<![CDATA[This study aimed to describe the implementation of YouTube videos in English language teaching and to identify the challenges faced by the teacher during their implementation in the seventh grade of SMPN 2 Gedangan. This study employed a descriptive qualitative approach. The data were collected through three classroom observations and a semistructured interview with an English teacher. The data were analyzed using an interactive model consisting of data reduction, data display, and conclusion drawing. The findings revealed that the implementation of YouTube videos was conducted systematically through several stages, including selecting learning materials, choosing appropriate video types, determining learning models and teaching methods, conducting videoassisted learning activities, and evaluating students’ learning outcomes. The teacher utilized three types of YouTube videos, namely animated videos, teacher explanation videos, and vlog videos. The learning models applied were Discovery Learning and Problem-Based Learning, while the teaching methods included lecture, question-and-answer, and group discussion. However, the teacher also encountered several challenges, particularly technical issues such as unstable internet connections, video buffering, projector malfunctions, and differences in students’ concentration levels. Nevertheless, these challenges were addressed through alternative strategies such as direct explanations, ice-breaking activities, and quizzes. Therefore, YouTube videos were proven to be an interesting instructional medium in supporting English language teaching and learning. ]]>
