Student Perceptions of Tiktok Duet Challenge With Song as Media for Learning English Speaking

DOI: https://doi.org/10.33650/ijoeel.v7i1.11257

Authors (s)


(1) * Nita Rolita   (Sriwijaya University)  
        Indonesia
(2)  Eryansyah Eryansyah   (Sriwijaya University)  
        Indonesia
(*) Corresponding Author

Abstract


Abstract

The integration of social media into education has grown rapidly, offering new opportunities for enhancing language learning. However, limited research has explored the specific use of TikTok Duet Challenges for developing English-speaking skills. This study aims to investigate students' perceptions of using the TikTok Duet Challenge with songs as a medium for learning English-speaking mastery, focusing on its effectiveness, benefits, and challenges within the English Education Study Program of a state-owned university of South Sumatra. A qualitative approach was employed, data were collected through interviews with eight students who had experience with the TikTok Duet Challenge with songs for English learning. The findings revealed that students perceived the TikTok Duet Challenge with songs as an engaging and effective tool for in improving pronunciation, fluency, and vocabulary in an enjoyable and low-pressure environment, significantly boosting their confidence and motivation. Students also reported that they appreciated the opportunity to engage with authentic language content and receive feedback through social interactions. However, some challenges were identified, including internet connectivity issues, fear of judgment, and difficulty understanding song lyrics. Despite these obstacles, students viewed the experience positively, indicating that TikTok Duet Challenges hold promise as a supplementary tool for enhancing English-speaking mastery. This study contributed to the discourse on technology-enhanced language learning and provides practical insights for educators integrating social media into instruction.

 

Keywords

Student perceptions, TikTok, duet challenge, English-Speaking Mastery



Full Text: PDF



References


REFERENCE

Anggrisia, N. F., & Robah, A. (2023). Exploring challenges and strategies in English speaking among Indonesian university students: A case study of AKM university. Englisia: Journal of Language, Education, and Humanities, 11(1), 55–74. https://doi.org/10.22373/ej.v11i1.19156

Braun, V., & Clarke, V. (2006). Qualitative research in psychology using thematic analysis in psychology using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. https://doi.org/https://doi.org/10.1191/1478088706qp063oa

Brennan, M. (2020). Attention factory: The story of TikTok and China's ByteDance. China Channel.

Creswell, J. W., & Creswell, J. D. (2012). Planning, Conducting, and EvaIuating Quantitative and QuaIitative Research (4th ed.). Education Research, 10–12.

Dansieh, S. A., Owusu, E., & Seidu, G. A. (2021a). Glossophobia: The fear of public speaking in ESL students in Ghana. Language Teaching, 1(1), 22. https://doi.org/10.30560/lt.v1n1p22

Horwitz, E. K., Horwitz, M. B., & Cope, J. (1995). The foreign language classroom. The Foreign Language Classroom, 70(2), 125–132. https://doi.org/10.4324/9780203820858

Irma. (2020). Challenges encountered by EFL teachers in teaching productive and receptive skills at SMP 2 Mattirobulu Pinrang. Journal of Islamic Studies and Society, 1(2), 133–158.

Leong, L., & Ahmadi, S. M. (2017). An analysis of factors influencing learners’ English-speaking skill. IJREE, 2(1), 34–41. https://doi.org/https://www.sid.ir/paper/349619/en

Lund, J., & Winke, P. M. (2008). Book review: Brown, H. Douglas (2004). Language assessment: Principles and classroom practices. Language Testing, 25(2), 273–282. https://doi.org/10.1177/0265532207086784

MacIntyre, P., & Gregersen, T. (2012). Emotions that facilitate language learning: The positive-broadening power of the imagination. Studies in Second Language Learning and Teaching, 2(2), 193–213. https://doi.org/10.14746/ssllt.2012.2.2.4

Mahdi, S. (2023). Effective communication in learning: Teacher strategies and their impact on student learning outcomes. International Journal of Linguistics, Communication, and Broadcasting, 1(4), 26–30. https://doi.org/10.46336/ijlcb.v1i4.26

