Students’ Voices in Utilizing TikTok as a Dynamic Tool for Enhancing English Speaking Skills at SMA Islamic Leader School

Abstract

This study explores the use of TikTok as a dynamic tool to enhance students’ English-speaking skills. The study aimed to explore how students utilize TikTok to enhance their English-speaking skills, the role in their learning process, and the challenges they face. This research is a qualitative case study approach, conducted at SMA Islamic leader School with two students a participants Data were collected through semi-structured interviews and supported by documentation. Data were analysed using the interactive model of Miles, Huberman, and Saldaña (2014), which includes data condensation, data display and drawing and verifying conclusions. The findings revealed that TikTok, as an engaging learning medium, can provide exposure to authentic English input. Students utilize interactive features such as voice over and video content, which can help them enhance pronunciation accuracy and expand vocabulary. Students also reported increased confidence and motivation to practice speaking, despite facing several challenges, including limited speaking interaction, difficulty with pronouncing words, feeling of embarrassment in delivering spoken content, and unstable internet connection. Overall, this study concludes that TikTok can be a supportive and effective tool for enhancing students’ English-speaking skills if used purposefully and consistently. The platform offers both linguistics and motivational benefits, although is impact depends on how actively students engage with the platform.

Keywords: TikTok, English-speaking skills, pronunciation, vocabulary, motivation.