“Students' perceptions about using YouTube to improve their

speaking abilities in English lessons”

I. INTRODUCTION

A. Background of The Research

English is a very important and useful language in many countries around the world,
especially in Indonesia. Learning English is very important for education, information, and social
interactions as everyone in this digital age has access to the internet and can learn a lot of
knowledge. “Students who choose to focus on speaking in their mother tongue when using
language for communication will naturally become more proficient in both languages (knowing
"HOW")1.”
Elementary, junior high, high school, and college students are all taught English as a foreign
language. Students and graduates often find it difficult to understand English, even after years of
study. Because it's essential for listeners to One of the English language abilities that Indonesian
students strive to acquire is listening, along with focus and concentration. Their inability to
understand the English content being read aloud in class is the reason for it2.
One of the hardest English language skills to acquire is listening, particularly for learners who
have low proficiency 3. It is harder to listen to a native speaker's recorded speech if they have a
distinct accent and tempo. Listening is perceived as a tedious subject because students simply
listen to the talk recording repeatedly. Consequently, having access to YouTube may be the best
resource for helping students' listening comprehension.
English is a language that is widely used by people all over the world to interact with one
another. English is used mostly for communication in areas beyond than daily life, such as
science and technology. English is becoming a more significant language in the era of
globalization, as seen by the vast majority of newly released English-language literature. The
ability to listen, understand, write, and communicate are the main purposes of the English
language, as is widely recognized. In the language, these roles are absolutely critical. Except
from that, the term password is a component that is associated with the main talent. Idea
expression is done by appearance, yet concepts are not realized without a lot of words. In the
context of an EFL classroom, word choice is crucial since without it, students would find it
difficult to acquire correct structural grammar4.

1
As per Nunan's (2005) findings, nine
2
In addition to Camilla, 2021.
3
Cahyono, in 2017
4
Alqahtani (2015)
 said Additionally 5, it was mentioned that relatively little English is used outside of the
classroom in Indonesia. The majority of pupils learn English in class through textbooks or other
instructional materials provided by their teachers. Pupils' access to improve their vocabulary and
language proficiency in English is restricted.
Acquiring listening abilities out to be very different from what is expected in a natural
setting. Due to their inability to understand the meaning and intent of the podcast's sound, pupils
are thought to have difficulty when listening. Student listening abilities are hampered by a
number of factors. First, pupils hardly ever use English in their daily lives. Secondly, distinct
accents and uncommon terminology are present in the listening materials. Third, studying with
non-native speakers is second nature to the students 6. Fourth, since listeners have little control
over speakers' speech patterns, speech rate and conversational flow become crucial factors. Fifth,
there is not enough time spent learning English in the classroom. The majority of English classes
at school concentrate primarily on exercises and textbooks, and teachers hardly ever use the four
essential English abilities. Sixth, the instructor's lack of creativity in selecting interesting
educational materials to improve the listening abilities of the class. The majority of Indonesian
pupils currently lack confidence when listening to English. This indicates that Indonesian pupils
still lack confidence when listening to English, which will lower their listening comprehension
results7.
Coady8As a fundamental component of learning the four language abilities of speaking,
listening, reading, and writing, he contends that Vocabulary plays a significant role in foreign
language communication. Students cannot acquire linguistic abilities without a strong
vocabulary. "Vocabulary knowledge is crucial for language instruction. According to Rivers,
developing a sufficient vocabulary is crucial for successfully using a second language since, in
the absence of one, we will be unable to apply the structures and functions we have learned for
understandable communication”.
Due to its ability to help English as a foreign language (EFL) learners with their listening
comprehension, YouTube has gained worldwide recognition and usage as a learning tool 9. To
further enhance their listening abilities, individuals can utilize YouTube videos as educational
tools, such as English-language films, music, and discussions. notes 10 that YouTube offers a
plethora of videos that can be utilized as educational resources for English language learners to
enhance their listening skills. Therefore, according to Afrizal & Rina 11. YouTube has emerged
as the most widely used.

