The Effect of TikTok-Supported Learning Activities on Students’ English Speaking Performance at SMA Negeri 2 Sigi

Abstract

This study aimed to examine the effect of TikTok-supported learning activities on the English-speaking performance of eleventh-grade students at SMA Negeri 2 Sigi. An explanatory sequential mixed-methods design was employed, consisting of a quantitative quasi-experimental phase followed by a qualitative phase. The quantitative phase involved 72 eleventh-grade students from two intact classes, with 36 students assigned to the experimental group and 36 to the control group. The classes were selected through cluster random sampling. Both groups completed speaking pre-tests and post-tests, while the experimental group participated in six instructional sessions in which educational TikTok videos were integrated into structured speaking activities. These activities included vocabulary development, pronunciation and intonation practice, grammar-focused speaking practice, storytelling and retelling, pair-speaking activities, and integrated speaking performances. Students’ speaking performance was assessed using a five-point rubric focusing on fluency and accuracy, with accuracy represented by pronunciation, grammar, and vocabulary. Because the post-test data were not normally distributed, the Mann–Whitney U test was used to compare the two groups. The experimental group obtained a higher post-test mean score (M = 80.4) than the control group (M = 60.8), with a statistically significant difference, U = 18.0, p < .001. Based on the reported U statistic and sample size, the estimated effect size was r = .84. The qualitative findings further indicated that students perceived the TikTok-supported activities as useful because they provided accessible language input, pronunciation models, vocabulary, speaking ideas, and opportunities for repeated practice. Students also reported greater willingness to participate in speaking activities and less concern about making mistakes. These findings suggest that TikTok can function as a supplementary digital resource for EFL speaking instruction when educational videos are carefully selected and integrated with structured classroom activities and teacher guidance.