How YouTube Assist Teachers in Developing Material

Rara Satri1, Laila Maryam Ray2, Sofia Uswatunisa3, Syarifah Aini Harahap4

English Education Department, Education and Teacher Training Faculty

State Islamic University of Sultan Syarif Kasim Riau
Email:
[email protected] [email protected]@gmail.com3
1

[email protected]

Abstract

In a technology revolution period which all of the activities of humans also relate to the
use of all of the technologies. Thus, using technology hopefully will help them to make easier
in their works. However, in the educational world, it is also needed by the teacher to make
the teacher or students easy during the teaching and learning process. The purpose of this
paper aids how technology can help teachers during the teaching and learning process
especially by using YouTube. The methodology used in this paper is by using literature review
from several journal articles that related to how YouTube assist teacher in developing
material during teaching and learning process that appropriate for foreign language context. 

Keyword: YouTube, Assist, Material

A. Background of the problem

English is the universal language recognized worldwide. English is a universal language

and a global language. It is an official language and a way of international communication.
Since it is widely used all over the world, it must be competitive. Since the 17 th century,
modern English has expanded worldwide due to the global influence of the British Empire
and later the United States. English may not be the most commonly used language in the
world, but it is the official language of 53 countries/regions around the world, and English is
spoken by about 400 million people. By learning English, you will also get a lot of
entertainment opportunities and be able to have a deeper cultural awareness. (2013 ELC). It
is the foreign and official language of many Asian countries such as Pakistan, Bangladesh and
India. Today, you need to learn English used in all areas of life.

Every aspect of our life has been influenced by technology.Furthermore, today's

teaching and learning are no longer limited to physical schools and classrooms. Furthermore,

1
today's teaching and learning are no longer limited to physical schools and classrooms. For
our digitally-oriented young adult university students, smart phones are either a direct source
of information or a source of help when needed. As a result, it's not surprising that, in this
digital age, practical solutions for providing feedback on students' performance or progress,
particularly through the use of Web 2.0 tools. As a result, a language teacher's role now is to
make the most efficient use of the tools, and technology in general, that are accessible. In
language courses, movies are one of the most important resources. Students began spending
more time with audiovisuals than with printed material in the early twenty-first century, and
the use of films became widespread. YouTube will be used to provide videos. YouTube was
and continues to be the most popular video-sharing website since the internet's widespread
adoption in the 1990s.1

To comprehend how YouTube might aid in the learning process, it is necessary to first
establish a clear understanding of what YouTube entails. YouTube is a video-sharing website
that allows users to upload, share and view videos (Dean, 2008, 231; Weinberg, 2009, 292).
The wider revolution in social media and technological advances are highly relevant in
educational contexts, where devices such as iPhones and iPads as well as Android devices
offer a series of platforms alongside traditional ICT to assist the process of learning
(Kitchenham, 2011, xxi; Reid, 2010; Nielsen, 2010).

Information and communications technology (ICT) is an important part of most

organizations these days (Zhang & Aikman, 2007). Computers began to be used in schoolsin
the early 1980s, and severalscholars suggest that ICT will be an important part of education
for the next generation (Bransford, Brown, & Cocking, 2000; Grimus, 2000; Yelland, 2001).
Up‐to‐date technology offers many methods of enhancing classroom teaching and learning
(Ghavifekr et al., 2014; Lefebvre, Deaudelin & Loiselle, 2006). Dawes (2001)stated  that new
technologies have the potential to upkeep education across the curriculum and deliver
opportunities for efficient student teacher communication in ways not possible before.

Integrating ICT into teaching and learning is a complex process and one that may
encounter a number of difficulties. These difficulties are known as “challenges” (Schoepp,
2005). A challenge is defined as “any condition that makes it difficult to make progress or to
achieve an objective” (WordNet, 1997, as cited in Schoepp, 2005, p. 2). The following are
some of the key challenges that have been identified in the literature regarding teachers’ use
of ICT tools in classroom: i) Limited accessibility and network connection. ii) School with
limited technical support. iii) Lack of effective training. iv) Limited time. v) Lack of teachers’
competency. The challenges related to the accessibility of new technologies for teachers are

1
Balbay, S., &Kilis, S. (2017). Students' Perceptions of the use of a YouTube channel specifically designed for
an Academic Speaking Skills Course. Eurasian Journal of Applied Linguistics, 3(2), 235-251.

