The Effect of Using Tiktok Videos to Improve Students' Speaking Fluency in English Class

Abstract

This study investigated the effectiveness of integrating TikTok videos as a pedagogical tool to improve English speaking fluency among secondary school students. This study aimed to examine whether the use of TikTok videos as a learning medium significantly improves students' speaking fluency compared to traditional teaching methods. A quasi-experimental design was used involving 60 tenth grade students at SMK Negeri 1 Pangkalan Kerinci who were divided into experimental and control groups over an eight-week period. The experimental group used TikTok videos for speaking activities including video making, dialogue practice, and pronunciation practice, while the control group received conventional speaking instruction. Data collection involved pre-test and post-test speaking assessments evaluated using a standardized fluency rubric measuring speaking rate, pauses, hesitations, and overall communicative effectiveness. Statistical analysis using independent t-test revealed a significant improvement in the experimental group's speaking fluency scores (p < 0.05), with a marked increase in pronunciation accuracy, decreased frequency of hesitations, and increased speaking rate. The research findings show that TikTok’s engaging, authentic, and interactive features effectively motivate students to practice speaking in English, reduce speaking anxiety, and provide a culturally relevant context for language use. This study contributes to the growing body of literature on technology-enhanced language learning and suggests that social media platforms such as TikTok can serve as valuable complementary tools in English language teaching when properly integrated into a structured pedagogical framework.