Novitasari. N., & Addinna, A. (2022). Students’ perception on the use of TikTok for learning English. Journal of English Language Teaching, 11(4), 566–579. https://doi.org/10.24036/jelt.v11i4.119484

Nurwinda, S., & Ambarwati, E. K. (2024). Using Tiktok to practice speaking skills: Experience of Indonesian university students. Journal of English Educational Study (JEES), 7(1), 66–75. https://doi.org/10.31932/jees.v7i1.3171

Pasaribu, M., Gultom, S. I., Sagala, S. D. B., Tarigan, S. N., & Sarjana Siregar, T. M. (2022). Using duet technique of English song on the Tiktok application to students’ speaking skills. Jurnal Bastaka (JBT), 5(2), 239–245. https://doi.org/https://doi.org/10.36277/basataka.v5i2.178

Pratama, D.A, Susanti, Y, & S. (2024). Utilization of song lyrics in “ Tiktok ” in teaching. Journal of Humanities and Social Studies, 2(3), 954–961.

Raj, K. A., & Baisel, A. (2022). Role of mobile application in enhancing English speaking skills. Journal of Positive School Psycholog, 6(8), 250–261.

Ramadhanti, F. L., Hidayani, S., & Suaidi, A. (2023). The utilization duet challenge Tik-tok to improve students speaking skills at EFL classroom. Proceeding of Annual International Conference on Islamic Education and Language (AICIEL), 958–965. https://ftk.uinbanten.ac.id/journals/index.php/aiciel/article/view/9793

Redjeki, I. S., & Muhajir, R. (2022). Supporting students’ self-directed learning in EFL speaking classroom by using cake application. Journal of English Language Learning, 6(2), 212–219. https://doi.org/10.31949/jell.v6i2.3421

Richards, J. C., & Schmidt, R. W. (2013). Longman dictionary of language teaching and applied linguistics (4th ed). Language Teaching, 40(3), 281–282. https://doi.org/10.1017/s0261444807004442

Sarkila, D., Islam, M. H., & Fatmawati, R. (2024). Students perception on the use of Tiktok for learning speaking English. Fonologi : Jurnal Ilmuan Bahasa Dan Sastra Inggris, 2(2), 01–14. https://doi.org/10.61132/fonologi.v2i2.577

Savasci, M. (2014). Why are some students reluctant to use L2 in EFL speaking classes? An action research at tertiary level. Procedia - Social and Behavioral Sciences, 116, 2682–2686. https://doi.org/10.1016/j.sbspro.2014.01.635

Savignon, S. J. (2018). Communicative competence. TThe TESOL Encyclopedia of English Language Teaching, 1–7. https://doi.org/10.1017/9781316771303.014

Subandowo, D. (2017). The language interference in English speaking. Proceedings of the Fifth International Seminar on English Language and Teaching (ISELT-5), 205–210. https://doi.org/http://dx.doi.org/10.2991/iselt-17.2017.36

Wagner, E., Batty, A. O., & Galaczi, E. (2024). the Routledge Handbook of Second Language Acquisition and Listening. In The Routledge Handbook of Second Language Acquisition and Listening. https://doi.org/10.4324/9781003219552

Yang, H. (2020). Secondary-school students ’ perspectives of utilizing Tiktok for English learning in and beyond the EFL classroom. 162–183.

Zhen, L. S., Zainuddin, F. N., Mohd Zin, M. A., & Md Yunus, M. (2021). It takes two to tango: Using Tiktok duet challenge to improve conversation skills. International Journal of Academic Research in Progressive Education and Development, 11(1), 170–185. https://doi.org/10.6007/ijarped/v11-i1/12017


Dimensions, PlumX, and Google Scholar Metrics

10.33650/ijoeel.v7i1.11257


Refbacks

  • There are currently no refbacks.


Copyright (c) 2025 Nita Rolita, Eryansyah Eryansyah