5
Tulung (2011)
6
upcoming in 2020 Indahsari
7
In the Ramadhon, 2019
8
In addition to Huckin (1997: 22),
9
According to Lestari (2019)
10
Aboudahr (2020).
11
Ratnaningsih & Gumiandari (2022; 2023)
 There are several advantages that YouTube videos may offer you. YouTube 12. state that...
When it comes to engaging learners in English study, YouTube is among the most popular and
enticing media platforms. With the use of YouTube, students can converse and listen to native
English speakers13.
Learning became more fun thanks to YouTube. In the process of learning, it might encourage
pupils to acquire information and experience. Additionally, it can be a teaching tool to decrease
student boredom and spark their interest in what they are learning in class14.
B. The Theory Track
The present study employs the hypothesis of Freeman and Anderson 15,which postulates that
technology can be utilized for language acquisition in two primary ways:
1. Technology as a source of instructional materials: Teachers can use technology to obtain
authentic materials, but students can also benefit from increased accessibility to the target
language. Technology makes it possible to learn at any time and from any location.
Additionally, students can alter the learning materials to suit their interests and language
learning objectives by selecting the themes that best suit their needs. Social media can be
used for language acquisition. Students can use social media to expand their knowledge
and experiences in unique ways. Depending on their preferences and requirements,
students can choose from a wide range of educational films available on social media
platforms, such as YouTube.
2. As a source of experiences to improve learning, technology can also, and without
restriction, improve the English language learning process. YouTube instruction focuses
on teaching pupils how to utilize English to increase their vocabulary as well as the
language's structure. As a result, vocabulary development on YouTube will be highly
engaging for English language learners. With the use of technology, children can
experiment with using the English vocabulary. This indicates that English language
learners are not only proficient in the language, but also capable of using their knowledge
of its vocables in a meaningful, creative, correct, and meaningful way.
The purpose of this study was to examine how students perceived using YouTube to practice
vocabulary. According to Nelson-Smith's16 view, expectations and experiences have an
impact on pupils' perceptions. Regardless matter whether it's accurate or not, perception is
what people take to be reality and what they anticipate happening. One other benefit of being
able to see, hear, or perceive things through signals is perception. Put another way, that
pupils can be guided and motivated to engage in the learning process by having a positive
impression of learning.

12
In 2023, Sembiring and Katemba

13
In 2022, Hartatya and Arbian.
14
Marbun and collaborators, 2023.
15
Freeman, D. L. & Anderson, M. (2011)
16
2008. Nelson-Smith
 Because every student has a unique perspective based on their experiences and beliefs,
regardless of the actual outcome, they perceive the same object differently from one another
based on the description. The purpose of this study was to examine how students perceived—
and gained—the benefits of utilizing YouTube to increase their vocabulary in English

C. Research Gap
Presently, the majority of studies pertaining to the utilization of YouTube for English
language acquisition concentrate on enhancing learners' speaking and listening abilities.
Research on students' opinions of YouTube's unique advantages in enhancing their vocabulary in
English is, nevertheless, scant.
While some study has indicated that watching YouTube videos can help students become more
proficient in their English vocabulary, there is currently a dearth of studies that thoroughly
examine students' perspectives on how they use the platform to acquire and retain new
vocabulary.
Additional investigation is required to comprehend the precise tactics that pupils employ when
utilizing YouTube videos, be they instructional films focused on vocabulary or other kinds of
videos like vlogs, guides, or entertainment. In addition, further research must be done to
determine the kinds of YouTube videos that work best for teaching kids new vocabulary and
helping them comprehend it, as well as other elements that influence how successful YouTube
videos are in this regard.
Through a thorough examination of student perspectives, this field's research can offer
educators and content creators important ideas on how to better design and utilize YouTube as a
learning tool for students to expand their vocabulary in English.
D. Formulation of The Problem
Following the discussion of the study background above, the following queries should be
addressed in order to close these research gaps:
1. In what way the English podcast serves as a listening skill tool for students?
2. What is the methodology by which students utilize YouTube to enhance their
vocabulary?
3. How do students feel about utilizing YouTube to expand their vocabulary?

