Penelitian ini bertujuan untuk menganalisis dampak penggunaan media YouTube terhadap peningkatan kemampuan berbicara siswa kelas VIII di SMPN 4 Majene, khususnya dalam aspek pronunciation dan fluency, serta mengeksplorasi persepsi siswa terhadap media tersebut. Pendekatan yang digunakan adalah kualitatif dengan metode studi kasus. Data diperoleh melalui observasi dalam empat kali pertemuan dan wawancara mendalam dengan empat siswa yang dipilih secara purposive berdasarkan keaktifan mereka di kelas. Hasil penelitian menunjukkan bahwa video
YouTube membantu siswa memahami teks naratif dan melatih keterampilan berbicara. Pada aspek pronunciation, terjadi peningkatan meskipun masih ditemukan kesalahan dalam pengucapan vokal panjang dan diftong. Dalam fluency, beberapa siswa masih kurang lancar, tetapi latihan melalui pemutaran video berulang dan kegiatan retelling meningkatkan kepercayaan diri mereka. Siswa juga menunjukkan persepsi positif terhadap penggunaan YouTube karena dinilai menarik, mudah dipahami, dan memotivasi belajar. YouTube terbukti menjadi media alternatif yang efektif dalam pembelajaran berbicara bahasa Inggris. Namun, keterbatasan penelitian ini terletak pada jumlah partisipan yang sedikit dan fokus hanya pada dua aspek berbicara. Oleh karena itu, disarankan agar penelitian selanjutnya melibatkan lebih banyak peserta, menggunakan pendekatan mixedmethod, dan mengkaji dampak jangka panjang penggunaan YouTube terhadap keterampilan berbicara secara menyeluruh.
This study aims to analyze the impact of using YouTube media on improving the speaking skills of eighth grade students at SMPN 4 Majene, especially in terms of pronunciation and fluency, and to explore students' perceptions of the media. The approach used is qualitative with a case study method. Data were obtained through observations in four meetings and in-depth interviews with four students who were selected purposively based on their activeness in class. The results showed that YouTube videos helped students understand narrative texts and practice speaking skills. In terms of pronunciation, there was an increase although there were still errors in pronouncing long vowels and diphthongs. In terms of fluency, some students were still not fluent, but practice through repeated video playback and retelling activities increased their confidence. Students also showed positive perceptions of using YouTube because it was considered interesting, easy to understand, and motivating to learn. YouTube has proven to be an effective alternative media in learning to speak English. However, the limitations of this Study lie in the small number of participants and the focus on only two aspects of speaking. Therefore, it is recommended that further research involve more participants, use a mixed-method approach, and examine the long-term impact of using YouTube on speaking skills as a whole.