An Analysis of Indonesian EFL Teachers’ Use of YouTube as a Medium to Teach Speaking at Senior High School

Abstract

The purpose of using YouTube as a medium of English learning is to enhance students' interest and interactive atmosphere in the ELT classroom (Tristiana and Swondo, 2020). YouTube is important medium in ELT classroom. It is in order to create an attractive atmosphere and gaining students' attention. According to Kabooha and Elyas (2018), YouTube is a worth learning tool. It is worth because it is useful in improving the students’ English competence. In addition, Ilyas and Putri (2020) stated that YouTube is unarguably a popular online video website used for language learning. This research used descriptive qualitative research. This research was conducted in senior high school in Pasuruan. This school was chosen as the research area since the headmaster had given me permission to conduct this research. I chose this school because I got information that the English teachers used YouTube in their teaching-learning process. Then, the participants of this research were two English teachers. This research collected the data through observation and interview. Moreover, in this research, I used thematic analysis proposed by Braun and Clarke (2006) who propose six phases to be implemented in this research. The phases are familiarization, generating initial codes, searching for themes, reviewing themes, defining and naming themes, and producing the report. The result of this research found that Indonesian EFL teachers’ use of YouTube as a medium to teach speaking at senior high school has four steps. First is preparation. In this section the teachers chose relevant video that had great audiovisual quality. The language used in the video should be suitable with the students' level and had clear pronunciation and accent. The video was suitable for teaching speaking material, the lengths of the video were appropriate for classroom use (reasonable duration, not too long or too short). Second is opening. In this section the teachers asked questions in relation to the video to the students. Third is main activity. In this section, the first teacher played a video and asked the students to make a small group discussion. Then, the second teacher played three different videos. Fourth is assessment and evaluation. In this section the first teacher asked each student to deliver the result of discussion and the second teacher asked the students to make a dialogue then come in front of the class to deliver the dialogue. The teachers did all of the activities well. This research is expected to inspire English teachers to be more creative to enhance the students’ speaking ability, such as using YouTube as a medium during the teaching-learning process. Furthermore, future researchers are suggested to explore the use of YouTube as a medium to teach speaking further especially related to Indonesian EFL teachers’ use of YouTube as a medium to teach speaking. Moreover, future researchers are also expected to conduct the study in different design to find out other results related to the use of YouTube as a medium to teach speaking.