Vision: Journal for Language and Foreign Language Learning

Vol. 12, No. 1, Month 2023, pp. 17-32

ISSN 2745-9667 (p), 2541-4399 (e)
DOI: 10.21580/vjv12i216973

Examining Students’ Perceptions of Indonesian High

School Students on the Use of TikTok in Learning English

Ika Apriani Fata,1* Lathifah M. Nur,2 Andira Riski Alya 3

1,2,3
English department Universitas Syiah Kuala, Banda Aceh, Aceh – Indonesia, 4English Language
Studies, Universiti Sains Malaysia, Pulau Pinang – Malaysia

Article Information
Received: July 07, 2023
Revised: August 20, 2023
Accepted: August 21, 2023
Published online: September 06, 2023
Abstract

With the availability of mobile devices and Web 2.0 technologies, various networking apps have become essential to
English language learning (ELL). TikTok, a global app similar to YouTube, WhatsApp, Instagram, and Twitter, is
becoming increasingly popular. TikTok is a video-sharing app that allows users to produce and share content while
discovering material from other users. TikTok has yet to be thoroughly researched for educational purposes.
However, some research suggests that social media can help language learners. This study evaluated Islamic school
students' perspectives on using TikTok to learn English to enhance four English skills. In this study, 55 high school
students from an Islamic country participated in an online quantitative research survey. The information was
gathered using a Google Forms questionnaire. According to the research, students were enthusiastic about utilizing
TikTok as a visual aid in enhancing their English skills. Writing was discovered to be the least likely of the four English
skills to develop using TikTok Apps. Besides, students also stated a high preference for watching native English
channels rather than local channels when learning English. As a result, TikTok has the potential to affect pupils'
English proficiency positively. As a result, students and teachers can mix social networking apps to enhance English
teaching and learning. Further research may be performed to look at students' voices, in the future teachers' views,
and an experimental classroom design.

Keywords: social networking application; TikTok; English as a foreign language; teenagers

advancements made in Web 2.0 technology

Introduction
(Zeng et al., 2010). As a result of improved
The availability of social networking technology and the increased use of smart
platforms that allow for the creation of content, mobile devices, various social networking
the sharing of information, and interactive programs have emerged, each with its specific
contact are now almost limitless because of the type. Facebook is an example of a social
networking site, whereas YouTube and
__________
Instagram provide a multimedia exchange. This

Corresponding Author: Ika Apriani Fata research focused on TikTok, a brief video
(ika.unsyiah@gmail.com ) Jalan Teuku Nyak Arief
Darussalam, Banda Aceh, Aceh, Indonesia, 23111 distributing users to produce and share content
while discovering material from other users.
©20xx by the Authors, published by Vision: Journal for
Language and Foreign Language Learning
According to global market information,
https://journal.walisongo.ac.id/index.php/vision TikTok was the ninth most downloaded app

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Ika Apriani Fata, Lathifah M. Nur, Andira Riski Alya

