Investigating The Impact of Tiktok Application Towards Speaking Proficency
Main Article Content
Abstract
Background:
Individuals use spoken language when they speak, which is a sort of verbal communication. Speaking is an
important action in which a speaker presents his or her ideas and communicates with the audience. The message
delivered by words or spoken language that provides meaning is referred to as verbal communication (Krauss,
2012).
Methodology:
According to Creswell (2009:3), the term "research design" encompasses everything from study objectives and
processes to particular data collection and analysis methodologies. As instructional materials, the author
employed TikTok videos. The author applied the Experimental Method in this study, particularly for PreExperimental research. The "One Group Pretest-Posttest" design was employed in this
study.
Findings:
The data for this study were gatheredusing anoral test. The test was separated into two parts: pre-test and posttest. In the pre-test, students were given random questions then
the students answer by speak up orally in the class. In the post-test, students were given the new random questions that different from pre-test then students
answer by speak up in front of class.
Conclusion:
Based on the result of the pre-test and post-test, it was found that the test was 29.94 by applying 0.05 level of significance
with 34 degree of freedom (df = 35 - 1 = 34) the author obtained t-table value 2.0322 from the
mean score of pre-test 168 and mean score of post-test 218. It shows that English Content from Tiktok videos
has significant effect in term of speaking proficiency.
Originality:
Speaking is a crucial tool in our daily lives for receiving messages and exchanging ideas. It is an interactive
action in which the speaker generates, receives, and analyzes information in order to construct meaning. As
instructional materials, the author employed TikTok videos to improve students’ speaking skills to this study.
The author applied the experimental method in this study, particularly for pre-experimental research. The "one
group pretest-posttest" design was employed in this study. The data for this study were gathered using an oral
test. The test was separated into two parts: the pre-test and the post-test. In the pre-test, students were given
random questions, to which they responded orally in class.In the post-test, students were given the new random
questions that were different from the pre-test, and they answered them by speaking up in front of the class.
Based on the result of the pre-test and post-test, it was found that the test was 29.94 by applying a 0.05 level of
significance with 34 degrees of freedom (df = 35 - 1 = 34). The author obtained a t-table value of 2.0322 from
Article Details
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References
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