A Descriptive Quantitative of The Use of YouTube to Enhance Students"™ Speaking Skills in the Classroom

Authors

  • Handari Pratiwi

DOI:

https://doi.org/10.26418/jefle.v6i1.97011

Abstract

The integration of technology, particularly YouTube, into language learning has revolutionized educational practices and provided teachers with innovative tools to enhance students' language skills. This paper aims to explore the use of YouTube as a learning media in the classroom, specifically in improving students' speaking skills in the English language. This research paper focuses on exploring and documenting how YouTube can improve students' learning skills in language classrooms. This study is a descriptive quantitative analysis aimed at exploring the potential benefits and challenges of incorporating YouTube into the classroom. The sample consisted of 42 students, including both male and female students, with the criteria is using YouTube in their speaking English learning. The results indicate that a significant portion of participants (76.2%) actively engage in English discussion forums on YouTube. Moreover, a substantial majority of participants (85.7%) have benefited from constructive peer feedback on their speaking skills through YouTube. Overall, the findings indicate that YouTube has a positive impact on students' spoken English skills. However, the results provide valuable insights into the potential of YouTube for language learning and contribute to effective pedagogical practices in language education.

Published

2025-08-13

Issue

Vol. 6 No. 1 (2025): July 2025

Section

Articles

License

  • Author retains the copyright and grants the journal the right of first publication of the work simultaneously licensed under the Creative Commons  Attribution-ShareAlike 4.0 License that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal
  • Author is able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book) with the acknowledgment of its initial publication in this journal.
  • Author is permitted and encouraged to post his/her work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of the published work (See  The Effect of Open Access).