globally between 2010 and 2019. It was ranked Learners' motivation to learn English has
as the second-highest purchased application on improved because of social media such as
the App Store and the Google Play Store in Facebook, Twitter, and others platforms
2019 (Escamilla-Fajardo et al., 2021). In (Ubaedillah et al., 2021). Facebook, the world's
Indonesia, TikTok had over 100 million users in most popular social networking application,
2019, making it one of the nation's most launched in 2004, has been shown to improve
important social media platforms (Ismael students' writing, reading, and oral
Zabala-Shigui & Agustín Banda-Casa, 2022; communication skills and their motivation and
Renes & Strange, 2011). These studies have confidence to learn English. Twitter, another
crucial implications for English educators and popular social media network, has also
students, but Indonesia's social media scene is investigated for educational uses in English
distinct. Because some significant social media language teaching and learning. Most students
sites are unavailable in Indonesia, homegrown enjoy using Twitter to increase their language
social networking apps such as TikTok were skills and motivation. However, there are also
developed to meet the needs of Indonesian disadvantages to using social media for English
clients while competing with global apps. learning, including the risk of employing
Educators and researchers are investigating informal language in formal writing tasks,
how these apps might be utilized to improve insufficient teacher preparation and
English language training. WhatsApp, the most supervision, Internet access, and student
popular instant messaging program in distraction (Adnan, 2020; Fata et al., 2022).
Indonesia, has lately been studied for its ability Video devices in language classes can be
to enhance students' writing and speaking skills quite useful, particularly in communicative
and enthusiasm to learn. However, no research language learning, which places a premium on
has been conducted on the use of TikTok as an authentic conversation. Audiovisual resources
educational tool in the teaching of English as a are any recorded audio or video content used
second language (Arroyo González et al., 2021). for language learning, including but not limited
TikTok is a video-sharing app that enables to conversation, voice, music, video,
creators to create videos from 15 seconds to 5 PowerPoint presentations, and graphics.
minutes. This feature fits the present pattern of According to Dias-Trindade et al. (Dias-Trindade
rapid information collection. It allows video et al., 2021), integrating realistic audiovisual
creators to make their content more impactful. aids in English classrooms can improve
As a result, TikTok has attracted a large number language learners' understanding of theoretical
of English educators who provide valuable concepts, learning motivation, and language
English learning materials for EFL teaching and skills.
learning, potentially making it a useful tool for In internet-based applications, social media
educators and English learners both inside and applications are used as an interactive way for
outside the classroom (Sukmawati & Nensia, various needs. TikTok is related in the context
2019). of language acquisition, particularly in the
digital age. It might be considered a subset of

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 Examining Students’ Perceptions of Indonesian High School Students…

mobile learning or a distinct subject with Banda-Casa, 2022). However, many studies
parallels to computer-assisted language have investigated how social media influence
learning and mobile learning. Digital social language learners' proficiency and skills.
media provides language teachers and students However, relatively few have investigated how
with numerous opportunities to learn language learners perceive TikTok in EFL
regardless of time or location and access to learning. This study aims to bridge the gap by
many English language learning materials and focusing on Islamic high school students'
resources via mobile devices such as MP3 or perceptions of using TikTok to learn English
MP4, tablets, and smartphones. TikTok, as one skills.
of the social media apps, can increase students'
vocabulary, hearing, reading, and Method
understanding, according to numerous studies By adopting a quantitative research
(Dias-Trindade et al., 2021). approach, this research utilized a survey-based
Informal language learning outside of the methodology to assess and discern the
classroom has shown a major effect on students’ perceptions of using TikTok to
language learner progress in addition to formal promote English skills (Block et al., 2002;
language learning in the classroom (Hobbs, Nassaji, 2015). The researchers used a survey
2017). Effective learning strategies are instrument to understand how students define
necessary for successful language acquisition the factors influencing their English
outside of the classroom. Although there are competence via the TikTok mobile application.
numerous definitions, learning strategies refer
to the approaches, methods, and techniques Instrument
students use to acquire knowledge and The current study employed a closed-ended
regulate their language learning skills. The questionnaire as the instrument to gain data
Oxford classification is widely used to divide collection. The participants were given a ten-
language learning processes into explicit question questionnaire about students’
(memory, cognitive, and compensatory) and perceptions of using TikTok to improve their
indirect (affective, social, and metacognitive) English skills. Later, the questionnaire was
techniques. shared through Google Forms. The
The key functions of social networking questionnaire constituted two sections: one
software are entertainment, sociability, focused on collecting demographic data
information, and academics. The academic goal (including variables of gender, names, academic
has become increasingly essential as educators major, course, age, email addresses, and phone
have begun to employ social networking numbers), and the second encompassed a
platforms to better language teaching and Likert-type scale incorporating ten items.
learning (Escurra Mayaute & Salas Blas, 2014). Respondents were required to express their
Language learning films, for example, ranked level of agreement with each item on a
second in popularity on TikTok in 2019 (Elekaei numerical scale (5 = Strongly Agree, 4 = Agree, 3
et al., 2020; Ismael Zabala-Shigui & Agustín = Neutral, 2 = Disagree, 1 = Strongly Disagree).
To ascertain the reliability and validity of the

