THE RESEARCH REVIEW ABOUT USING YOUTUBE ENGLISH CHANNEL IN IMPROVING STUDENTS’ ENGLISH FOREIGN LANGUAGE SKILLS

The YouTube app is a platform that allows users to upload creative and informative videos and then show them to other users. YouTube users are spread worldwide, including Many native English speakers and English language experts who are also involved in creating English language channels through YouTube that allow viewers to learn English from authentic sources. However, there are not many research studies that discuss the use of YouTube videos to improve English learning. The primary purpose of this research is to explore a preliminary study of the use of YouTube channels related to learning English. The research focuses on improving students' English skills. The technique of collecting data is that the researcher focuses on articles retrieved through internet search engines in the last four years, starting in 2019 and ending in 2022. The articles were selected manually and reviewed systematically—search keywords related to YouTube English Channel. Then, the findings were reviewed and categorized into two problems: the effectiveness of using English YouTube Channels based on the participant's point of view and implementing YouTube Videos as Learning Resources in English classes to improve specific language-Skills. The results show several articles reveal positive indications of using English learning resources through the English YouTube Channel. English Language Education Practitioners can find this valuable knowledge in conducting practical learning and developing various instructional tasks based on the YouTube English Channel Platform in developing EFL students' skills.


A. INTRODUCTION
In its history, YouTube was introduced in 2005 as a new platform allowing people to share their self-produced videos online.The YouTube name itself is rapidly growing into the most popular platform under the auspices of Google Inc. (Dijck, 2013), which offers less than two billion videos daily.It can attract audiences many times compared to local television broadcasts (Gilbert, 2018)-with the ease of sharing videos, the users, both native and non-native English speakers, also come up with English learning content that is accessible to viewers who can store the videos for learning purposes in favorite-part of their account (Mullen & Wedwick, 2010).This phenomenon triggers educators to build creative ideas to utilize the videos available on YouTube as supplementary material in language classes.The used methods are also very diverse, such as YouTube videos can be observed through sight and sound where creative teachers can easily find new ways to use them in the process of learning active skills: listening and speaking, by applying conversion analysis activities, movie trailer voiceovers, Famous movie scene reenactments, and Vlogging, while learning passive skills: writing and reading through YouTube Video, the teacher can apply Notetaking and summarize (Watkins & Wilkins, 2011).However, the vast open access to a variety of available content requires a practitioner to critically select video material based on educational and cultural values to achieve learning objectives (Jones & Cuthrell, 2011).
An educator must critically examine material from the YouTube Platform by looking at several aspects: credibility, accuracy, fairness, and support, where the credibility of the video is supported by accurate information about the video, who is the maker, and where the source of the video come from and so on (Harris, 2010).Conversely, implementing English learning material with the help of the YouTube video must meet these criteria or whether it is acceptable to give learning assignments in a language class.Previous Experimental Research found that YouTube video in studying spoken English discourse plays an essential role in improving the proficiency of Saudi EFL students.The experimental group student results revealed positive gains through video elements in teaching, which made learning more effective and interactive because it kept students engaged in the real scenario of the target language (Albahiri & Alhaj, 2020).Other research does not focus on improving skills.However, it looks for general views of audiences who use YouTube videos in learning, such as the qualitative study focused on the views of Korean international students studying in the U.S., where the researchers examined how the use of YouTube Video contributes to students' linguistic and cultural diversity.The findings reveal that YouTube helps broaden students' understanding of cross-cultural perspectives, where YouTube Videos direct students to develop content knowledge and English skills in real situations that can be practiced directly (Kim & Kim, 2021).
Judging from the state of the COVID-19 outbreak around the world, many studies in the last four years have discussed how the YouTube platform is seen as an intervention that can provide benefits as supplementary material for learning English, and many of these YouTube interventions are researched to find answers that YouTube English Video can improve students' English skills.The example studies are the study on improving young learners' vocabulary using YouTube English videos (Hariyono, 2020), Improving students' Vocabulary with YouTube video integration clips during reading activities by applying experimental research in an intensive English course at King Abdul-Aziz University (Kabooha & Elyas, 2015), improving EFL Learners' Speaking skills with several platforms: YouTube, Skype, and WhatsApp (Mustafa, 2018), finding the novelty of grammar videos on three Brazilian YouTube channels dedicated to EFL teaching (Azevedo & Matias, 2019), and many more.
However, from all the research finding mentioned, this study is interested in collecting all researches related to improving students' English speaking skills by using YouTube Videos available on the YouTube English Channel, as well as collecting various researches that discuss how to conduct learning assignments by making videos in English and uploaded on the YouTube Platform improve student confidence and other aspects of speaking skills.In other words, this research aims to collect scientific evidence that YouTube English videos can improve one's English language skills and what kind of videos can be applied in English classes.So that at the end of this study, readers, researchers, tutors, and policymakers get a new perspective on applying appropriate learning methods for language classes to achieve communication purposes.
A Qualitative-Systematic Review (QLSR) of articles about enhancing English skills using English Video on YouTube Channel.The limitation of the study is that the analysis only focused on teaching English and narrowed it to the active skills of English: speaking skill.

B. METHOD
QLSR is a form of secondary data analysis in which the major activities of the systematic review were scoping, selecting, identifying, and evaluating the primary scientific papers about using YouTube Channels that provides English Lesson in order to improve the skills of EFL Students (Siddaway, Wood, & Hedges, 2018).This study followed several steps in analyzing the data as follows:

Scoping data
As a first step in conducting a systematic review, the researcher collected vital issues regarding using YouTube videos in teaching English.The data were filtered by following several criteria such as type of publication, availability of access, age level of participants, research methods used in a reference article, English skills focused on analyzed, the speaker in a video-a native speaker or not, and the period of the article retrieval on the search engine.
Subsequently, the researcher put the data into two categories: Inclusive and Exclusive.
Inclusive data is a characteristic of data that belongs to this study to be analyzed.In contrast, exclusive data is the data that is not included in the desired conditions in this study (see table 1).

Selecting and Screening the article
The researcher collected the data from academic database, namely Google Scholar, Cambridge Core, Pro-Quest, and EBSCO Essential in the last 4 years since COVID19 has plagued the world so that language learning in the class has shifted from offline to online teaching, in some cases blended learning between online and offline, that's where the use of YouTube videos regarding the English language is growing very rapidly.
During the search for articles that match the criteria, the researcher spent two phases of the search time where the used methods were screening on the article title and abstract to recognize the data belong to inclusive or exclusive data.In the first phase, the researcher considered the keywords used in the search, namely "YouTube English", "YouTube English Teaching" and "YouTube English Video".In this phase, 33 articles were obtained about research of YouTube video as intervention variables in improving English teaching.
However, in this phase, the activity did not choose the data based on the participant's age and certain English skills.In the second phase, The researcher began to narrow the search for YouTube research with the keywords "YouTube Speaking Skills" and "Improve speaking skills through YouTube", and the next step the researcher began to filter articles that matched the age criteria of the participants, Speakers of YouTube Video, research method that used and the most important one was that the article should be in the last 5 years.The final result is 7 data matching to the selection criteria.

Eligibility
In this step, the activity is to read the full text of articles to determine their eligibility for inclusion.The researcher need to consider sensitivity to specificity in order to filter the full-text version of potentially eligible articles to see if each article related to The use of YouTube English Video in improving speaking skill is indeed appropriate for inclusion (see table 1).

Table 2 .
The retrieved articles on intervention of YouTube English Video in Enhancing Speaking Skill