







































 
 

  
 
  

 
EDUCATIO : Journal Of Education 

Volume 9 , Number 3, November 2024 
 ISSN : 2579-8383 (Print) ISSN : 2579-8405 (Online) 

 

  

The Use of Tiktok to Teach Speaking in Descriptive Text    
 

Muhammad Aldiansyah1, Lilis Rahmawati2*, Chalimah3, Maaz Ud Din4 
1,3Universitas PGRI Jombang 

2STAIM Nglawak Kertosono Nganjuk 
4Ph.D Scholar Department of Management Sciences University of Swabi, KP- 

Pakistan 
 
 

 

Corresponding Author : 24011516014@mhs.unesa.ac.id 

 

Accepted: 
Sept 28th 2024 

Reviewed: 
Oct 18th 2024 

Published: 
Nov 30th 2024 

 

Abstract  
The English learning process in Indonesia faces significant challenges, particularly in the speaking aspect, 
where students experience difficulties in comprehension and fluency. This study aims to evaluate the 
effectiveness of TikTok as a learning tool to improve students' speaking abilities, focusing on 
comprehension and fluency. A quantitative research design was employed, utilizing the Mann-Whitney U 
test for data analysis. Two student groups were involved: one group was taught using TikTok, while the 
other group followed traditional teaching methods. The results revealed a significant difference in learning 
outcomes between the two groups. The TikTok group achieved an average learning outcome of 22.18, 
whereas the non-TikTok group scored an average of 12.82. These findings indicate that TikTok is an 
effective medium for enhancing speaking skills, particularly in comprehension and fluency. The study 
demonstrates the potential of incorporating social media platforms like TikTok into language learning, 
offering a more engaging and interactive approach. 
 
Keywords: Speaking, TikTok, Instructional Media 

 By Authors 
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License. 

 

Introduction 

The acquisition of English as a foreign language (EFL) in Indonesia remains a significant 

challenge, particularly in speaking skills. Previous studies have highlighted that Indonesian students 

face difficulties in mastering grammar, speaking, listening, writing, and reading 1. Effective EFL 

programs require skilled instructors; however, issues such as instructor discomfort, non-interactive 

teaching methods, and lack of expertise significantly hinder the learning process 2. Given that 

 
1 Muflih A Zufar and Dwi Astuti, “Analysis of Logical Thinking Ability of Students 1G Madrasah Mu’allimin 

Muhammadiyah Yogyakarta Academic Year 2022/2023,” Math Didactic Jurnal Pendidikan Matematika 9, no. 1 (2023): 
60–70. 

2 Chun Lai, “The Influence of Extramural Access to Mainstream Culture Social Media on Ethnic Minority 
Students’ Motivation for Language Learning,” British Journal of Educational Technology 50, no. 4 (2018): 1929–1941. 

http://creativecommons.org/licenses/by-sa/4.0/


 
 

  
 
  

Volume 9, Number 3, November 2024| 292 

 

  

spoken English demands active engagement and interaction, educators must explore more 

effective strategies to foster students' language proficiency, especially in speaking 3. 

Speaking, as defined, is an interactive process involving the production, reception, and 

processing of information 4. It is a productive skill that demands systematic verbal utterances and 

a clear understanding of its underlying components 5. Key aspects of speaking include 

comprehension, fluency, grammar, vocabulary, and pronunciation 6. This research focuses on 

enhancing comprehension and fluency, using TikTok as a pedagogical tool, aligning with current 

digital trends where students are more engaged through interactive media 7. 

Comprehension refers to understanding the meaning conveyed by a speaker, while fluency 

is the ability to articulate thoughts smoothly without unnecessary pauses 8. This study explores the 

enhancement of these components through innovative teaching methods. As emphasized by 

Cahyaningrum et al., comprehensibility plays a crucial role in fostering mutual understanding, while 

fluency supports continuous speech flow during communication  9. 