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Ika Apriani Fata, Lathifah M. Nur, Andira Riski Alya

questionnaire, the inter-rater reliability, and students acquiring EFL from two Islamic high
content validity, it underwent a thorough schools in Indonesia voluntarily participated in
scrutiny process involving the research team this study. Along with the invitation, a formal
and an invited specialist in the field. The letter elucidating the objectives of the
critiques and suggestions offered by the questionnaire was provided, emphasizing the
reviewers were judiciously integrated into the significance of their responses. Participants
finalized version of the questionnaire. The were given detailed instructions to complete
questionnaire was then administered to a the questionnaire correctly. The questionnaire's
carefully selected sample of 55 students who careful design, high response rate, and clear
voluntarily consented to participate in the instructions and explanations ensure data
study. These students were drawn from diverse reliability and validity.
academic majors (science, social science, and Of the respondents, 12 (representing 21.5%)
religious major) to ensure a representative were males, while the remaining 43 (comprising
cross-section of academic backgrounds. 79.5% of the cohort) were females. The age
distribution of the participant pool ranged from
Participants
15 to 17 years. The demographic characteristics
The participants were assigned using the of the participant sample demonstrate its
purposive sampling method. This method was connection with the research aims, confirming
used to obtain a sample of participants who its suitability in addressing the gender diversity
have met the characteristics (such as being of students. A detailed presentation of the
aged 15-17, using TikTok daily, Learning English participants’ demographic data is provided in
in Islamic schools, and agreeing to sign a Table 1.
consent form) of this study. Fifty five EFL

Table 1
Participants’ demographic data
Total number of participants
Gender
a. Male students 12 (21,5 %)
b. Female students 43 (79,5%)
Average age 15-17 years old
potentially sensitive information (Dörnyei &
Data Collection
Dewaele, 2022; Tawafak et al., 2021).
For data collection in this study, a structured
The questionnaire was distributed using
questionnaire was utilized, adapted from the
Google Forms, with each participant granting
works of Blidi, 2016; Nguyen & Habók, 2021.
explicit consent. There were ten questions
They provide a degree of anonymity, which
provided to the respondents. The questionnaire
makes them particularly suited for eliciting
received a 100% response rate, indicating high
involvement and readiness to contribute to the

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 Examining Students’ Perceptions of Indonesian High School Students…

scientific endeavor. Participants received a Findings and Discussion

personalized email to foster completion of the
questionnaire, and pertinent information about Findings
the study and its objectives were disseminated
via social media platforms.

Table 1
TikTok improves ways of learning English

18

16

14

12 Strongly Disagree

Disagree
10
Neutral
8
Agree
6 Strongly Agree

0
Q1 Q2 Q3 Q4 Q5 Q6 Q7 Q8 Q9 Q10
The table 1 depicts the questionnaire results 6. TikTok helps me to learn “Writing
with ten questions in total. The items of the Skill”
questions were provided as follows: 7. TikTok helps me to learn
1. I prefer Native English channel of “Grammar”
TikTok to improve my English 8. TikTok assists me to learn English in
2. I prefer Local Channel of TikTok to a fun way
improve my English 9. I don’t know how to select profile/
3. TikTok helps me to learn “Speaking channel in TokTok to improve my
Skill” English
4. TikTok helps me to learn “Listening 10. TikTok is a media only. I prefer to
Skill” study in regular ways at school with
5. TikTok helps me to learn “Reading teachers
Skill” Thus, the table below illustrates the result of
each question.