E. The objective of The Research

This study's goals are as follows:
 1. to learn how the English podcast app is perceived by students as a tool for listening
comprehension.
2. finding, categorizing, and summarizing students' opinions about utilizing YouTube to
increase vocabulary.
3. to examine and explain how students see using YouTube to expand their vocabulary.

II. RESEARCH METHODS

A. TIME AND RESEARCH

1.Research Location
Since there is limited time and space for investigation and secondary data is being used in this
study, the researchers have chosen to focus just on their research topic. Students' views on the
benefits of Youtobe sites for improving English vocabulary turning into the topic of this study's
investigation
2.Research time
In order to obtain the data required for a full analysis, the researchers computed the amount of
time they took and spent conducting the research between March 22, 2024, and March 28, 2024.
B. Gathering and analyzing data
The researcher employed observation to track the students' vocabulary development
throughout the teaching-learning activity while it was being treated using a qualitative design.
Gathering unrestricted, first-hand information through people and location observations
throughout a research project is called observation, according to Creswell 17. Participating in
activities within the environment they observed allowed the researcher to collect the data.
Following the observation of a teaching-learning activity, data were gathered, and then
qualitative analysis was done to determine how students participated in the activity. Fieldnotes
and Drwing are the two types of data that come from observations, according to Creswell. Data
from observations is examined by keeping an eye on the classroom environment and classifying
the observations into various categories. The outcome is then expressed through statements that
are perceived and experienced.

III. FINDINGS & DISCUSSION

1. The Benefits of Video YOUTUBE

The electrical capture, recording, processing, storing, transmission, and reconstruction of a
series of still images depicting motion situations is known as video technology. retrieved January

17
Creswell, John W. (2012).
20, 2010). Without the help of the teacher, video is used to deliver language. It might be a useful
and infrequently used teaching aid. Nonetheless, there's always the temptation to just play a film
at the conclusion of the semester and let the students watch it without really pushing them to
participate. defines "video" as the electric storage of moving images. He goes on to say that any
electronic media that uses "motion pictures" to convey a message qualifies as video18.

Multimedia content such as videos combine spoken and silent presentations with on-screen
text, narration, and visuals all happening at the same time. According to students' 19word
memorization skills could be enhanced by multimedia (video), as this type of instruction uses
both aural and visual modes to capture learners' attention and enhance word retention. It has long
been acknowledged that videos are an effective educational tool. Digital video offers many
fascinating opportunities, some of which are as follows: a) The abundance of data. It can offer an
explicitness and clarity that cannot be achieved with words or still images alone; b) Medium
learners find it very comfortable; c) When used in conjunction with other delivery techniques, it
can assist maintain learners' focus and attention; d) A readily reusable and quickly assembled
resource; e) A comparatively easy-to-use piece of video equipment.
Four roles for video exist, which are adapted from Willis' six roles for video (accessed online
on January 20, 2010): 1) Improving listening abilities, such as hearing for detail and listening for
a global comprehension; 2) In order to give details. to deliver information that is pertinent to the
needs and interests of the pupils; 3) Presenting or reinforcing language, such as vocabulary,
grammar, and functions; 4) Stimulating language creation; in this case, a film serves as a visual
aid, a basis for conversation, and a model for learners to follow.
Students can see the motions and facial expressions that are crucial in elucidating the meaning
that is transmitted by tone and intonation of voice through the use of video. Jones (2004)
examined the identification and recall of vocabulary in a second language in three treatment
groups—three that received written annotations while listening, three that received picture
annotations, and one that received both written and graphical annotations. She discovered that
word recall was higher in the group with written and graphic annotations than in the group
without them.
It would be more beneficial for vocabulary recognition and retention if new words were
introduced into a context by combining sound and image.
It is clear from the preceding description that there are a number of benefits to using video.
Students are able to see in addition to hearing what is being said because the recording is much
more like "real life";2) Videos are much easier to understand because people are more
accustomed to watching than to just listening;3) The visual element is appealing and better
captures the attention; and4) Videos are frequently more interesting on their own.
2. Teaching Vocabulary Using YouTube Videos

