STUDENTS’ PERCEPTION ON THE USE OF TIKTOK TO ENHANCE

ENGLISH PRONUNCIATION: A CASE STUDY

A Thesis

Submitted in Partial Fulfillment of the Requirenment

for Bachelor Degree of Education in English Education

By :

Tio Hartanto

Std.ID.Num.119060044

ENGLISH EDUCATION DEPARTMENT

FACULTY OF TEACHING AND SCIENCES

SWADAYA GUNUNG JATI UNIVERSITY

2023
 APPROVAL SHEET

STUDENTS’ PERCEPTION ON THE USE OF TIKTOK TO ENHANCE

ENGLISH PRONUNCIATION: A CASE STUDY

Tio Hartanto
[email protected]
Std.Id.Num 119060044

Approved by

Supervisor I Supervisor II

Dr. Devi Mulatsih, M.Hum. Dr. O. Suzana Rahman, Dra., M.Hum.

NIDN. 0422048307 NIDN. 0409105901

Acknowledged by

The Dean of Faculty of Teaching and The Head of the English Education
Education Sciences Department

Dr. H. Endang Herawan, Drs., MM. Dr. Jaufillaili, M. Hum.

NIP. 19580603 198403 1 001 NIDN. 0404107802

ii
 ACKNOWLEDGEMENT SHEET

Name : Tio Hartanto

Std. ID Number : 119060044

Department : English Education

Thesis title : Students’ Perception On The Use Of Tiktok To Enhance

English Pronunciation: A Case Study

Has successfully defended the thesis in front of the Board of Examiners and approval
as part of the requirements of acquiring an undergraduate educational degree in English
Education, Faculty of Teaching and Educational Sciences, Swadaya Gunung Jati
University.
No Name of Examiners Position Signature

1. Usep Syaripudin, Ph.D. Chair

2. Dr. Ratna Prasasti S, M.Hum. Member

3. Farah Sukmawati W, M.Pd. Member

Issued in : Cirebon
Dated : 9th August 2023

The Dean of Faculty of Teaching and The Head of the English Education
Education Sciences Department

Dr. H. Endang Herawan, Drs., MM. Dr. Jaufillaili, M. Hum.

NIP. 19580603 198403 1 001 NIDN. 0404107802

iii
 MATRIX OF REVISION

Name : Tio Hartanto

Std. ID Number : 119060044

Department : English Education

Thesis title : Students’ Perception On The Use Of Tiktok To Enhance

English Pronunciation: A Case Study

No Examiners Correction Revision Signature

1. Usep Syaripudin,
Ph.D.

• Describe how you answer Revised

2. Dr. Ratna Prasasti RQ

Suminar, M.Hum. • Add the theory about
Perception

• It is not Phenomenological Revised

Farah Sukmawati,
3. Case Study
M.Pd.
• Use APA 7th

Cirebon, August 2023

Acknowledged by,

Supervisor I Supervisor II

Dr. Devi Mulatsih, M.Hum. Dr. O. Suzana Rahman, Dra., M.Hum.

NIDN. 0422048307 NIDN. 0409105901

iv
 STATEMENT OF AUTHENTICITY

I confirm that the thesis titled "Students’ Perception on the Use of TikTok to Enhance
English Pronunciation: A Case Study" is entirely my original work. I conducted this
research under the guidance of Dr. Devi Mulatsih, M.Hum as Supervisor I and Dr. O.
Suzana Rahman, M.Hum as Supervisor II to fulfill the requirements of my Bachelor
Degree of English Education at Swadaya Gunung Jati University.

I want to emphasize that I have not committed any plagiarism in this thesis. I understand
the importance of academic honesty, and I have properly cited and referenced all
sources used in this study, giving credit to the original authors.

If, by any chance, there is any unintentional plagiarism found in my work, I am ready
to accept any sanctions under the rules of conduct from Swadaya Gunung Jati
University. It is my responsibility to maintain the integrity of my research and uphold
the academic standards of the university.