Instructional media is an essential tool in modern pedagogy, serving to effectively deliver 

lesson materials and clarify complex concepts 10. The rise of social media platforms, such as 

TikTok, holds considerable potential in enhancing educational experiences due to their interactive 

nature and widespread appeal among students 11. TikTok’s audiovisual characteristics offer an 

innovative avenue for language practice, enabling students to engage with spoken English in a 

dynamic and enjoyable manner 12. 

 
3 Harto Malik et al., “Identification of Barriers and Challenges to Teaching English at an Early Age in Indonesia: 

An International Publication Analysis Study,” Linguistics and Culture Review 5, no. 1 (2021): 217–229. 
4 Doris Dippold et al., “Taking ELF off the Shelf: Developing HE Students’ Speaking Skills through a Focus on 

English as a Lingua Franca,” Linguistics and Education (2019); Novela Ananda and Hastini Hastini, “A Study on Self-
Confidence Impact of ELF Students’ Speaking,” Journal of General Education and Humanities (2023); Dr. Fadiel 
Mohammed Musa, “Evaluating ELF Students’ Speaking Skill at Tertiary Level,” International Journal online of Humanities 
(2021). 

5 Muneera Muftah, “Impact of Social Media on Learning English Language During the COVID-19 Pandemic,” 
Psu Research Review 8, no. 1 (2022): 211–226. 

6 Shek Kam Tse et al., “A Longitudinal Investigation into the Chinese Language Development of Non-Chinese 
Speaking Preschoolers in Hong Kong,” Journal of Language Teaching and Research (2021); Ana Gallego et al., “Examining 
the Relationship between Public Speaking Anxiety, Distress Tolerance and Psychological Flexibility,” Journal of 
Contextual Behavioral Science (2020); Judith J. Voogt et al., “Speaking up, Support, Control and Work Engagement of 
Medical Residents. A Structural Equation Modelling Analysis,” Medical Education (2019). 

7 Missi T Astuti, Shalawati Shalawati, and Sitti Hadijah, “Learning English as a Foreign Language in Indonesia: 
Senior High School Students’ Motivation and Challenges,” Al-Ishlah Jurnal Pendidikan 14, no. 4 (2022): 7001–7016. 

8 Siti A Nuraini, Sudiran Sudiran, and Hartono Hartono, “Enhancing Speaking Skills of Non-English Major 
Students: Evaluating the Impact of Sociodramatic Games,” Veles Voice of English Language Education Society 7, no. 3 
(2023): 765–774. 

9 Rasman Rasman, “To Translanguage or Not to Translanguage?  The Multilingual Practice in an   Indonesian 
Efl Classroom,” Indonesian Journal of Applied Linguistics 7, no. 3 (2018): 687; Nikmatus Solikhah and Muhammad J Sofi, 
“Teacher’s Strategies for Stimulating EFL Students’ Active Learning in an Indonesian Senior High School,” Erudita 
Journal of English Language Teaching 3, no. 2 (2023): 144–155. 

10 Woro E Sitoresmi and Nina A Damayanti, “The Syllabus Evaluation: Our Discovery Island 5–Student Book 
Published by Pearson Education,” Jurnal Jendela Pendidikan 2, no. 03 (2022): 459–464. 

11 Kireina Utomo et al., “Pre-Service Teacher’s Perspective on the Use of Communicative Learning Methods: A 
Case Study on Foreign Language Teaching (English-Japanese)” (2023). 

12 Dzakia Tunnisa, Murni Mahmud, and Kisman Salija, “Investigating Teacherâ€TMs Sense of Humor in 
Indonesia,” International Journal of Language Education (2019): 99–114. 



 
 

  
 
  

Volume 9, Number 3, November 2024| 293 

 

  

The features of TikTok, such as music integration, video effects, and collaborative tools, 

offer opportunities to promote student creativity. In particular, the duet feature enables students 

to practice speaking by pairing their voices with others, fostering collaborative learning experiences 
13. This research aims to leverage TikTok's features to improve speaking skills, encouraging 

students to consistently engage in creative language practice. 

