STUDENTS’ SELF-DISCIPLINE STRATEGIES IN IMPROVING SPEAKING SKILLS THROUGH “SPEAK ENGLISH WITH CLASS” YOUTUBE CHANNEL

Azzahrona, Putri Fatma (2026) STUDENTS’ SELF-DISCIPLINE STRATEGIES IN IMPROVING SPEAKING SKILLS THROUGH “SPEAK ENGLISH WITH CLASS” YOUTUBE CHANNEL. Undergraduate (S1) thesis, UIN SYEKH WASIL KEDIRI.

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Abstract

For EFL students, speaking is still one of the hardest skills because of their little vocabulary, lack of confidence, and lack of experience. YouTube provides a wealth of tools for self-directed learning in the digital age, but sustained progress necessitates a strong sense of self-control. The purpose of this study was to examine the self-discipline techniques students used when practicing speaking, especially with explanatory texts, on the "Speak English With Class" YouTube channel and to find out how they perceived the impact of self-discipline on improving their speaking. A descriptive qualitative design was used in this investigation. This study involved four third-semester students from UIN Syekh Wasil Kediri's English Language Education Department. Participants' learning schedules and in-depth interviews were used to gather data, which was then evaluated utilizing methods including pattern matching and explanation building. The results showed that students used four primary self-discipline techniques: self-rewarding, goal-setting, scheduling, and avoiding distractions. Despite obstacles including lethargy, a fear of making mistakes, and digital distractions, these techniques enabled them to continue speaking regularly. The participants believed that consistent, focused practice with the YouTube channel greatly enhanced their vocabulary, pronunciation, fluency, coherence, and speaking confidence. This study comes to the conclusion that leveraging the advantages of digital learning platforms for independent speaking practice requires self-discipline. In EFL environments, self-regulated learning underpinned by strong self-discipline significantly improves students' speaking abilities and learning consistency.

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