18
Smaldino (2002, page 283)
19
Hu and Deng's 2007 study
 Students should find learning vocabulary to be simple and entertaining. It is meant to make it
simple for the kids to remember the new words. When teaching vocabulary to young students,
English teachers need to employ effective methods and techniques. There are numerous methods
that can be used to teach vocabulary, including the use of images, games, movies, and more.
According to Allen (1983), the following vocabulary-teaching strategies might be planned and
selected:
a. Exhibition.
The presentation technique involves executing gestures and actions. Teachers are able to
use actual objects and commands. The teacher may use actual classroom objects, including
doors, windows, clocks, desks, etc., to illustrate the lesson.
b. Graphical Assistance

A visual object is one that is observable. In order for pupils to clearly see and recognize the
items during vocabulary instruction, teachers may employ visual aids. Additionally, pupils
may find vocabulary acquisition more interesting when it is shown.

c. Oral Justification

Translation and definition can be used to carry out spoken explanation. Instructors can
demonstrate meaning by employing vocabulary that students already know, definitions in
plain English, and explanations in the students' native tongue.

d. List of Words

The vocabulary chosen by the teacher is important to consider when employing the word
list technique. The vocabulary provided should be relevant to the needs of the pupils and
appropriate for their level.

The researcher's interest in this study is vocabulary instruction through the use of YouTube
videos, which are brief online videos. Through the use of videos, which are a method of
communication that conveys information, students may naturally observe the motions and facial
expressions that are crucial in elucidating the meaning provided by voice intonation and tone.

claims that videos help contextualize language learning by allowing us to incorporate any part
of actual life into the learning environment. Additionally, it can be applied in a variety of
educational contexts, from traditional classrooms to virtual campuses for remote study. The mix
of audio, visuals, and occasionally text (in the form of subtitles) with sociocultural data on
customs, habits, society, etc. is what gives videos their immense worth. 20 Because of all of this,
it's a very understandable method for teaching vocabulary to pupils studying other languages.

Using videos to teach English will make the classroom more enjoyable for the students-
especially the younger ones. While kids watch the movie, they can pick up new information
20
Sherman, (2003), page one
subconsciously and enjoy learning a new language.one of Young children should be taught that
learning a language is a joyful experience, and watching videos helps to establish a visually
appealing and engaging learning environment. 21This indicates that for language acquisition to be
successful, it is crucial to put children's comfort and happiness first.

Basically, two primary uses of video have been identified: legitimate video materials, such
movies, TV shows, ads, etc., that were first produced for educational purposes, and instructional
video, which is especially designed to teach foreign languages. native speakers of the tongue.
Although it can be more challenging at times, using authentic video in foreign language classes
is actually very beneficial because students learn more effectively from it because it presents
complete, authentic, and real-world communicative situations—exactly what students need in
real life.

Repetition is a common feature of authentic videos intended for younger learners.

Because students just need to concentrate on a minimal amount of spoken dialogue, this is an
excellent lesson for lower levels. A sequence from a movie that features a lot of
of items that they are able to see, allowing them to write about them in their vocabulary books.

claims that using videos can help students of all skill levels because there are always simpler
video sequences that are spoken more slowly to accommodate the needs of lower level students.
In addition, real video has a clear benefit over traditional audio recordings due to its visual
component, which facilitates comprehension through gestures and context. 22 Additionally, since
YouTube videos delight children, teaching English with them will be appropriate for younger
pupils and make language learning both entertaining and attainable.

3. YouTube becomes a media for learning English

using YouTube as a teaching tool can stimulate students' interest in learning and make the
teaching and learning process more fun. There are numerous educational videos accessible on
Students may become more engaged and motivated in their studies by watching these films on
YouTube. When learning English, both inside and outside of the classroom, YouTube can be a
helpful resource. YouTube can help pupils improve their English language skills, according to
Jallaludin's research23.