This study investigates the effectiveness of TikTok in enhancing comprehension and fluency 

in EFL, contributing to existing literature on social media’s role in language acquisition 14. It seeks 

to provide practical insights for educators interested in incorporating technology into their 

teaching practices. 

Recent studies have documented TikTok’s influence on students' speaking skills. Wahyu et 

al. found significant improvements in students' language abilities with TikTok use 15, while Hartini 

et al. observed a marked impact on speaking capabilities, supported by statistically significant 

findings 16. Despite these promising results, there is limited research examining specific aspects of 

speaking skills, particularly comprehension and fluency. This study seeks to fill this gap by 

providing a detailed analysis of these components in the context of learning descriptive texts using 

TikTok. 

The integration of TikTok into language instruction represents a forward-thinking approach 

to language teaching, responding to the challenges of traditional methodologies and aligning with 

current technological trends in education 17. Engaging students through trending media such as 

TikTok promotes active learning, enhancing their language acquisition in a more interactive and 

innovative environment. 

The inclusion of TikTok in EFL learning offers new opportunities for language instruction, 

addressing pedagogical demands and fostering student engagement. This research aims to explore 

TikTok’s potential as a tool for improving speaking skills, particularly comprehension and fluency, 

contributing to the ongoing discourse on the role of technology in language education 18. 

Methods 

This study adopts a quantitative research design, employing a quasi-experimental approach to 

investigate the effectiveness of TikTok as a medium for improving English speaking skills among 

Indonesian students. The quasi-experimental design is particularly suitable for this research 

because it allows for comparisons between an experimental group and a control group while 

 
13 Siti To’ifah and Fatimah Sari, “An Exploration of University Students’ Challenges in Learning English as a 

Foreign Language (EFL) During COVID-19 Pandemic,” Teknosastik 20, no. 2 (2022): 113. 
14 Ulin Ni’mah, “Case Study: The Role of Learning Strategies, Personality and Motivation in the Second 

Language Acquisition:  Writing Proficiency of a Somalian Student,” Journal of English for Academic and Specific Purposes 
(Jeasp) 3, no. 1 (2020): 43–55. 

15 Rebaz B M Nuri et al., “Pedagogical Effects of Social Media on Iraqi Kurd EFL Learners,” Arab World English 
Journal 7, no. 1 (2021): 202–216. 

16 Caroline V Katemba, “Theatrical Performance and English as a Foreign Language Learning,” Ekspresi Seni 
Jurnal Ilmu Pengetahuan Dan Karya Seni 23, no. 2 (2021): 462. 

17 Nurul Fitri, Nina Afrida, and Cut I Meutia, “English Foreign Language Teachers’ Perception on the Use of 
Information and Communication Technology in Teaching English at SMKN 3 Langsa,” Jolcc 2, no. 1 (2024): 1–17. 

18 Zhongzheng Zhao et al., “Social Media and Academic Success: Impacts of Using Telegram on Foreign 
Language Motivation, Foreign Language Anxiety, and Attitude Toward Learning Among EFL Learners,” Frontiers in 
Psychology 13 (2022). 



 
 

  
 
  

Volume 9, Number 3, November 2024| 294 

 

  

acknowledging the challenges related to controlling external variables that may influence the 

outcomes19. 

The participants in this study consist of first-year English language students from SMKN 1 

Trowulan, selected based on purposive sampling. Purposive sampling was employed to ensure that 

the sample met specific criteria essential for the research objectives. Consequently, two classes 

were designated: Class 10 A served as the experimental group, while Class 10 B functioned as the 

control group. A total of 34 students participated in the study, comprising an equal distribution of 

students from both classes, ensuring a relevant sample for analyzing the impact of TikTok on their 

speaking skills. 

