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.
