INVESTIGATING THE LEARNING ENGLISH SPEAKING USING A YOUTUBE CHANNEL: A STUDY AT A PRIVATE HIGH SCHOOL IN INDONESIA

This study investigated how YouTube can be utilized as a tool for learning English speaking skills. Using a qualitative case study design, data were collected from six
high school students in Indonesia through semi-structured interviews and focus group discussions. The data were analyzed following Miles, Huberman, and Saldana’s (2014) stages of condensation, display, and drawing conclusions. The findings revealed that YouTube provides authentic language input that supports students’ motivation and encourages autonomous learning. Students reported that
watching videos helped them imitate native speakers, expand vocabulary, practice pronunciation, and build confidence in communication. These benefits contributed to their improvement in speaking proficiency. However, the study also identified several challenges. Beginners or students who needed more structured teacher guidance often found it difficult to follow fast-paced or complex video content. In
addition, external factors such as unstable internet connections, the high cost of data packages and device upgrades, and the lack of interactivity or real-time feedback limited the effectiveness of digital learning. Despite these limitations, YouTube was considered a valuable platform that promotes active engagement and supports
speaking development when integrated with appropriate teaching strategies. Therefore, combining video-based learning with interactive or face-to-face activities is recommended to address diverse learner needs and maximize learning outcomes.