Data collection involved both pre-test and post-test assessments to measure the speaking 

skills of the students before and after the intervention. The research utilized a single-group pre-

test and post-test design, which is an established method in quasi-experimental research. This 

method involves assessing participants’ speaking skills through a standardized test prior to the 

implementation of the TikTok-based instructional intervention, followed by another assessment 

after the intervention has been conducted Dewi & Nugraheni 20. 

The instruments used for data collection included structured speaking tests, designed to 

evaluate students' comprehension and fluency in English speaking. The tests were developed to 

align with the objectives of the research, focusing specifically on evaluating speaking skills in 

response to TikTok-based learning activities. The speaking tests were administered under 

controlled conditions to reduce variability and ensure reliable measures of student performance. 

Data analysis was conducted using the Mann-Whitney test, an appropriate non-parametric 

statistical method. This choice was necessitated by the preliminary analysis indicating that the data 

distributions were not normal and homogenous, rendering parametric tests unsuitable . The Mann-

Whitney test allowed for a robust comparison of the pre-test and post-test scores of both the 

experimental and control groups, facilitating the evaluation of the efficacy of TikTok as a learning 

medium for enhancing speaking skills. 

The intervention consisted of a series of TikTok-based learning activities that encouraged 

active engagement among students. These activities integrated the use of TikTok’s features to 

promote dynamic interaction and collaborative learning, aimed at enhancing both comprehension 

and fluency aspects of speaking. Students in the experimental group were encouraged to create 

and participate in speaking tasks using TikTok, providing an engaging platform conducive to 

practicing their speaking skills in a socially relevant context. 

This research employs a systematic quantitative approach to explore the impact of TikTok on 

speaking skills, utilizing well-defined methods for participant selection, data collection, and 

analysis. By employing a quasi-experimental design and focusing on specific language skill 

 
19 N C Ramos and J V Berrocoso, “Social Media in Higher Education: Systematic Review of the Literature (2018-

2023),” International Journal of Educational Research and Innovation 2024, no. 21 (2024), 
https://www.scopus.com/inward/record.uri?eid=2-s2.0-
85200038387&doi=10.46661%2Fijeri.9602&partnerID=40&md5=9164b15de50f42319145e337445fdcef. 

20 I Dewi and Aninditya S Nugraheni, “Media Mind Mapping Untuk Meningkatkan Pemahaman Materi Kalimat 
Berpola,” Guru Tua Jurnal Pendidikan Dan Pembelajaran 5, no. 2 (2022): 31–40. 



 
 

  
 
  

Volume 9, Number 3, November 2024| 295 

 

  

components, this study aims to contribute valuable insights into innovative language teaching 

methodologies in a contemporary educational landscape. 

 

 

Result And Discussion 

Result 

The primary objective of this research was to investigate whether the use of TikTok could 

significantly improve students' speaking skills, with a focus on comprehension and fluency. In this 

study, TikTok served as the independent variable, and speaking skills were the dependent variable. 

The data from the experimental group (which used TikTok) and the control group (which did not 

use TikTok) were analyzed using the Mann-Whitney U test, as the data did not meet the 

assumptions of normal distribution, requiring a non-parametric test. 

The participants in this study were first-year English language students at SMKN 1 Trowulan, 

selected through purposive sampling. This method ensured that participants met specific criteria 

relevant to the research goals. The students were divided into two groups: Class 10A (experimental 

group) and Class 10B (control group). A total of 34 students participated, with an equal distribution 

across both groups, ensuring a balanced and representative sample for the research. 