Students can learn English from native speakers firsthand by using YouTube as a platform for
instruction. Furthermore, learners get access to a range of YouTube is a wealth of information
and a great place to find English learning videos, which can pique pupils' enthusiasm in the
language.

4. YouTube is speaking education

It is imperative for educators to offer engaging educational activities to ensure that students
are content and look forward to learning English for communication purposes. Because of this,
21
Tamalin (1991: page 48).
22
Talavan (2007: page one)
23
Mujianto years (2009)
educational activities need to be unique in order to capture kids' attention. technology use is one
method of getting attention. Consequently, teachers may find that using YouTube to teach
English is an option. Because YouTube is a popular website where viewers can watch a variety
of videos, including instructive ones in which English is used

In order to enhance their speaking abilities, students need to learn about discourse genres and
language structure, speaking techniques, and communication strategies that help them manage
communication. Students can benefit greatly from the real-world videos on YouTube, as long as
they so that the instructor can select pertinent and appropriate content. Understanding the
linguistic system can be part of learning to communicate using YouTube. Consequently,
YouTube presents a chance for educators to use the platform to help students learn English and
hone their speaking abilities24.
Furthermore, talking classes are more motivated to learn when YouTube videos are used as
teaching aids. You can practice pronunciation and improve your writing skills by watching and
listening to these YouTube videos. make it simpler for kids to generate sentences when chatting
and viewing YouTube videos by expanding their vocabulary. further aids students' spontaneous
acquisition of grammar in a subconscious manner 25. Additionally, YouTube videos combining
audio and visuals can help students improve their pronunciation, expand their vocabulary, and
find ideas more easily. speaking and forming sentences. In addition, watching movies assists kids
in naturally learning grammar without their conscious knowledge26.
said27 that the simultaneous presentation of graphics and sounds in videos can aid students in
honing their pronunciation and facilitate their ability to locate concepts while constructing
sentences while speaking. Additional studies also showed that students can benefit from
YouTube videos that simultaneously have audio, moving pictures, and subtitles in order to
improve their pronunciation, expand their vocabulary, and come up with ideas for sentences
when speaking English. In addition, watching films helps them pick up better English language
subliminally. The more frequently students watch videos, the more it can aid in their practice of
English fluency28.
Drawing from the aforementioned remark, it can be inferred that YouTube can serve as a
viable substitute for traditional methods of teaching English for speaking, as it facilitates the
acquisition of vocabulary, grammar, and speaking abilities. pronunciation, as well as improve
fluency
5. Methods for Learning English via YouTube

24
Forthbury, the year 2012.
25
Syafiq and colleagues (2021)
26
Despite. (Year 2021)
27
Jaya and Abrar in 2022
28
Lengari, in 2022
 Teachers can benefit and students can have fun when using YouTube videos in the classroom.
Compared to reading long passages of text in books or notes, students were more engaged in
visually stimulating activities and more likely to focus when viewing videos.
Researchers concur that "interacting" is the best way to acquire a foreign language.
Collaborative learning and communicative language instruction are the most successful strategies
for this. Linguistic instruction in a Contexts in which communication is required are the focus of
communicative context. Throughout the EFL lesson, this tactic will allow students to
communicate with one another in the target language. That is to say, EFL teachers must create a
classroom environment where meaningful tasks, real-world conversation, and realistic activities
promote spoken language. When pupils collaborate in groups to do a job or accomplish a goal,
this can happen.
Because of this, educators can employ a variety of teaching techniques, including role-playing,
group discussions, and reporting, while utilizing YouTube video educational resources.
According to research by Riswandi (2016), group discussion learning techniques; Students are
divided into two groups and given the following tasks: (1) watch a video that the teacher has
played; (2) note key points in the movie so that it can be played back twice. (3) After having
some time to talk with their partners, (4) students will report back to the class on what they
discussed. then in the last round, additional students offered feedback and recommendations to
their peers' appearance, following student response, the instructor provided remarks, and the
instructor evaluated the students' learning process.
Furthermore, Anggraini's research from 2021 used discussion groups and reporting learning
methodologies in the following ways: (1) students are divided into pairs; (2) students are then
assigned to watch films that are played three times by the instructor, (3) as they observed
Following their viewing of the video, students are permitted to discuss the YouTube video they
have viewed with their partners. Afterwards, they are required to create a text about the video's
content, which they must then present in front of the class without having read the text. During
the video, students are also permitted to take notes regarding the vocabulary they encounter.
In the meantime, during the investigation of In order to enhance the learning process 29, they
implemented multiple activities, which included: (1) splitting students into eight groups with
four members each, Second, the video content was enclosed in PowerPoints on the subject of
object descriptions are shown to students (3). Following this, they watch a video about animals
in order to provide them with numerous opportunities to discuss their ideas in public. (4) Finally,
they are asked to create monologues based on the videos in order to give them more ideas and
chances to practice speaking in front of an audience.
Instructors can design and execute a number of successfully implemented activities to help
students enhance their speaking abilities when learning foreign languages.
6. Implications of students on the use of YouTube videos

