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The Use of Tiktok Videos in Enhancing the Speaking and Grammar Skills of Higher Education Students

Rina Lorraine D. Cagas

Higher Education Department, St. Rita’s College of Balingasag, Philippines

Abstract: In the Philippines, English has always been the second language. From elementary school to college, it has been taught. One of the courses in college is Criminology. In order to become a police officer, students must have all the necessary skills. Criminology students need to know English so they can talk to people, get jobs, and write reports. Still, speaking is a hard part of learning a language for these students. To write a good speech, one need to know about grammar, spelling, punctuation, and vocabulary. So, the goal of this study is to look into how criminology students can use micro videos in the Tiktok app to improve their speaking and grammar skills. Tiktok app is a video streaming social media site. The respondents who took part in this study were 16 criminology students from a private school in Misamis Oriental taking a foreign language class - English. The study took place over 7 weeks and used a single pre-experimental design. The respondents took a pre-test and a post-test, which were compared using the T-test. Then there was an FGD, during which open-ended questions were asked. Findings show that Tiktok videos help students improve their speaking skills and grammar skills. This study shows that English teachers should use the Tiktok app to make short videos to help their students improve their speaking and grammar skills. Students can improve speaking and grammar skills because of Tiktok application.

Keywords: micro-videos, Tiktok, Grammar Skill, Speaking Skill, Criminology students

Received June 05, 2022; Revised July 13, 2022; Accepted July 19, 2022

Citation: Rina Lorraine D. Cagas, The Use of Tiktok Videos in Enhancing the Speaking and Grammar Skills of Higher Education Students. Language Education Forum, 3 (1). 1-3. January 2022. doi:10.12691/lef-3-1-1

1. Introduction

With the level of technology, we have now, there have been improvements in learning, especially learning through media. And because of this Covid-19 pandemic, the number of educational institutions using mobile apps for teaching and learning has gone up by a lot.

Language learning via distance learning is one of the challenges faced by language teachers in the Philippines considering that Philippines ranked low from the PISA result released last 2018.

Tiktok was introduced to the social media marked in September 2016 and quickly took a lead in all social media sites most especially in pandemic Tiktok can be described as a site that has attract all ages around the globe. Someone who has Tiktok can make videos with 3 minutes maximum length. It can incorporate music, filters, quick cuts, stickers, etc. [5]. Now, the way people learn, like with the TikTok app, has to adapt to changing trends and fads, like the rise of e-learning [1]. TikTok can also be used on a mobile device, which is why it is also known as "m-learning." Vijay [2] says that media-learning is having a mobile device that can be used to set up learning anywhere and at any time. Most schools that offer online learning do so by using technology [1], especially online platforms and social media apps, to make sure that students don't miss the material and can get to it whenever they want.

Higher Education offers a general education subject - Foreign Language class which must be taken by all courses. Students have difficulty mastering English as a language because they do not see the importance and relevance of it in their career path. Criminology students becoming public servants – police officer, fire officer, jail officer, coast guards, and the like do not see the need to learn the language more since their career has to do something with public service [7]. Language learning has been set asued by them. The need to identify the kind of teaching style must be closely studied. And teaching such subject requires Computer-assisted Instruction. In the study of Mellgren [6], in 2020, most private HEIs utilize computers in some way for instruction, nearly 75% of HEIs use computers as part of instruction. However, in the rising era of technology, college students must be exposed to use of social media since “students are more familiar and more engrossed to video arcades, social media, and cellphone applications” [6].

According to what was said above, the researcher's experience observing a Foreign Language class in an institution in Balingasag, Misamis Oriental during the school year 2020-2021 showed that speaking activities did not go well in the classroom because high school teachers rarely asked students to do speaking when explaining lessons in English. It could be said that teachers mostly teach with printed text (PPT) and ask students to choose a, b, c, or d as the right answer. Because of this, they don't use many other media or apps to teach English, except for Zoom meetings and Google Forms.

The researcher hopes that this will help students feel better about themselves, especially when speaking English, by having them retell stories using different word structures in the TikTok program. Storytelling with a descriptive text theme is one of the English language learning texts that clearly describes the qualities of something, whether it is a person, an animal, a place, a plant, or an inanimate object. This gives the reader clear information about the thing being described. Students will be asked to make video stories that show how creative they are. Also, the researcher lets the students edit the video of the story. Indirectly, students also practice writing, which they do when they talk. With the TikTok app, students can tell stories to improve their English speaking and writing skills.

With this study, it sought to see the effectiveness of using micro-videos through Tiktok Application in enhancing the speaking and grammar skills of Criminology students who are taking Foreign Language class. the following questions were answered in this study, 1. What were the scores of the students before intervention? 2. Is there a significant difference between the scores of the respondents before and after the intervention?

2. Method

Single pre-experimental design was used in this study. It aims to establish a cause-and-effect relationship between variables in a single group [8]. Finding out what occurs when students study a foreign language online or use the TikTok app to tell stories is the aim of this research. And researcher made the decision to employ classroom action research procedures. The 16 criminology foreign language students who created storytelling and grammar videos based on the descriptive writing they performed with the TikTok app will be expected to reflect, which means researcher became involved in teaching. In this study, the researcher took on the role of a teacher by conducting online lessons and using the Zoom meeting app to evaluate classroom scenarios.