The Mann-Whitney U test was used to assess the differences in post-test scores between the 

two groups. The results are summarized in Table 1, which presents the mean ranks and the sum 

of ranks for both groups: 

Table 1: Mann-Whitney Rank Test 

Class N Mean Rank Sum of Ranks 

Post-test results (control group) 17 12.82 218.00 

Post-test results (experimental group) 17 22.18 377.00 

Total 34 
  

From Table 1, it is evident that the experimental group (those who used TikTok) achieved 

significantly higher post-test scores, with a mean rank of 22.18 compared to the control group's 

mean rank of 12.82. The difference in mean ranks (9.26) highlights a substantial impact of TikTok 

on students' speaking outcomes. The sum of ranks for the experimental group was 377.00, while 

the control group had a sum of ranks of 218.00, further indicating a notable disparity between the 

groups. 

In order to further analyze the data, the Mann-Whitney U test results are provided in Table 2, 

which details the statistical analysis of the post-test scores for both groups: 

 

 

 

 

Table 2: Mann-Whitney Test for Students’ Speaking Skills 

Test Statistic Value 

Mann-Whitney U 65.000 

Wilcoxon W 218.000 

Z -3.319 



 
 

  
 
  

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Asymp. Sig. (2-tailed) 0.001 

Exact Sig. [2*(1-tailed Sig.)] 0.005 

 

The Asymp. Sig. (2-tailed) value of 0.001 is well below the critical threshold of 0.05, which 

confirms that the null hypothesis (H₀) should be rejected. This result supports the acceptance of 

the alternative hypothesis (H₁), indicating that there is a significant difference in the speaking skills 

of students between the experimental and control groups. Specifically, TikTok’s use significantly 

improved students' speaking abilities, particularly in the areas of comprehension and fluency. 

 

Discussion 

The findings of this study offer significant insights into the effectiveness of TikTok as a 

medium for improving speaking skills, specifically in the areas of comprehension and fluency, 

among Indonesian EFL learners. The results align with the growing body of research on the use 

of social media platforms, such as TikTok, in language learning, but with a more focused 

exploration of how TikTok affects specific aspects of speaking. This research contributes to the 

existing literature by narrowing the scope of investigation to comprehension and fluency, areas 

critical to achieving proficiency in spoken English. 

The findings of this study are consistent with earlier studies, such as those by Wahyu et al. 21 

and Hartini et al. 22, which demonstrated that TikTok enhances speaking skills through its engaging, 

interactive nature. Wahyu et al. 23  found significant improvements in language abilities attributed 

to TikTok, similar to the outcomes observed in the present study. The experimental group in this 

study showed an average learning improvement of 9.26 points compared to the control group, 

suggesting that TikTok's audiovisual features, such as music integration and video effects, help 

engage students in a more meaningful, interactive manner, which is conducive to learning 24 . The 

current study validates these findings by focusing specifically on comprehension and fluency, 

which have been shown to be two of the most challenging aspects of speaking skills for EFL 

learners 25. 

The theoretical framework of communicative language teaching (CLT) emphasizes the 

importance of interaction and real-world communication in language acquisition 26. TikTok’s 

interactive features, such as the duet function, enable students to engage in real-time, authentic 

communication with their peers and with content creators. This dynamic interaction likely 

contributes to improved comprehension, as students are required to process spoken language in 

 
21 Riswan T R I Wahyu, Nihta V F Liando, and Rinny S Rorimpandey, “The Implementation of TikTok as Media 

Teaching to Improve Students ’ Speaking Ability” 2, no. 12 (2023): 1551–1564. 
22 Reni Hartini, Ari Fajria Novari, and Tatu Munawaroh, “The Effect of Using TikTok Application towards 

Students’ Speaking Skill at the Tenth Grade Students of SMKN 5 Pandeglang in Academic Year 2022/2023,” 2023-
11-16. 

23 Wahyu, Liando, and Rorimpandey, “The Implementation of TikTok as Media Teaching to Improve Students 
’ Speaking Ability.” 

