the Requirements for the Degree of

ENGLISH EDUCATION STUDY PROGRAM

DEPARTMENT OF LANGUAGE EDUCATION AND LITERATURE

FACULTY OF TEACHER TRAINING AND EDUCATION

I, Nur Putri Dea, (A1B219058) declare that Students' Perceptions on the

Jambi, December, 22nd 2022

Nur Putri Dea

on being a good person with yourself

that you can be

and do not try to be

like anyone else

I dedicate my thesis for:

My beloved father (M.Candra) and my great mother (Eva Susanti)

And all of my family

Dea, Nur Putri, 2022, Students' Perceptions on The Use of Youtube in

The purpose of this qualitative research is to find out students'

Jambi, December 22nd 2022

Nur Putri Dea

Table 1 Theme and subtheme of partisipants speaking improvement and the

Appendix 1 Interview Guidelines ................................................................. 49

Chapter 1 of this paper explains the introduction to this research in order

1.1 Background of the Research

English is an international language used by the global community. The

used by people when they want to interact with other people.

Speaking is used to communicate ideas that are compiled and develop

linguistic elements related to pronunciation, grammar, and vocabulary, to pay

pronunciation; the second is language function that involves the performance of

transactions and interactions related to communication which can know how to

sociocultural norms related to speaking turn, speed of speech, length of pause

between speakers, relative roles of participants, and understanding of the

For some English language learners, speaking is not an easy thing,

are several causes of difficulty in speaking, including the lack of self-confidence

grammatical structures, and lack of vocabulary that students have.

activities to be able to speak well. Because indirectly speaking teaching activities

program media will be clearer, complete, and interesting for students.

Thus, YouTube can be used as a medium in learning English, especially in

improving students' speaking skills. Because YouTube is very popular among

teaching and learning process. YouTube is used as a learning medium because

very popular medium among foreign language learners. This is supported by

improve students' speaking skills related to fluency, vocabulary, pronunciation,

grammar, and content. As in the research of Meinawati et al. (2020) on improving

YouTube was very effective because it allowed students to speak more

confidently and expressively. And according to Watkins and Wilkins (2011)

improve students' conversational and pronunciation skills.

researcher looked at students' perceptions of using YouTube as a medium in

researcher conducted research entitled "Students’ Perceptions on the Use of

YouTube in English Learning for Students' Speaking Skills."

1.2 Problem of the Research

Based on the background above, the researcher formulates the problem,

for students' speaking skills?”

1.3 The Objective of the Research

for students' speaking skills”.

1.4 Significance of the Research

of students' perceptions when using youtube in learning English for students'

speaking skills. Here are some of the benefits of this research:

1.4.1 For the teachers