The Exploration of Tik-Tok App to Teaching Speaking at the Eleventh Grade Students
DOI:
https://doi.org/10.29240/ef.v8i2.11536Keywords:
TikTok application, speaking skill, student engagement, EFL educationAbstract
Digital platforms have become increasingly integrated into educational practices in recent years in order to improve learning outcomes. TikTok, a popular social media app, offers unique opportunities for language learning, particularly in developing speaking skills. This study investigates the effectiveness of using TikTok as a tool for teaching speaking to eleventh-grade students at SMA N 2 Palembang. Objective: The primary aim of this research is to explore the impact of TikTok on students' speaking skills, engagement, and motivation in the learning process. The study also examines the potential challenges and benefits of integrating TikTok into language teaching. A mixed-methods approach was employed, combining quantitative and qualitative data. The sample comprised 250 eleventh-grade students who participated in a pre- and post-intervention speaking test. Additionally, a questionnaire was administered to gather data on student engagement and motivation. In-depth interviews with 10 students provided qualitative insights into their experiences. Quantitative data were analysed using paired t-tests and ANOVA, while qualitative data were subjected to thematic analysis. The quantitative analysis revealed a significant improvement in students' speaking test scores from pre-test (M = 65.3, SD = 10.4) to post-test (M = 75.8, SD = 8.7), with a mean difference of 10.5 points (t(249) = 18.63, p < 0.001). The questionnaire results indicated high levels of engagement (M = 4.5, SD = 0.6) and motivation (M = 4.6, SD = 0.5). Qualitative findings highlighted increased student confidence, practical application of speaking skills, and the supportive role of peer feedback. However, challenges such as technical difficulties and potential distractions were noted. The integration of TikTok into language teaching significantly improves students' speaking skills and engagement. While challenges exist, they can be mitigated with careful planning and support. This research contributes to the growing body of literature on digital and social media integration in education, offering a novel approach to enhancing speaking proficiency in EFL learners.
Downloads
References
Abdullah, M. Y., Hussin, S., Hammad, Z. M., & Ismail, K. (2021). Exploring the effects of flipped classroom model implementation on EFL learners’ self-confidence in English speaking performance. Recent advances in intelligent systems and smart applications, 223-241.
Adeoye, M. A. (2023). Review of Sampling Techniques for Education. ASEAN Journal for Science Education, 2(2), 87-94.
Adu, P. (2019). A step-by-step guide to qualitative data coding. Routledge.
Akhter, S., Haidov, R., Rana, A. M., & Qureshi, A. H. (2020). Exploring the significance of speaking skill for EFL learners. PalArch's Journal of Archaeology of Egypt/Egyptology, 17(9), 6019-6030.
Alharbi, M. (2020). The role of communicative competence in enhancing language learning. Journal of Language Teaching and Research, 11(1), 1-7.
Alharbi, M. (2023). The use of TikTok in language education: Opportunities and challenges. Journal of Interactive Learning Research, 34(2), 145-159.
Almeida, F. (2018). Strategies to perform a mixed methods study. European Journal of Education Studies.
Alzeebaree, Y., & Hasan, I. (2020). The impact of communicative language teaching on the development of speaking skills. International Journal of English Language and Literature Studies, 9(2), 45-56.
Armstrong, F. (2019). Social constructivism and action research: Transforming teaching and learning through collaborative practice. In Action research for inclusive education (pp. 5-16). Routledge.
Ashraf, T. A. (2018). Teaching English as a foreign language in Saudi Arabia: struggles and strategies. International Journal of English Language Education, 6(1), 133-154.
Asyrofi, S. (2023). An Analysis Of Using Tiktok In Teaching Speaking At The 3rd Semester Of English Education Department In IAIN Metro Lampung (Doctoral dissertation, IAIN Metro).
Belkaisse, M. A. H. A. T., & Manel, B. O. U. L. G. H. A. L. A. G. H. E. (2023). Investigating Students’ Use of Micro-Learning on TikTok Mobile Application to Improve Their English Pronunciation Case Study: Undergraduate English Language Students at Abdelhafid Boussouf University Center of Mila (Doctoral dissertation, University Center of Abdel Hafid Boussouf Mila).
Bergin, T. (2018). An introduction to data analysis: Quantitative, qualitative and mixed methods. An introduction to data analysis, 1-296.
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77-101.
Brown, H. D. (2019). Teaching by Principles: An Interactive Approach to Language Pedagogy. Pearson Education.
Budianto, L., & Sitinjak, M. (2021). Reducing speaking anxiety through collaborative learning. TESOL Journal, 12(3), 421-435.
Cahyono, A. O. M., & Perdhani, W. C. (2023). Using TikTok in EFL class: Students’ perceptions. Journal of English Education and Teaching, 7(1), 59-77.
Cohen, L., Manion, L., & Morrison, K. (2017). Research methods in education (7th ed.). Routledge.
Creswell, J. W., & Plano Clark, V. L. (2011). Designing and conducting mixed methods research (2nd ed.). Sage.
Dörnyei, Z. (2003). Questionnaires in second language research: Construction, administration, and processing. Lawrence Erlbaum Associates.
Elliott, V. (2018). Thinking about the coding process in qualitative data analysis. Qualitative report, 23(11).
Elmas, Z., & Topal, M. (2022). TikTok as a tool for language teaching: A study on EFL learners. International Journal of Emerging Technologies in Learning, 17(4), 42-56.
Downloads
Published
How to Cite
Citation Check
License
Copyright (c) 2024 Kurnia Saputri, Darmawan Budiyanto
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
Authors who publish with this journal agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License (CC BY-NC-SA 4.0) that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