29
Ariyanto and colleagues (in 2012)
 Researchers discovered that students were using technology to participate in the lecture on the
second subject. As soon as the teacher plays a YouTube video, students pay close attention to
what's on their laptop screens and laugh out loud every now and again. They constantly They
would ask questions repeatedly, such as "Why are they left in the forest? Miss, they can make it
from wood, wow amazing," or they would express their emotions directly, such as "haha, he runs
so cute Miss, like my sister," or express sadness, such as "so poor children left in the forest."30
Having a strong sense of curiosity is a quality shared by young learners, who constantly
attempt and investigate new things. The different expressions that are accessible show that
students frequently inquire, "Why can it be like that, miss?" when their curiosity is piqued.
comes up when viewing videos.
Regarding the utilization of YouTube videos for vocabulary instruction with younger students,
it was found that the children become enthusiastic when watching these films in the classroom.
"Are you happy viewing the video?" the instructor asks the students, and they immediately
respond, "Sure, Miss Lafla !"content. In addition to those kinds of remarks, some kids frequently
beg, "Miss, tomorrow we watch again, okay Miss, please?" claimed that the advantages of using
YouTube in the classroom included vocabulary development 31, making learning engaging and
enjoyable, and motivating students. When educating young students, it's critical that we have
techniques in place to support and boost their enthusiasm to study. Young students have short
attention spans and are prone to boredom during extended study sessions, as stated by (Juhana,
2014). Additional results include the perception among students that technology use is highly
beneficial in bolstering the procedure of learning. Seeing this expression and learning "Miss, I
am more enthusiastic" is made possible with the help of a film. It is evident that the favorable
environment created by learning activities is enhanced when YouTube is used. Students also
impromptu discuss strange words they encounter and see, such as "when, please, and I remember
yesterday we watched the old clock." In addition to broadening their vocabulary, it enlightens
them on the form of unfamiliar objects. Accordingly to 32that Students' insights and knowledge
with the experiences shown in the film can be increased, and they can become more proficient at
using basic English-language expressions.

Furthermore, with regard to the idea that YouTube can assist students in guessing unknown
terms when speaking, the results showed that students generally felt positively about the idea and
agreed with it. The outcome is in keeping with Binmahboob 33, who concluded from his research
that kids can figure out new words by watching YouTube. Next, considering the way that
YouTube may assist students in visualizing how to interact and talk clearly and effortlessly, the
results showed that students felt this way and agreed with the idea that YouTube can assist them
in doing so. This result is consistent with Carolinaliwati et al.'s research from 2021, which found

30
According to Juhana (2014)
31
Elyas and Kabooha in 2015
32
Abdulrahman & Almurashi, in 2016
33
Binmahboob, the year 2020
that providing students with visualizations of correct English speech is one of the advantages of
utilizing YouTube to enhance their English speaking abilities.