2
widespread and differ from country to country. Empirica’s (2006) European study found that
lack of access is the largest barrier and that different challenges to using ICT in teaching were
reported by teachers, for example a lack of computers and a lack of adequate material.
Similarly, Korte and Hüsing (2007, p. 4). In Turkey, Toprakci (2006) found that the lack of
technical support was one of two significant barriers to ICT integration in science education
in schools and might be considered “serious”. In Several recent studies indicate that many
teachers have competence and confidence in using computers in the classroom, but they still
make little use of technologies because they lack the time. A significant number of
researchers identified time limitations and the difficulty in scheduling enough computer time
for classes as a barrier to teachers’ use of ICT in their teaching (Al Alwani, 2005; Becta,
2004; Beggs, 2000; Schoepp, 2005; Sicilia, 2005).Current research has shown that the level of
this barrier differs from country to country. In the developing countries, research reported that
teachers’ lack of technological competence is a main barrier to their acceptance and adoption
of ICT (Pelgrum, 2001; Al-Oteawi, 2002). 2

B. Methodology
This study is applied literature study (Research Library) that uses journals articles and
other literatures as the main source that relates with the arguments in this paper. It discusses
about how YouTube can assist teacher in developing material, especially for teaching English
in EFL classroom. It is also related how YouTube can develop material, the usefulness of
YouTube in developing material, and also how it can be utilized to assist teacher in
developing material. All the articles can be accessed online that discuss about using YouTube
in English teaching. Additionally, those relevant articles relates to English as Foreign
language.

In this study, researchers administered the following research questions:

1. How can YouTube develop English learning material?

2. What are the usefulness’s of using YouTube in developing material?
3. How can YouTube assist teaching in developing learning material?

C. Discussion

a. Terminology of Keyword

1. YouTube
YouTube is an American online video sharing and social media platform launched
by Steve Chen, Chad Hurley, and Jawed Karim in February 2005. Its users watch more than
2
Ghavifekr, S., Kunjappan, T., Ramasamy, L., & Anthony, A. (2010). Teaching and Learning with ICT Tools:
Issues and Challenges from Teachers’ Perceptions. Malaysian Online Journal of Educational Technology, 2 (4).

3
one billion hours of videos each day. YouTube content creators, popularly referred to
as YouTubers, upload over 500 hours of content per minute.3

2. Assist

To take action to help someone or support something:4 However, according to Canbridge

dictionary assist is to help (someone), typically by doing a share of the work.5

3. Material

A material fact is an occurrence, event, or information that is sufficiently significant t
o influence an individual into acting in a certain way, such as entering into a contract. In form
al court procedures, a material fact is anything needed to prove one party's case, or tending to 
establish a point that is crucial to a person's position.6

b. How YouTube can develop the learning material

In spite of the fact that this paper considers the recognition of a course specific
YouTube channel to serve a talking course, the writing alludes to its benefits to create other
aptitudes, as well. Styati (2016) analyzed the impacts of YouTube coaching on creating
students’ writing abilities and found out that there's a critical contrast between the
understudies who were instructed by utilizing YouTube recordings and those who were
instructed by utilizing pictures. Interests, agreeing to this investigation, the video-tutored
understudies were found to have a lower composing execution. Clearly, visual and speech
abilities are directly pertinent to recordings, and can be improved through YouTube; however
the same may not apply to other dialect aptitudes, depending on the context and the practice.
YouTube videos can accommodate different learning styles, too. Depending on the abundance
of strategies they are used with, they can appeal to students who have an infinite number of
individual differences from one another. Duffy (2008) in his article explores how instructors
can incorporate YouTube-like tools into the shifting pedagogical paradigm by emphasizing
3
https://en.wikipedia.org/wiki/YouTube
4
https://dictionary.cambridge.org/dictionary/english/assist
5
https://www.lexico.com/definition/assist
6
https://legal-dictionary.thefreedictionary.com/Material

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the changing nature of students as stakeholders. Duff defines students today as ‘absorbing
information quickly’, even at ‘twitch speed’. YouTube meets the need for on-demand access
to the media of the ‘Nintendo generation’, accommodating to different learning styles in its
social space because repetition of viewing the videos, using the free-frame technique, or
developing listening or note-taking techniques at one’s own pace is possible with online
videos.