Here are the steps to take when collecting data: (1) Observation: Researcher made observations to collect data by looking directly at what students do and how they do it while they are learning. From observations, data will be gathered about how active and involved students are when they are learning. (2) Prettest: The researcher gave a test to see how well the students understand what they have learned. Students took a pretest by telling a story through a video on the TikTok app. From this test, we'll get information about what students have learned, (3) FGD: Focus group discussion. The researcher gathered via Zoom some of the respondents and asked questions about their language learning experience to identify root cause of the language incompetence. (4). Tiktok videos: using their Tiktok videos with a hashtag #ForeignLanguageclass, the intervention took place where students made series of videos – narrative and grammar videos as teaching and learning activities in the subject. (5) Posttest: The same test given from the pretest was also given to the students to track is there difference on their scores after the intervention.

3. Results and Analysis

From the results of the pre-test, we know that four students (20%) scored between 40 and 69. On the other hand, ten students (66%) got a score below 40. Two students, or 14%, made less than 20. As shown in the table below, the students' pre-test scores were based on how well they could tell short stories based on the descriptive texts they had read in class.

Table 1.

The researcher encourages students to try to create a creative video in the style of a short story about explaining the topic they want to talk about in depth through the TikTok app based on the pre-test that the researcher completed using the TikTok app. The table below displays the post-test results. Two students, or 14 percent, got a score of 90 or higher. This means that the students' scores went up because when the post-test was given, there were 5 students (33%) who scored above 70 and 9 students (53%) who scored 40.

Table 2.

Based on the post-test scores in Table 2, we can say that students have made a very big improvement. Some students get the best score, which is 95, and others get the worst score, which is 33.

4. Conclusion and Recommendation

The major objective of the current study is to assess the effectiveness of the TikTok app as a teaching resource in teaching English as a Foreign Language. The majority of the respondents favored this method due to its novelty and intriguing aspects, hence the evidence from this study generally points to positive feedback. In addition, using TikTok is consistent with five of Gilmore's listed principles [3] for multimedia learning. As adherence to the principles denotes a superior learning experience, this illustrates its effectiveness as a learning tool.

The use of Tiktok is effective in enhancing students’ language skills as ut promotes creative positive learning environment for students. In addition, it also improved student attitudes for there were feedbacks gathered that some students became expressive of themselves from being aloof. Though, the application has significant challenges, but it still has positive opportunities for language learning.

Despite the limited sample size and exploratory character of the study, this research sheds some light on the potential for combining social media and language teaching. Further investigation is necessary to assess how well this strategy integrates with other language-related skills like reading, writing, pronunciation, and vocabulary growth. Based on the study's findings, it can be concluded that the app can be utilized as an interactive learning tool to assist students develop their speaking abilities when used with the proper approaches and procedures. Due to its numerous features that can be used to aid in English learning, students can make effective use of the TikTok app. In the study of Azlan [4], it agrees that the TikTok app can also help teachers and students access information more quickly, and because it offers fresh ways for students to learn English, it can make studying enjoyable. The study's findings demonstrate that utilizing the TikTok app to learn English is a pleasant and successful technique to increase students' confidence in speaking the language, as evidenced by the fact that their scores significantly improved.

This implies that educational environment is not only limited with physical interactions, but also virtual interactions. This study showed that social media, though exist for communication purposes, can also be a learning platform once used rightly and appropriately and this is something to consider in the 21st century education.

References

[1]  
Hayes, C., Stott, K., Lamb, K. J., & Hurst, G. A. (2020). “Making Every Second Count”: Utilizing TikTok and Systems Thinking to Facilitate Scientific Public Engagement andContextualization of Chemistry at Home. Journal of Chemical Education, 97 (10) (3) (PDF) More than just engaging? TikTok as an effective learning tool. Available from: https://www.researchgate.net/publication/358710263_More_than_just_engaging_TikTok_as_an_effective _learning_tool [accessed Jun 25 2022].

[2]  
Vijay, L. (2015). Using real data for statistics education in an open-source learning environment. Teaching Statistics, 43(1), 5-12. (3) (PDF) More than just engaging? TikTok as an effective learning tool. Available from: https://www.researchgate.net/publication/358710263_More_than_just_engaging_TikTok_as_an_effective _learning_tool [accessed Jun 25 2022].

[3]   | Gilmore, A., Abatah, T., & Peteranetz, M. (2021). Multi-Year Case Study in Blended Design: Student Experiences in a Blended, Synchronous Distance Controls Course.Computers in Education Journal, 12(1).
[4]   | Azlan, N. A. B., Zakaria, S. B., & Yunus, M. M. (2019). Integrative Task-Based Learning: Developing Speaking Skill and Increase Motivation via Instagram. International Journal of Academic Research in Business and Social Sciences, 9(1), 620-636.
[5]   | Dilon, C. (2020). Tiktok Influences on Teenagers and Young Adults Students: The Common Usages of The Application Tiktok
[6]   | Mellgren, M (2017). Applying Microcomputers in the Foreign Language Classroom.
[7]   | Genelza, G (2022). Language Learning Opportunitiues and English Language Competence of First Year BS-Criminology Students under the New Normal Setting. Available from: https://files.eric.ed.gov/fulltext/ED238272.pdf
[8]   | Thomas, L. (2020). Experimental Designs: Definitions, Types, and Examples. Available from: https://www.scribbr.com/methodology/quasi-experimental-design/.