24 Tunnisa, Mahmud, and Salija, “Investigating Teacherâ€TMs Sense of Humor in Indonesia.” 
25 Malik et al., “Identification of Barriers and Challenges to Teaching English at an Early Age in Indonesia: An 

International Publication Analysis Study.” 
26 Jack C Richards and Theodore S Rodgers, Approaches and Methods in Language Teaching (Cambridge university 

press, 2014). 



 
 

  
 
  

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various contexts and apply it actively. Similarly, fluency is fostered as students practice articulating 

their thoughts more smoothly and coherently while participating in collaborative tasks on TikTok. 

These findings are in line with Nuraini et al. 27, who define fluency as the ability to express oneself 

without hesitation, an aspect that TikTok’s structure supports by encouraging students to speak 

continuously in a low-pressure environment. 

In comparison to previous studies, such as those by Dewi 28, this study makes a more direct 

contribution by isolating specific components of speaking skills—comprehension and fluency—

and analyzing how TikTok influences them. While past studies, like those by Irawan 29 and Zhou 
30, have demonstrated TikTok’s effectiveness in improving general language skills, this research 

contributes by offering a detailed examination of how TikTok improves two critical components 

of speaking that are often overlooked in broader studies. The specific focus on comprehension 

and fluency in the context of learning descriptive texts is a novel approach that expands our 

understanding of how TikTok can be used to enhance language learning. 

Moreover, the present study highlights the interactive and creative aspects of TikTok that 

appeal to students in the digital age. Social media platforms, especially TikTok, are widely used by 

students outside of the classroom, making them a familiar and engaging tool for language learning. 

This resonates with the findings of Fitri et al. 31, who emphasized the potential of social media as 

a pedagogical tool to bridge the gap between traditional language teaching and the needs of 

contemporary learners. By using a platform that students already engage with regularly, educators 

can foster a more natural and comfortable learning environment, which increases motivation and 

engagement. This approach aligns with the current shift towards student-centered learning, which 

prioritizes active participation and creative expression. 

The findings of this study also have important pedagogical implications. By using TikTok as a 

teaching tool, educators can create more interactive and engaging learning experiences that go 

beyond traditional, passive learning methods. TikTok's multimedia features provide students with 

the opportunity to practice speaking in ways that are both fun and academically relevant, enhancing 

both their comprehension and fluency. Moreover, the collaborative aspects of TikTok—such as 

the duet function—promote peer interaction, which is crucial for language development 32. This 

social interaction encourages learners to communicate more effectively and provides them with 

immediate feedback, which is essential for improvement. 

However, despite the promising findings, there are challenges associated with using TikTok as 

an instructional medium. For instance, students may face difficulties balancing the creative aspects 

 
27 Nuraini, Sudiran, and Hartono, “Enhancing Speaking Skills of Non-English Major Students: Evaluating the 

Impact of Sociodramatic Games.” 
28 Yohana Puspita Dewi, “Use of TikTok Application to Enchance Tudents’ Speaking Skill,” Journal Corner of 

Education, Linguistics, and Literature 3, no. 2 (2023): 92–99. 
29 Yoki Irawan, “Situating Islamic Values in English Language Teaching,” Islamika Jurnal Ilmu-Ilmu Keislaman 20, 

no. 01 (2020): 95–103. 
30 Yonghong Zhou, “Impacts of Social Media on Language Learning: A Review of Literature” (2021). 
31 Fitri, Afrida, and Meutia, “English Foreign Language Teachers’ Perception on the Use of Information and 

Communication Technology in Teaching English at SMKN 3 Langsa.” 
32 Rebecca L. Gómez and Louann Gerken, “Infant Artificial Language Learning and Language Acquisition,” 

Trends in Cognitive Sciences, 2000. 



 
 

  
 
  

Volume 9, Number 3, November 2024| 298 

 

  

of TikTok with the academic objectives of the lesson. Some students may struggle with the self-

directed nature of the tasks or may find it challenging to integrate the content of the lesson with 

their personal creativity. Future studies could investigate how to structure TikTok-based tasks 

more effectively to ensure that academic goals are met while still allowing for creativity and 

engagement. 