The ‘sound off’ technique lends itself to focus on body language, gestures, and
visuals, as the videos can be ‘segmented’ and used to draw attention to the pronunciation of
particular words; that is, varying teaching techniques are possible to address different needs.
These techniques sit well with the understanding of the profile and context of the young
generation in the digital age. Hwang (2010), too, dwells on the most and least used strategies
by students when note-taking information, while watching YouTube videos. In Hwang’s
study, the videos were mostly used to empower students’ listening proficiency. The results
revealed that pause and rewind buttons on YouTube sites serve as functional and effective
tools for learners when they need to make use of the concrete facilities in order to pick up
particular details in a video. Clearly, the positive spin-off of the ever-changing innovative
progressions is barely a novel concept. However, within the writing, the investigation
centering on planning a channel to supplement a course is uncommon. Kelsen’s (2009)
investigation is really, one of those uncommon ponders. Kelsen (2009) reports that within the
college English dialect course, the supplementary materials utilized from YouTube were
found to be curiously, relevant and beneficial. In any case, the understudies in Kelsen’s
considered evaluated YouTube supplementary materials less spurring when utilized in course
compared to when utilized outside lesson. Whereas the supplementary utilization of YouTube
recordings is constrained, alluding to these recordings for substance is more common. To
supply arrangements to the expanding demand for learning assets, YouTube has demonstrated
to be exceptionally viable. Alwehaibi (2015) in his inquiry compared the contrast between
giving traditional substance instruction within the classroom and giving it through YouTube,
exploring ‘the effect of integrating YouTube innovation into EFL instruction on upgrading
EFL college students’ substance learning’. He concluded that the result of the bunch of

5
understudies who were given instruction through YouTube recordings is promising for the
integration of video innovation.

As can be accumulated from the writing audit over, YouTube could be a reasonable
instrument in education, and it appears to have entered into the classroom of the dialect
instructor already as a motivational and inspiring tool both to develop procedures and to
communicate content. There's no ponder within the writing which has analyzed the
recognitions of the students of a course-specific YouTube channel with supplementary fabric
recordings for a scholarly talking aptitudes course. In this manner, this thought is anticipated
to form a significant commitment to the writing, finding students’ encounters and perceptions
towards the utilization of the aforementioned channel. Besides, this idea opens unused
skylines for analysts, teachers and instructors by activating considerations on modern
conceivable outcomes of utilizing recordings within the English classroom.

c. The usefulness of YouTube in developing material

Developing material in teaching English has already become the most crucial subject
to be discussed because the development of technology is an inevitable aspect these days. In
this case, information technology has been an important part of education, especially in
teaching English in Indonesia. In the form of the internet offers information search sites:
Google, YouTube, online news, and other online sites that can be utilized for obtaining
authentic materials or references of teaching material. The kinds of multimedia tools such as
audio, video, computers, software, and internet material were regarded as effective and
original tools that can assist EFL learners to achieve success in real life context (Sejdiu,
2017). The authentic material is being most important helping teachers in providing online
material; it definitely can be obtained from YouTube. Whether some video clips that are
related to English learning or entertainment videos can be several varieties in English
classrooms. It may be a fun source for teaching material, especially for English learners to
improve their English skills and background knowledge from native speakers on YouTube.
According to Johansson (2006) that the authentic teaching material is the essential element for
English teachers in developing teaching materials. Besides, it can assist the students to

6
become better obtaining knowledge as much as possible and improving skills both increasing
their interest in learning English. Safitri (2020) reported that the most frequently used social
media to improve the English skills of students is YouTube in 83 percent, it is caused that
YouTube provides them the amount of much English content video for learning. It indicates
that video clips are highly received much attention from people to utilize.

Many prior researchers conducted studies on YouTube as an online application. The

research conducted by Baron (2020), this study aims to describe the suitable online
applications for learning and speaking English that suits the students’ necessities. He applied
the descriptive qualitative method and had 20 participants that were postgraduate students in
English Language Program Universitas Indraprasta Jakarta, who also received the speaking
course. The result showed that the website YouTube is chosen as an interesting online
application for learning English orally. Besides, the speaking practice can be performed in a
monologue on YouTube, the students create video monologues in certain themes and the
video is uploaded on YouTube. It is also according to YouTube media as a well-known online
application among students these days. Moreover, the teacher can utilize YouTube in teaching
English. According to this study’s result, the positive impact for teachers is helping the
learning process. Furthermore, the teacher can upload a video to YouTube as learning
material; it established that online video can be useful to learn speaking skills through visuals
to students in promoting speaking competence (Lee & Liang, 2012).

