LAUSR

International Journal of Instruction e-ISSN: 1308-1470 ● www.e-iji.net October 2020 ● Vol.13, No.4p-ISSN: 1694-609X pp. 393-408 Received: 12/02/2019 Revision: 15/04/2020 Accepted: 05/05/2020 OnlineFirst:26/07/2020 EFL Students’ Improvement through the Reflective YouTube Video Project Angela Bayu Pertama Sari M.Pd., Universitas Bina Sarana Informatika, Indonesia, [email protected] Hanandyo Dardjito Ph.D., Universitas Sarjanawiyata Tamansiswa, Indonesia, [email protected] Dinar Martia Azizah M.Pd., Universitas Sarjanawiyata Tamansiswa, Indonesia, [email protected] YouTube’s contribution to EFL learning has made it an enticing learning media for students in this millennial era. YouTube created engaging atmosphere for learning English. Because of this, this study was carried out with two objectives in mind. The first objective was to reveal how factors in higher education affected the YouTube video project. The second objective was to provide evidence showing students’ selfimprovement in EFL learning via the YouTube video project. The data collected in this study was obtained from seventy-nine non-English speaking students in higher education. Data was collected via reflections written by the participating students. The content of these reflections was then synthesized and subsequently analysed. The analysis indicated that six factors influenced the reflection process of YouTube video project. These were as follows: behaviour, competencies, beliefs, environment, identity and mission. Additionally, the study indicated improvements in other areas such as the development of team work skills, ability to manage stress, technological ability and creativity. Especially in delivering information and enriching knowledge either the knowledge that was related to English learning or other types of knowledge in broader scope. Surprisingly, the study indicated that students’ English language skills were not significantly increased compared to the result of the self-quality improvements.