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Ika Apriani Fata, Lathifah M. Nur, Andira Riski Alya

English skills improved by the students asked whether they were more interested in
through the Native English Channel watching the Native English Channel in TikTok.
The first question on the questionnaire is to Based on the questionnaire, students prefer to
ascertain the division of qualifications among select Native English TikTok videos.
the research respondents. Respondents were

Table 2
Improving English through the Native English Channel
Frequency
Percent Valid Percent
Strongly Disagree 0 0 0
Disagree 4 7.3 7.3
Valid Neutral 712.7 12.7
Agree 2545.5 45.5
Strongly Agree 1934.5 34.5
Total 55 100 100.0
Channels on TikTok in the second question on
English skills improved by the students
the questionnaire. Based on the questionnaire,
through the Native English Channel
students tend to choose the Local English
Respondents were asked whether they Channel.
were more interested in watching local

Table 3
Improving English through Local Channel
Frequency Percent Valid Percent
Strongly Disagree 7 12.7 12.7
Disagree 10 18.2 18.2
Valid Neutral 0 0 0
Agree 24 43.6 43.6
Strongly Agree 14 25.5 25.5
Total 55 100 100.0

Table 4
Learning English speaking skills through TikTok
Frequency Percent Valid Percent
Strongly Disagree 0 0 0
Disagree 0 0 0
Valid Neutral 5 9.1 9.1
Agree 30 54.5 54.5
Strongly Agree 20 36.4 36.4
Total 55 100 100.0

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The effectiveness of TikTok in assisting

The effectiveness of TikTok in assisting students to improve their listening skills
students to improve speaking skills
The fourth question on the questionnaire is
The third question on the questionnaire is to
to ascertain the division of qualifications among
ascertain the division of qualifications among
the research respondents. Respondents were
the research respondents. Respondents were
asked if the TikTok app is efficient in assisting
asked if the TikTok app is efficient in assisting
the respondents in learning English listening
the respondents in learning English-speaking
skills. Based on the questionnaire, students
skills. Based on the questionnaire, students
have highly positive opinions of using TikTok to
have positive opinions about using TikTok as a
improve listening skills.
platform to improve speaking skills.

Table 5
Learning English listening skills through TikTok
Frequency Percent Valid Percent
Strongly Disagree 4 7.3 7.3
Disagree 3 5.4 5.4
Valid Neutral 9 16.4 16.4
Agree 22 40 40
Strongly Agree 17 30.9 30.9
Total 55 100 100.0
asked if the TikTok app is efficient in assisting
The effectiveness of TikTok in assisting
the respondents in learning English reading
students to improve their reading skills
skills. Based on the questionnaire, most
The fifth question on the questionnaire is to students positively perceive using TikTok to
ascertain the division of qualifications among improve reading skills.
the research respondents. Respondents were

Table 6
Learning English reading skills through TikTok
Frequency Percent Valid Percent
Strongly Disagree 4 7.3 7.3
Disagree 8 14.5 14.5
Valid Neutral 5 9.1 9.1
Agree 10 18.2 18.2
Strongly Agree 28 51 51
Total 55 100 100.0
The sixth question on the questionnaire is to
The effectiveness of TikTok in assisting
ascertain the division of qualifications among
students to improve their writing skills
the research respondents. Respondents were
asked if the TikTok app is efficient in assisting

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Ika Apriani Fata, Lathifah M. Nur, Andira Riski Alya

the respondents in learning English writing positively perceive using TikTok to improve
skills. Based on the questionnaire, students writing skills.

Table 7
Learning English writing skills through TikTok
Frequency
Percent Valid Percent
Strongly Disagree 10 18.2 18.2
Disagree 0 0 0
Valid Neutral 15 27.3 27.3
Agree 25 45.4 45.4
Strongly Agree 5 9.1 9.1
Total 55 100 100.0
were asked if the TikTok app is efficient in
The effectiveness of TikTok in assisting
assisting the respondents in learning English
students to improve grammar skills
grammar skills. Based on the questionnaire,
The seventh question on the questionnaire students positively perceive using TikTok to
is to ascertain the division of qualifications improve grammar skills.
among the research respondents. Respondents

Table 8
Learning English grammar skills through TikTok
Frequency Percent Valid Percent
Strongly Disagree 0 0 0
Disagree 5 9.1 9.1
Valid Neutral 7 12.7 12.7
Agree 27 49.1 49.1
Strongly Agree 16 29.1 29.1
Total 55 100 100.0