In addition, the preliminary study conducted by Zulfah et al. (2020), this study aimed
to assist English teachers in designing English listening material in the form of audio and
textbook through YouTube video editing training. The result of this study revealed that
YouTube editing training is helpful in developing teachers’ knowledge and skill, especially
preparing English listening material such as audio material and textbooks to resolve the
possible difficulty in teaching listening skills. Before having the training, the teachers ignore
teaching listening because facing difficulty to determine suitable material, and after following
the editing training they can improve their materials whenever they need enhancement
because teachers have already had basic knowledge and skill in designing English listening

7
material professionally. In fact, listening is the input for a receptive skill that is also integrated
with speaking skills (Osada, 2004).

YouTube is highly recommended for teaching English, both outside and inside a
classroom. It also assists the students to improve English skills, such as reading, writing,
listening, vocabulary mastery, and pronunciation. In language learning, the favorite thing in
utilizing video is visual. Because it offers another enjoyable environment, for instance, the
listeners only focus to hear the whole conversation on a radio show, and then, they can also
concentrate on speech, accent, intonation, and also stress. On the other hand, the video clips
provide the visual aspects of non-verbal communication, which is the same significance. The
other benefits that learners can obtain through watching the video: gestures, facial
expressions, eye contact, posture, and close proximity or appearance; these advantages
definitely can assist English learners in understanding what has been said by the speaker or
native speaker. Additionally, learners are able to recognize how to use some expressions in
English, which can be a consideration in the nonverbal communication aspect. For instance,
gestures may be misunderstood by non-native speakers because of a lack of knowing the
culture of the appropriate country (Allan 1985). It means, the available videos on YouTube
can be learning material into a classroom that provides the authentic material without
charging anything, both teacher and student can access anytime and anywhere.

The next study conducted by Kabooha and Elyas (2018), this research aims to
investigate the perceptions of two insights that are from teachers and students regarding the
addition of YouTube to the development of vocabulary. The finding of this study stated that
the group who watched the video clips on YouTube could perform better than those who were
not exposed to any videos in the post-test. A specific improvement in the students’ vocabulary
achievement related to vocabulary mastery, most of the students from this study strongly
agreed that the incorporation of YouTube in the classroom, especially in learning new
vocabulary; could offer a catchy and interesting environment. In this regard, it motivated them
to learn better. In addition, watching YouTube videos can be a precious input and opportunity
for them, in which they can obtain many information and relatable instructions that come
from all over the world for target language mastery. There was 71% of students believed that

8
YouTube being a helpful multimedia instruction in learning. Likewise, the teachers also
considered that YouTube could boost students’ capability to maintain and understand the
target vocabulary. The vocabulary development can be obtained with the available pictures
while watching video clips and including texts, it is applicable for improving students’
reading and writing skills.

d. YouTube assists teacher in developing material

Teacher is a person who can develop the material, development is essential to improve
quality of schools. However, in developing material teacher need to know how they will
develop the material, and what apps they will use, thus what kinds of platform they will teach
and use in order to make effective learning process and make the teacher develop their skill in
using the technology more effective.

In the line with idea above, teacher also give some provides an overview of what we
have learned as a field, about effective professional development programs and their impact
on teacher learning.

Furthermore, it also give benefits on Pre-service teachers which they are expected to
be able to used digital in teaching and learning process. According Perifanou, M (2021) et.all
state that “The COVID-19 crisis revealed the necessity for teachers to have digital skills in
order to effectively teach online. Teachers should be able to exploit, use, and apply digital
technologies in all educational activities”7

Thus, it is need for teacher and pre-service teacher knows about the usage of ICT tools
and YouTube for teaching during their teaching practicums. According to Szeto, E., Cheng,
A.YN (2014), multiple data sources, including interviews, observation of class sessions, a
questionnaire and relevant materials, were collected in a teacher education institution in Hong
Kong. The results reveal that their ICT usage is high and YouTube is useful for teaching at all
three school levels: kindergarten, primary and secondary. The constraints and affordances of
YouTube for teaching were identified, namely ‘information’, ‘demonstration’ and ‘open-

