TikTok: How the Application Became the Motivation for Online Learning for EFL Students During the COVID-19 Pandemic in Indonesia
DOI:
https://doi.org/10.17507/tpls.1404.34Keywords:
TikTok application, EFL students’ motivation, online learning, COVID-19 PandemicAbstract
This research aims to determine whether the social media application TikTok effectively increases the motivation for English as a Foreign Language (EFL) students to learn English using senior high school students in Tangerang, Indonesia, for the study. As 2022’s sixth most often used social media application in the world, TikTok provides many features that can be easily used for teaching and learning EFL. As a result, the researchers chose TikTok as a medium in the English teaching-learning process. A quantitative approach using a quasi-experimental design and data collection through pre-tests and post-tests was used by the researchers along with quantitative descriptive research used in the data analysis, normality test, homogeneity test, and hypothesis testing (Mann-Whitney U). The results can be seen from the pre-test and post-test analysis using the Mann-Whitney U test, namely sig < 5% (0.000 < 0.05), and H0 was rejected which means that there is a significant difference in students’ motivation when learning English between the experimental class who were taught using the TikTok application and the control class students who were not taught using TikTok.
References
Alamer, A., & Khateeb, A., Al. (2021). Effects of using the WhatsApp application on language learners’ motivation: a controlled investigation using structural equation modelling. Computer Assisted Language Learning, 36(1–2), 149–175. https://doi.org/10.1080/09588221.2021.1903042
Alasagheirin, M., Olsen, J. M., Mota, D., Lagunas, M., & Bogle, B. D. (2023). Examining Students’ Online Learning Satisfaction during COVID-19 to Inform Post-Pandemic Program Planning. Nursing Reports, 13(1), 327–336. https://doi.org/10.3390/nursrep13010031
Alghameeti, A. A. (2022). Is TikTok an Effective Technology Tool in English Vocabulary Expansion? English Language Teaching, 15(12), 14. https://doi.org/10.5539/elt.v15n12p14
Amilia, F., Werdiningsih, I., & Aditiawan, R. T. (2022). The development of lemma and meaning in the language variety used by adolescents on social media. Bahastra, 42(1), 26–33. https://doi.org/10.26555/bs.v42i1.33
Dania, R., & Adha, A. D. (2023). Students’ Strategies in Reading Online Authentic Materials. 149–152. https://doi.org/10.2991/assehr.k.210914.028
Dörnyei, Z., & Ushioda, E. (2021). Teaching and Researching Motivation. https://doi.org/10.4324/9781351006743
Ezzeddine, R., Otaki, F., Darwish, S., & AlGurg, R. (2023). Change management in higher education: A sequential mixed methods study exploring employees’ perception. Plos One, 18(7), e0289005. https://doi.org/10.1371/journal.pone.0289005
Gao, Y., Zeng, G., Wang, Y., Khan, A. A., & Wang, X. (2022). Exploring Educational Planning, Teacher Beliefs, and Teacher Practices During the Pandemic: A Study of Science and Technology-Based Universities in China. Frontiers in Psychology, 13, 903244. https://doi.org/10.3389/fpsyg.2022.903244
Gartung, S. (2023). Messengers and Social Networks as an Auxiliary Means of Teaching a Foreign Language to Students of Non-Linguistic Majors. Virtual Communication and Social Networks, 2023(2), 80–84. https://doi.org/10.21603/2782-4799-2023-2-2-80-84
Han, X. (2023). Evaluating blended learning effectiveness: an empirical study from undergraduates’ perspectives using structural equation modeling. Frontiers in Psychology, 14, 1059282. https://doi.org/10.3389/fpsyg.2023.1059282
Hosseini, S., Carter, L., Thomson, D., & Howard, M. (2022). Evaluating the Effectiveness of an Online Training Course for Meeting Needs Associated With Caregiving Burden. Innovation in Aging, 6(Suppl 1), 438–439. https://doi.org/10.1093/geroni/igac059.1720
Ibidunni, A. S., Nwaodu, B. Y., & Mdaka, L. E. (2023). Bringing quality management to perspective in higher education institutions’ research output: A focus on selected private universities in Nigeria. Heliyon, 9(4), e15443. https://doi.org/10.1016/j.heliyon.2023.e15443
Irhamia, I. (2021). Students’ perception and motivation towards online language learning. English Language Teaching for EFL Learners, 3(2), 1–12. https://doi.org/10.24252/elties.v3i2.21888
Jiang, P., Namaziandost, E., Azizi, Z., & Razmi, M. H. (2022). Exploring the effects of online learning on EFL learners’ motivation, anxiety, and attitudes during the COVID-19 pandemic: a focus on Iran. Current Psychology, 42(3), 2310–2324. https://doi.org/10.1007/s12144-022-04013-x
Khoa, B. T., & Huynh, T. T. (2023). The effectiveness of knowledge management systems in motivation and satisfaction in higher education Institutions: Data from Vietnam. Data in Brief, 49, 109454. https://doi.org/10.1016/j.dib.2023.109454
