STUDENTS’ PERCEPTIONS OF TIKTOK EDUCATIONAL CONTENT IN LEARNING ENGLISH VOCABULARY AT JUNIOR HIGH SCHOOL

Rahmita; Ishak Ishak; Arni Arsyad Sultan

doi:10.52657/js.v12i2.3521

Authors

Rahmita Institut Agama Islam Negeri Bone
Ishak Ishak Institut Agama Islam Negeri Bone
Arni Arsyad Sultan Institut Agama Islam Negeri Bone

DOI:

https://doi.org/10.52657/js.v12i2.3521

Abstract

The integration of social media has created new opportunities for English vocabulary learning. This study aimed to explore junior high school students’ perceptions of TikTok educational content in learning English vocabulary. A qualitative phenomenological approach was employed involving 10 eighth-grade students of SMP Negeri 7 Watampone. Data were collected through classroom observations and semi-structured interviews and analyzed using thematic analysis. The findings revealed that TikTok improved students’ vocabulary understanding, motivation, and participation through multimodal learning experiences. However, challenges included fast-paced videos, distractions, and informal language. Overall, TikTok can effectively support EFL vocabulary learning when integrated with appropriate teacher guidance.

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