7
Perifanou, M., Economides, A., & Tzafilkou, K. (2021). Teachers’ Digital Skills Readiness During COVID-19
Pandemic.

9
ended constructivist’. However, the pre-service teachers have not fully utilized this ICT tools
as part of the constructivist approach. Implications for educators are discussed.8

According to Yusuf, R. (2020), he state that English a foreign language which there
must master, namely writing, speaking, reading and pronunciation. Development of
technology in learning process required to use media during teaching and learning, not only
focus on their textbook, which by using technology in their learning process will make the
students will able to used, faced and utilize the development of technology. By knowing
students need in learning process and know their habits towards the use of technology or
media in teaching and learning process. One of platform or media that student familiar with is
YouTube. According to Ildi (2019) stated in his journal about students perception on the use
YouTube as a learning media the finding consider it can help students speaking skill, the use
of YouTube in speaking class can trigger them be much confident to speak English in front of
camera and public, the last is to improve students speaking quality as well. So that in can be
conclude as a media in speaking class that can improve students speaking skill.9

Based on explanation above, it can conclude that YouTube as a media or platform that
assist teacher in developing material especially in developing material in second and foreign
language teacher’s.

e. How can YouTube assist teacher in developing material in specific purpose

1. Developing material in listening skills

In developing teaching material especially in English listening just focus on students

need or students outcomes. This statements also valid in result findings of Yavuz,
Değirmenci, Akyüz, Yılmaz, & Çelik (2015) which it is important to apply task that
appropriate with the student familiar with and suitable for their level of study.

8
Szeto, E., Cheng, A.YN. Exploring the Usage of ICT and YouTube for Teaching: A Study of Pre-service
Teachers in Hong Kong. Asia-Pacific Edu Res 23, 53–59 (2014).
9
Kurniawan, I. (2019, January). Student’s Perception On The Use Of Youtube As A Learning Media To Improve
Their Speaking Skill. In International Seminar and Annual Meeting BKS-PTN Wilayah Barat (Vol. 1, No. 1).

10
 Moreover according Gilakjani & Sabori (2016) stated that in learning listening skill
for the students, teaching material must be tailored to the needs of student’s authentic
material, so that they will clearly understand about learning material and naturally imitate the
native speaker’s language or pronunciation. In short teacher should design and developing the
material that students interest and will motivated them naturally by using framework in order
to designing student’s material.

2. Developing material in speaking skills

According to Albahlal, F. S. (2019) YouTube has a valuable source in teaching and

learning speaking. Due the important features used in YouTube trough learners comprehend
toward what they listen to and what they speak to without hesitation and anxiety like they
speaking in front of class.

By using YouTube they can also repeat about the correct pronunciation, and they also
can slow the video in order to comprehend carefully about the topic or theme in YouTube
video.10

3. Developing material in vocabulary

Acquiring a second or foreign language it need requires some competencies one of

them is vocabulary. Vocabulary is essential component in language. English language learners
cannot comprehend written texts; nor can they convey messages to others. The language
learners cannot communicate effectively without vocabulary.

According to Harmer (2001), vocabulary is the core of language; he further suggests

that if grammar is considered the skeleton of language, then vocabulary is the flesh (Harmer,
2001, p. 246). However in Kabooha, R., & Elyas, T. (2018) result of this research state that
the group who viewed the YouTube clips outperformed the group who was not exposed to
YouTube videos in the posttest. The results clearly show that YouTube provided statistically
significant effects on the students' vocabulary acquisition.11

10
Albahlal, F. S. (2019). The impact of YouTube on improving secondary school students’ speaking skills:
English language teachers’ perspectives. Journal of Applied Linguistics and Language Research, 6(2), 1-17.

11
 4. Developing critical thinking stimulator

The importance of critical thinking has received the attention of many parties in
Malaysia ranging from educators to future employers (Ismail, 2011; Shah, 2011; Eldy &
Sulaiman, 2013). Like in have a good grade alone does not promise employment for students
graduates in Malaysia. Some studies have shown that in order for Malaysian graduates to be
employed, they must possess a good command of language with sound analytical thinking,
intelligence, independence, leadership, communication and computer skills and work
experience (Ismail, 2011).