Table 9
Learning English in a fun way through TikTok
Frequency Percent Valid Percent
Strongly Disagree 0 0 0
Disagree 0 0 0
Valid Neutral 20 36.4 36.4
Agree 27 49.1 49.1
Strongly Agree 8 14.5 14.5
Total 55 100 100.0

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Selecting TikTok English Channel to

TikTok is a platform to learn English in a improve students’ English skill
fun way
The ninth question on the questionnaire is
The eighth question on the questionnaire
to ascertain the division of qualifications among
sought to ascertain the division of qualifications
the research respondents. Respondents were
among the research respondents. Respondents
asked if they find it hard to select the TikTok
were asked if the TikTok app is helping them
channel to improve their English skills. Based on
pleasantly learn English. Based on the
the questionnaire, students sometimes get
questionnaire, students have positive
confused about choosing the TikTok English
perceptions of using TikTok to learn English in a
channel to improve their English.
fun way.

Table 10
Selecting TikTok channel to improve English
FrequencyPercent Valid Percent
Strongly Disagree 7 12.7 12.7
Disagree 5 9.1 9.1
Valid Neutral 13 23.6 23.7
Agree 17 31 31
Strongly Agree 13 23.6 23.7
Total 55 100 100.0
respondents. Respondents were asked whether
Students’ perception of learning English
they preferred to study English in regular
through online platforms or face to face
classes at school or through online platforms
class
such as TikTok. Based on the questionnaire,
Therefore, the last question on the
most students prefer to learn in a face-to-face
questionnaire sought to ascertain the division
classroom to utilize an online platform.
of qualifications among the research

Table 11
Learning English through online platforms (TikTok)
Frequency Percent Valid Percent
Strongly Disagree 3 5.4 5.4
Disagree 7 12.7 12.7
Valid Neutral 8 14.5 14.5
Agree 20 36.4 36.4
Strongly Agree 17 31 31
Total 55 100 100.0
In face-to-face situations, learners
Discussion
frequently feel pressured to infiltrate pre-
existing friend groups; however, this is not the

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Ika Apriani Fata, Lathifah M. Nur, Andira Riski Alya

case with online interactions, which provide students still want direction when developing
students the ability to choose their friends (and relationships online. According to Walther and
the possibility of being chosen as friends) and Bunz (2005), six rules should be followed to
give students the option of also being chosen as improve virtual group trust, liking, and
friends (Gherheș et al., 2021; Silviyanti, 2014; performance. They recommend that members
Soffer & Nachmias, 2018). Students can pick of the particular group begin communicating
and select who of their classmates they want to with one another as soon as possible, not long
continue communicating with depending on after joining the particular group. Second, there
the beliefs they have in common. They do not needs to be consistent and frequent interaction
have to be afraid to speak their minds simply between all members. Third, the authors
because they are always in the company of suggest that members of a cooperative project
popular kids. According to Adnan (2020), with tasks to be completed should multitask
students who participate in distance learning (rather than planning what needs to be done,
report feeling a sense of closeness with their delegating the jobs, and carrying out the
fellow students, which they believe influences assigned duties). The fourth need for group
the quality of their education, particularly members is to state unequivocally that they
regarding the development of social identity. have read the contributions made by other
Thanks to online communication, students have members on a discussion board or some other
more flexibility regarding the kinds of people kind of online media.
they can communicate with. Guanter et al. Numerous scholars have investigated the
(2015) mention that with technology, the effectiveness of social media on second-
classroom can accommodate more people, and language acquisition. Mpungose (2023)
participation can be more evenly distributed discovered that social networking apps benefit
(Hima et al., 2021; Khoshsima & Khosravi, 2021; most EFL students by boosting their English
Kumalawati et al., 2021). It is much more likely language skills and motivation. For instance,
that the moral meaning of peer engagement social media, in particular, has been found to
will be reached through social networking boost college-level English vocabulary skills
mediated by computers and other forms of (Weepiu Samekash, 2020; Zezarwati et al.,
technology. Everyone has an equal opportunity 2022). Similar to this study, several studies
to participate (if they have access to the found that students had favorable sentiments
necessary technologies) (Elmahdi & Hezam, toward using social media to write in English.
2020; Escobar Fandiño et al., 2019). Afterward, social networks have been shown to
Students can be judged more based on the improve students' willingness to read in English
content of their contributions rather than their and their listening and speech (Cárdenas et al.,
skin color, financial standing, or any other 2010; Yunita & Maisarah, 2020). Furthermore,
feature. It is made possible by the fact that several researchers have explored using various
technology gives students the ability to social media apps as educational aids for
participate in communities that are both active teaching and learning English (Bensalem &
and varied. Despite this independence, Alenazi, 2022; Moreira Aguayo et al., 2020).

