INTEGRATING TIKTOK PRONUNCIATION CONTENT IN PROJECT BASED LEARNING: ITS IMPACT ON STUDENTS’ SPEAKING SKILL IN EFL CLASS

Abstract

This study aims to investigate the effectiveness of integrating TikTok pronunciation content into Project-Based Learning (PjBL) in improving students’ speaking skills, particularly in terms of speaking fluency and pronunciation accuracy in an English as a Foreign Language (EFL) classroom. The research employed a quantitative experimental design with a two-group pretest-posttest model involving 62 eleventh-grade students at MAN 1 Medan, divided into an experimental group and a control group, each consisting of 31 students. The experimental group received instruction through TikTok-integrated PjBL, while the control group was taught using conventional teaching methods. Data were collected through speaking tests (pretest and posttest) and analyzed using statistical procedures, including validity and reliability testing, normality and homogeneity tests, and an Independent Samples t-test. The findings revealed that both groups showed improvement; however, the experimental group demonstrated a significantly higher increase in speaking performance. The mean score of the experimental group improved from 10.68 to 19.42, while the control group improved from 10.74 to 15.16. The t-test result showed a significant difference (p < 0.05), indicating that the integration of TikTok pronunciation content in PjBL had a significant effect on students’ speaking skills. The results suggest that TikTok, when combined with a structured PjBL framework, provides an engaging and effective learning environment that enhances students’ pronunciation accuracy and speaking fluency. Therefore, this approach can serve as an innovative alternative in EFL speaking instruction to promote active learning, creativity, and communicative competence.