EXAMINING INDONESIAN STUDENT TEACHERS’ PERSPECTIVES OF THE USE OF TIKTOK FOR LEARNING AND TEACHING SPEAKING

Michelle Vanya Swandaru (2024) EXAMINING INDONESIAN STUDENT TEACHERS’ PERSPECTIVES OF THE USE OF TIKTOK FOR LEARNING AND TEACHING SPEAKING. Final Year Projects (S1) thesis, Universitas Kristen Duta Wacana.

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Abstract

Examining Indonesian student teachers’ perspectives of the use of TikTok for learning and teaching speaking. (Unpublished Undergraduate Thesis). Universitas Kristen Duta Wacana. Yogyakarta, Indonesia. The aims of this study were: (1) to investigate to what extent Indonesian college students use TikTok to learn speaking; (2) to find out the perspectives of the college students on the use of TikTok to improve their English-speaking skills; and (3) to find out student teachers' views on using TikTok to teach speaking. Mixed methods were used to analyze questionnaire data and interview results. This study involved nine Indonesian English major college students who were in the seventh semester of the microteaching class. The findings showed an average score of 2.44 for the thirteen questionnaire items in Tables 1, 2, and 3, indicating medium use of TikTok for learning speaking, with Table 2 showing the lowest use of TikTok's features and Table 3 revealing moderate use to improve speaking skills and 60% of students reporting high motivation from the app's engaging nature. Moreover, this study also involved six of the students in follow-up interviews. Based on the interview results, three themes were identified: (1) most of the students perceived TikTok as a suitable platform for improving their English-speaking skills; (2) they thought that TikTok offered some useful content for learning speaking; and (3) they thought that TikTok had both advantages and limitations when used as a tool for learning to speak. Lastly, those six participants were also interviewed as student teachers on their views of TikTok as media for teaching speaking. Three themes were identified: (1) student teachers expressed interest in utilizing TikTok as a teaching tool for speaking skills due to its relevance to students, extensive user base, and short duration of the TikTok video content; (2) they expressed favorable views on utilizing TikTok as a dynamic tool for enhancing speaking in learning activities; and (3) they believed TikTok can be a useful tool for assessing speaking skills in the classroom. Based on the findings of this research, while participants held positive views on using TikTok for learning and teaching speaking, limitations arose regarding pronunciation, particularly when unsure of correctness and the xiii inability to immediate corrections, especially for challenging vocabulary.

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