Li, M., Zhang, L., & Tsung, L. (2021). L2 and L3 motivational systems and their interactions: a study of Tibetan-Chinese-English trilingual learners. International Journal of Bilingual Education and Bilingualism, 25(8), 2866–2885. https://doi.org/10.1080/13670050.2021.1985958
M. Amin, F. (2023). Exploring Students’ Reading Interest Through Tiktok Multimodal Literacy. Journal of Education and Teaching Learning (JETL), 5(2), 32–39. https://doi.org/10.51178/jetl.v5i2.1326
Pan, H., Xia, F., Kumar, T., Li, X., & Shamsy, A. (2022). Massive Open Online Course Versus Flipped Instruction: Impacts on Foreign Language Speaking Anxiety, Foreign Language Learning Motivation, and Learning Attitude. Frontiers in Psychology, 13, 833616. https://doi.org/10.3389/fpsyg.2022.833616
Pham, M. T., Nguyen, T. T. Van, & Cao, T. X. T. (2023). Vietnamese Students’ Perceptions of Utilizing Social Media to Enhance English Vocabulary: A Case Study at Van Lang University. International Journal of TESOL & Education, 3(1), 79–111. https://doi.org/10.54855/ijte.23316
Revesencio, N. I., Alonsagay, R. R., Dominguez, L. I., Hormillosa, D. M. I., Ibea, C. H. I., Montaño, M. M. S., & Biray, E. T. (2022). TikTok and Grammar Skills in English: Perspectives of English Major Students. International Journal of Multidisciplinary: Applied Business and Education Research, 3(11), 2226–2233. https://doi.org/10.11594/ijmaber.03.11.09
S., Ong, A. K., Prasetyo, Y. T., Chuenyindee, T., Young, M. N., Doma, B. T., Caballes, D. G., Centeno, R. S., Morfe, A. S., & Bautista, C. S. (2022). Preference analysis on the online learning attributes among senior high school students during the COVID-19 pandemic: A conjoint analysis approach. Evaluation and Program Planning, 92, 102100. https://doi.org/10.1016/j.evalprogplan.2022.102100
Sabiq, A. H. A., Arwi, S. H., Khusna, A., Adifia, D. U. S., & Nada, D. Z. Q. (2021). Investigating Gender Differences on the Students’ Attitudes and Motivation toward English Learning. English Franca : Academic Journal of English Language and Education, 5(2), 233–258. https://doi.org/10.29240/ef.v5i2.2704
Sadikin, I. S. (2023). Weblog-Based Learning and Classroom-Based Learning with High, Adequate, and Low Motivation Indonesian Primary EFL Learners. 137–142. https://doi.org/10.2991/assehr.k.210508.025
Septiani, E., Petrus, I., & Mirizon, S. (2021). The Correlations Among Teachers’ Competences, Students’ Learning Motivation, and Students’ English Proficiency. Eralingua: Jurnal Pendidikan Bahasa Asing Dan Sastra, 5(1), 143–151. https://doi.org/10.26858/eralingua.v5i1.14316
Setya, S. I., Solihah, S. T., & Suryani, Y. (2022). Language Variations on TikTok Social Media. Mediasi Jurnal Kajian Dan Terapan Media, Bahasa, Komunikasi, 3(1), 23–34. https://doi.org/10.46961/mediasi.v3i1.483
Shevany, A., & Harwati, H. (2022). Improving the Learning of Regular Verbs through TikTok among Primary School ESL Pupils. Creative Education, 13(03), 896–912. https://doi.org/10.4236/ce.2022.133059
Stracke, E. (2023). Language Learning Motivation and Interculturality of Australian Community/Heritage Language Learners (pp. 23–41). https://doi.org/10.1007/978-981-15-8245-5_2
Syamsiani, M., & Munfangati, R. (2022). Students’ Perception toward the Use of TikTok Videos for Learning English. International Social Sciences and Humanities, 2(1), 324–329. https://doi.org/10.32528/issh.v2i1.150
Van Nguyen, S., & Habók, A. (2021). Vietnamese non-English-major students’ motivation to learn English: from activity theory perspective. Heliyon, 7(4), e06819. https://doi.org/10.1016/j.heliyon.2021.e06819
Vonkova, H., Jones, J., Moore, A., Altinkalp, I., & Selcuk, H. (2021). A review of recent research in EFL motivation: Research trends, emerging methodologies, and diversity of researched populations. System, 103, 102622. https://doi.org/10.1016/j.system.2021.102622
Wannas, A. S., & Hassan, I. H. (2023). Does social media impact the development of general English vocabulary? A case study of Egyptian university students. Insights into Language, Culture and Communication, 3(1), 30–43. https://doi.org/10.21622/ilcc.2023.03.1.030
Winanti, Hayatri, A., Fatah, F. S., & Maziyyah, U. N. (2022). TikTok as a Learning Medium for Learning Speaking During Pandemic COVID-19: Students’ Perspective of UIN Prof. KH. Saifuddin Zuhri Purwokerto. Conference on English Language Teaching, 2, 315–324. https://doi.org/10.24090/celti.v2.59
Yu, X., Wang, Y., & Liu, F. (2022). Language Learning Motivation and Burnout Among English as a Foreign Language Undergraduates: The Moderating Role of Maladaptive Emotion Regulation Strategies. Frontiers in Psychology, 13, 808118. https://doi.org/10.3389/fpsyg.2022.808118
Yusuf, U. U. (2022). The Effect of Using English Song in Tiktok Video on Students’ Reading Ability of 2021/2022 Ninth Year Students of Smp Swasta Karya Bakti Selesai. Jurnal Serunai Bahasa Inggris, 14(2), 55–61. https://doi.org/10.37755/jsbi.v14i2.700