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Similarly, as one of the popular social media, native and local English Channel, and being a
TikTok positively impacts young learners to gain joyful medium to learn. Students can easily save
new knowledge and improve their English skill videos or re-watch and practice them.
through native or local channels. Therefore, learning English through an online
In contrast to environments where people platform (TikTok) also has some drawbacks,
interact in person, where messages can be including the need for internet quotas, difficulty
acknowledged indirectly and in context, the selecting an appropriate channel that supports
online environment necessitates deliberate students in learning English, and network issues
interaction in written discussions (Costado Dios that can interfere with their accessing the
& Piñero Charlo, 2021). It is necessary to ensure application (Lin et al., 2023; Novitasari &
that a textual non-response to an online Addinna, 2022).
message is not misconstrued as a lack of
Conclusion
acknowledgment of the communication. The
fifth and final item is connected to the fourth in According to the findings, most students,
that members of the group are required to irrespective of their grade level, were excited
detail how they react to the message of about using TikTok to learn English to promote
another member of the group. According to the four English skills. The writing was the slightest
authors, non-response in a face-to-face aspect that potentially improved through
scenario, where silence may be interpreted in Tiktok. Furthermore, native English creators are
the context of nonverbal clues, can be harder to chosen as a source for developing English skills.
comprehend in an online setting. It is in TikTok can be utilized in the classroom to
contrast to a face-to-face setting. supplement Standard English teaching
In conclusion, the authors recommend that techniques, strengthening classroom activities,
to cultivate a sense of mutual reliance among motivation, and English abilities. TikTok can be
members of online groups, the groups should, used as an English learning approach outside
as a means of establishing due dates for the classroom to widen knowledge, gain access
important activities, then strictly stick to those to factual information, and cultivate an
dates. Suppose the objective is to finish a group enthusiasm for learning. Although the study
project as part of an evaluation, for instance, found that using TikTok for English learning was
establishing and adhering to deadlines for beneficial, students identified concerns that EFL
group members to finish the many tasks that teachers should address. English in the future
must be done to finish the project. In addition, might select the learning materials that suit
it would be an excellent way to create trust and students to learn EFL.
encourage group members to trust one The present study provides practical advice
another (Novitasari & Addinna, 2022; Rojabi, for EFL teachers, students, and TikTok software
2020). administrators. The practical advice for EFL
In addition, TikTok has various advantages in teachers can be highlighted regarding the
improving students’ English skills, such as being variety of content, where teachers can supply a
easy and free to access, having an abundant mix of educational content with students’

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Ika Apriani Fata, Lathifah M. Nur, Andira Riski Alya

needs in learning English. However, the study Colombia. Folios, 1(31), 49–67.
has certain drawbacks, such as a limited sample https://doi.org/10.17227/01234870.31f
olios49.67
size and a lack of more experimental
verification. Future studies could use sample Costado Dios, M. T., & Piñero Charlo, J. C.
(2021). Face-to-Face vs. E-Learning
data and more extensive studies to obtain more Models in the COVID-19 Era: Survey
representative and meaningful results. Research in a Spanish University.
Education Sciences, 11(6), 293.
https://doi.org/10.3390/educsci110602
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