The findings of this research reinforce the growing body of evidence suggesting that TikTok 

is an effective tool for enhancing students’ speaking skills, especially in the areas of comprehension 

and fluency. The use of TikTok as a pedagogical tool in this study supports the theoretical 

underpinnings of communicative language teaching by providing an interactive, authentic 

environment for students to practice speaking. This study contributes to the existing literature by 

offering a focused analysis of TikTok’s impact on specific aspects of speaking and by 

demonstrating how digital platforms can be effectively integrated into modern language teaching 

practices. Future research should continue to explore the long-term effects of TikTok on language 

acquisition and consider how it can be used alongside other instructional tools to maximize its 

educational benefits. 

 

Conclusion 

This study investigated the effectiveness of TikTok as a pedagogical tool for enhancing 

students' speaking skills, specifically focusing on comprehension and fluency. The findings clearly 

indicate that TikTok has a significant positive impact on students' speaking abilities compared to 

traditional methods. Students in the experimental group, who used TikTok in their learning 

activities, exhibited higher speaking proficiency, particularly in comprehension and fluency, than 

those in the control group. These results underscore TikTok's potential as a dynamic and engaging 

learning medium, which can foster greater interaction and creativity among students, enhancing 

their overall language skills. 

The study’s findings contribute to the broader conversation surrounding the integration of 

digital tools, particularly social media platforms like TikTok, in language education. By offering an 

interactive and immersive environment, TikTok provides a unique opportunity for students to 

practice language in a more socially relevant and engaging context. This aligns with contemporary 

educational trends that prioritize student-centered, technology-driven learning environments. 

Furthermore, this research builds upon previous studies, focusing specifically on comprehension 

and fluency—two critical aspects of language proficiency that are often underexplored in the 

context of social media-based language learning. 

However, while this study provides compelling evidence for the effectiveness of TikTok in 

improving speaking skills, it also highlights areas for future exploration. Future research could 

investigate how TikTok’s interactive features impact other aspects of speaking, such as 

pronunciation and grammar. Additionally, long-term studies could explore the sustained effects of 

TikTok-based learning on students’ speaking proficiency and overall language acquisition. It would 

also be valuable to examine the role of educator facilitation in maximizing the effectiveness of 

TikTok as a teaching tool, ensuring that the platform's potential is fully realized within the 

classroom setting. 



 
 

  
 
  

Volume 9, Number 3, November 2024| 299 

 

  

The implications of this research for the field of education are far-reaching. As educational 

institutions continue to embrace digital technologies, the use of platforms like TikTok can 

significantly enhance language learning experiences. By integrating such platforms into the 

curriculum, educators can tap into students' interests, motivate them to engage with language 

learning in innovative ways, and develop their speaking skills more effectively. Furthermore, the 

flexibility and accessibility of TikTok enable learners to practice speaking outside the classroom, 

fostering continuous learning and skill development. 

This research demonstrates the potential of TikTok as an effective tool for improving 

speaking skills in English language learners, particularly in terms of comprehension and fluency. 

The findings underscore the value of leveraging social media as an educational resource, with the 

potential to transform traditional language learning practices. By continuing to explore and 

integrate such digital tools into education, we can open new avenues for student engagement and 

language acquisition in the digital age. 

 

Reference 

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in Indonesia: Senior High School Students’ Motivation and Challenges.” Al-Ishlah Jurnal 
Pendidikan 14, no. 4 (2022): 7001–7016. 

Dewi, I, and Aninditya S Nugraheni. “Media Mind Mapping Untuk Meningkatkan Pemahaman 
Materi Kalimat Berpola.” Guru Tua Jurnal Pendidikan Dan Pembelajaran 5, no. 2 (2022): 31–40. 