Also, according to the results, students agreed and had a favorable opinion of the idea that
YouTube may help participants understand the content more than a regular classroom in terms of
comprehension. compared to a typical classroom, could help pupils comprehend the topic
better.which found that YouTube could help students' grasp of the subject matter34.
In addition, according to the results, students agreed and had positive opinions on the idea that
YouTube might improve their willingness and enthusiasm for learning and practicing speaking in
English. passion for studying and using English as a communication medium. This results is
consistent with the findings of Saed et al. and Jalaluddin 35, who both concluded that watching
YouTube can increase a person's desire and excitement for learning to speak.
Next, in regards to how YouTube may assist students with discussion participation, the results
showed that students felt positively about the idea and agreed that YouTube can assist them with
utilizing English to participate in conversations. This outcome is consistent. with Saed et al., who
conducted study and came to the conclusion that students can benefit from YouTube by using it
to participate in class discussions.
Additionally, students' perceptions and agreement with the idea that YouTube can assist lessen
anxiety while speaking in English were positive, according to the findings regarding the
applicability of the app. This outcome. conforms to Binmahboob's research, which found that
students' speaking fear can be reduced by YouTube.
According to the findings, students agreed and had a positive perspective of using YouTube to
help them practice speaking abilities. This is because the platform can give flexibility, allowing
students to practice speaking skills no matter where they are. by allowing them to study from any
location with freedom36.which found that students can practice speaking on YouTube from
anywhere at any time.
Furthermore, YouTube can offer educational videos to students, allowing them to imitate the
speech of native speakers and develop appropriate body language, tones, and facial expressions
when speaking. According to the results, students showed positive perception and agreed that
they could learn from and imitate native speakers by using authentic resources from YouTube.
This result is consistent with studies by a number of other researchers, including Saed et al.
Paolinaliwati et al. Meinawati et al., Fata & Marhaban , and Kristiani & Pradnyadewi.They all
came to the same conclusion: among YouTube's many advantages is its ability to give students
access to real resources where they may pick the brains of native speakers.

34
Fata & Marhaban, (2021)
35
Jalaluddin, M. (2016) Saed, H. A., Haider, A. S., Al-Salman, S., & Hussein, R. F. (2021)
36
In 2021, Kristiani and Pradnyadewi
 Next, considering YouTube as a source of wide English-speaking content that they can utilize
on a daily basis, the results showed that students felt positively about and agreed with the idea
that YouTube can offer them a variety of English-speaking sources. that they are able to apply to
their lives. The findings of the study by Kristiani & Pradnyadewi support this outcome, as they
found that YouTube provided students with a variety of learning resources to help them practice
their English.
Finally, in reference to the thought that YouTube could assist them in developing confidence
when speaking, the results showed that the students both agreed and had good views about the
idea. This conclusion agrees with two studies' findings that YouTube can give students more
confidence while speaking in English: Meinawati et al., and Saed et al.

IV. CONCLUSION
A largely positive opinion is revealed by the study on students' opinions about utilizing
YouTube to improve their vocabulary in English. The accessibility and extensive content of the
platform are emphasized by students as noteworthy benefits. Regarding pronunciation and
intonation, they benefit from being exposed to a variety of dialects and real language usage.
YouTube provides a more organic learning environment than traditional classroom materials
since it offers real-life events and local speakers.
YouTube is another interesting and inspiring learning resource that students find useful.
Learning experiences can be tailored because videos are interactive and have features like
playback speed adjustments and captions. It improves their speaking ability and comprehension
when students may go back over difficult passages and practice at their own pace. Learning can
be made more fun and less tedious by the diversity of information available, which includes
everything from vlogs to educational channels.
Students also mention feeling more comfortable speaking English, which they attribute to their
frequent practice and exposure to YouTube. Speaking practice feels less scary because of the
platform's lighthearted and informal tone, which lowers anxiety. In general, the use of YouTube
videos into English language instruction is regarded as an advantageous addition that not only
improves oral proficiency but also cultivates a constructive mindset towards language
acquisition.
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