In the line with idea above according to June, S, Yaacob.A., & Kheng, Y. K. (2014).
Stated in them study about youtube as a media to stimulate students critical thinking as a
stimulator. Found that YouTube videos were fun and interesting, increased students’
participation and engagement and enhanced their critical thinking skills. The students were
able to participate actively and demonstrated strong interest in the learning process as they
were able to understand lectures better by visualizing the content and relating it to real
workplace.12

D. Conclusion

Technological developments in the learning process are required to use media in the
teaching and learning process, not only focusing on textbooks, where using technology in the
learning process will make students able to use, deal with and take advantage of technological
developments. By knowing the needs of students in the learning process and knowing their
habits towards the use of technology or media in the teaching and learning process. One of the
platforms that can be accessed by teachers and students in developing material is by using
YouTube media. So it can be concluded that youtube is a medium in speaking class that can
improve students' speaking skills, and the results clearly show that YouTube has a statistically
significant effect on students' vocabulary mastery. It is stated that learning about YouTube as
a medium to stimulate students' critical thinking as a stimulator. Videos are fun and engaging,
increase student participation and engagement, and improve their critical thinking skills.
Students are able to actively participate and show a strong interest in the learning process
11
Kabooha, R., & Elyas, T. (2018). The Effects of YouTube in Multimedia Instruction for Vocabulary Learning:
Perceptions of EFL Students and Teachers. English Language Teaching, 11(2), 72-81.
12
June, S., Yaacob, A., & Kheng, Y. K. (2014). Assessing the use of YouTube videos and interactive activities
as a critical thinking stimulator for tertiary students: An action research. International Education Studies, 7(8),
56-67.

12
because they are able to understand lectures better by visualizing the content and connecting it
to the real world of work.

In spite of the fact that this paper considers the recognition of a course specific
YouTube channel to serve a talking course, the writing alludes to its benefits to create other
aptitudes, as well. In any case, the understudies in Kelsen’s considered evaluated YouTube
supplementary materials less spurring when utilized in course compared to when utilized
outside lesson.  Alwehaibi in his inquiry compared the contrast between giving traditional
substance instruction within the classroom and giving it through YouTube, exploring ‘the
effect of integrating YouTube innovation into EFL instruction on upgrading EFL college
students’ substance learning’. He concluded that the result of the bunch of understudies who
were given instruction through YouTube recordings is promising for the integration of video
innovation.

Authentic material is the most fundamental in learning English through YouTube. It is

reasonable to use both inside and outside the EFL classroom. Teachers can utilize YouTube as
the primary source to improve student's background knowledge of English in a real-life
context and obtain information about English-speaking countries. Moreover, YouTube can
assist the teachers in teaching English as supplementary material. Besides, teachers can
upload their teaching videos as learning material. This online application promotes speaking
competence. The vivid usefulness that it empowers teachers to find out suitable material in
English subject. Teachers can incorporate YouTube to improve student's English skills, such
as reading, writing, listening, vocabulary mastery, and pronunciation. If the students miss
explanations during the learning process, they can learn more by watching video clips.
Moreover, it can be motivation for them to learn English with catchy visuals and attractive
circumstances.

13
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Albahlal, F. S. (2019). The impact of YouTube on improving secondary school students’

speaking skills: English language teachers’ perspectives.  Journal of Applied
Linguistics and Language Research, 6(2), 1-17.
Balbay, S., &Kilis, S. (2017). Students' Perceptions of the use of a YouTube channel
specifically designed for an Academic Speaking Skills Course. Eurasian Journal of
Applied Linguistics, 3(2), 235-251.

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June, S., Yaacob, A., & Kheng, Y. K. (2014). Assessing the use of YouTube videos and
interactive activities as a critical thinking stimulator for tertiary students: An
action research. International Education Studies, 7(8), 56-67.

Kabooha, R., & Elyas, T. (2018). The Effects of YouTube in Multimedia Instruction for
Vocabulary Learning: Perceptions of EFL Students and Teachers. English
Language Teaching, 11(2), 72-81.
Kurniawan, I. (2019, January). Student’s Perception On The Use Of Youtube As A Learning
Media To Improve Their Speaking Skill. In International Seminar and Annual
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