Dewi, Yohana Puspita. “Use of TikTok Application to Enchance Tudents’ Speaking Skill.” Journal 
Corner of Education, Linguistics, and Literature 3, no. 2 (2023): 92–99. 

Dippold, Doris, Stephanie Bridges, Sue Eccles, and Emma Mullen. “Taking ELF off the Shelf: 
Developing HE Students’ Speaking Skills through a Focus on English as a Lingua Franca.” 
Linguistics and Education (2019). 

Fitri, Nurul, Nina Afrida, and Cut I Meutia. “English Foreign Language Teachers’ Perception on 
the Use of Information and Communication Technology in Teaching English at SMKN 3 
Langsa.” Jolcc 2, no. 1 (2024): 1–17. 

Gallego, Ana, Louise McHugh, Matthieu Villatte, and Raimo Lappalainen. “Examining the 
Relationship between Public Speaking Anxiety, Distress Tolerance and Psychological 
Flexibility.” Journal of Contextual Behavioral Science (2020). 

Gómez, Rebecca L., and Louann Gerken. “Infant Artificial Language Learning and Language 
Acquisition.” Trends in Cognitive Sciences, 2000. 

Hartini, Reni, Ari Fajria Novari, and Tatu Munawaroh. “The Effect of Using TikTok Application 
towards Students’ Speaking Skill at the Tenth Grade Students of SMKN 5 Pandeglang in 
Academic Year 2022/2023.” 2023-11-16. 

Irawan, Yoki. “Situating Islamic Values in English Language Teaching.” Islamika Jurnal Ilmu-Ilmu 
Keislaman 20, no. 01 (2020): 95–103. 

Katemba, Caroline V. “Theatrical Performance and English as a Foreign Language Learning.” 
Ekspresi Seni Jurnal Ilmu Pengetahuan Dan Karya Seni 23, no. 2 (2021): 462. 

Lai, Chun. “The Influence of Extramural Access to Mainstream Culture Social Media on Ethnic 
Minority Students’ Motivation for Language Learning.” British Journal of Educational Technology 
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Malik, Harto, Megan A Humaira, Achmad N Komari, Irwan Fathurrochman, and Imam Jayanto. 
“Identification of Barriers and Challenges to Teaching English at an Early Age in Indonesia: 



 
 

  
 
  

Volume 9, Number 3, November 2024| 300 

 

  

An International Publication Analysis Study.” Linguistics and Culture Review 5, no. 1 (2021): 
217–229. 

Muftah, Muneera. “Impact of Social Media on Learning English Language During the COVID-
19 Pandemic.” Psu Research Review 8, no. 1 (2022): 211–226. 

Musa, Dr. Fadiel Mohammed. “Evaluating ELF Students’ Speaking Skill at Tertiary Level.” 
International Journal online of Humanities (2021). 

Ni’mah, Ulin. “Case Study: The Role of Learning Strategies, Personality and Motivation in the 
Second Language Acquisition:  Writing Proficiency of a Somalian Student.” Journal of English 
for Academic and Specific Purposes (Jeasp) 3, no. 1 (2020): 43–55. 

Novela Ananda, and Hastini Hastini. “A Study on Self-Confidence Impact of ELF Students’ 
Speaking.” Journal of General Education and Humanities (2023). 

Nuraini, Siti A, Sudiran Sudiran, and Hartono Hartono. “Enhancing Speaking Skills of Non-
English Major Students: Evaluating the Impact of Sociodramatic Games.” Veles Voice of 
English Language Education Society 7, no. 3 (2023): 765–774. 

Nuri, Rebaz B M, Awder R Aziz, Kochar A Saeed, Shaiy K Tofiq, and Soma S Ahmed. 
“Pedagogical Effects of Social Media on Iraqi Kurd EFL Learners.” Arab World English Journal 
7, no. 1 (2021): 202–216. 

Ramos, N C, and J V Berrocoso. “Social Media in Higher Education: Systematic Review of the 
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