Cirebon, August 6th 2023

Author,

Tio Hartanto

v
 PREFACE

In the name of Allah, the Most Gracious, the Most Merciful. I am immensely grateful
to present this thesis titled "Students’ Perception on the Use of TikTok to Enhance
English Pronunciation: A Case Study" This research represents the culmination of my
academic journey, reflecting my passion for language learning and the ever-evolving
role of technology in education.

I am also thankful to the participants of this study for their willingness to share their
experiences and insights. Their contributions have been pivotal in shaping the findings
of this research.

The writer acknowledges that this research is not without flaws and realizes that it is
still far from perfection. The author warmly welcomes criticism and suggestions from
all readers to enhance its content, aiming to set a good example for future research. In
conclusion, the writer sincerely hopes that this research prove beneficial to fellow
writers, as well as readers in general.

Cirebon, August 6th 2023

Tio Hartanto

vi
 ACKNOWLEDGEMENT

All praise and gratitude are due to Allah, the Lord of the Worlds, who bestowed upon
me the knowledge, strength, and guidance to undertake this thesis titled "Students’
Perception on the Use of TikTok to Enhance English Pronunciation: A Case Study"

I would like to offer my heartfelt appreciation and special thanks to the following
people. Their continuous encouragement, insightful feedback, and belief in my
capabilities have been a source of inspiration and motivation for me, I am deeply
grateful to the following individuals and groups who have been a tremendous source of
support and encouragement throughout my journey in completing this thesis:

1. Swadaya Gunung Jati University Rector, Prof. Dr. H. Mukarto Siswoyo, Drs.
M.Si.
2. Dean of Faculty Teaching and Science Swadaya Gunung Jati University, Dr.
Endang Herawan, M.M.
3. My heartfelt appreciation goes to my supervisors, Dr. Devi Mulatsih, M.Hum,
and Dr. O. Suzana Rahman, M.Hum, for their expertise, guidance, and valuable
insights that have shaped this research.
4. To homeroom lecture, Mam Nurani Hartini, Dra. M.Hum for always make
support and encouragement.
5. To my family, especially my beloved mother, and to the memory of my late
father, may he rest in peace. Your love, sacrifices, and unwavering belief in me
have been my guiding light.
6. To my girlfriend, Desi Hapsari Hamsah, thank you for your constant
encouragement, understanding, and patience. Your presence in my life has been
a blessing.
7. To my dear friend, Satrio Khaerul Muslim (Ewung), your friendship and
support have been a source of strength during challenging times.
8. I am grateful to my circle of friends, ROKRIS (Satrio, Alfa, Bayu, Sharon,
Tasha, Yona, Lala, Cinta), for their support, laughter, and solidarity.

vii
 viii

9. To all my lecturers, thank you for imparting knowledge and skills that have
contributed to my academic growth.

Each of these individuals has played an essential role in this journey, and their support
has been a beacon of light in moments of doubt and difficulty. Their contributions have
left an indelible mark on this thesis, and I am truly grateful for their presence in my
life.

As I reach the completion of this thesis, I take this opportunity to express my sincerest
thanks to all these people who have made this accomplishment possible. Their
encouragement and belief in me have been a driving force behind my pursuit of
knowledge and academic excellence. I humbly acknowledge their contributions and
express my deepest gratitude to each and every one of them.

Cirebon, August 6th 2023

Tio Hartanto
 PUBLICATION AGREEMENT STATEMENT

The undersigned below

Name : Tio Hartanto

Registered Number : 119060044

Department : English Education

Thesis title : Students’ Perception On The Use Of Tiktok To Enhance

English Pronunciation: A Case Study

Hereby grant Swadaya Gunung Jati University permission to reproduce, distribute, and
publicly display the thesis for academic and scholarly purposes. This permission
includes making the thesis available in the university's repository and other academic
databases, while ensuring my name is credited as the original author. I confirm that the
thesis is my original work and does not violate any rights of third parties.

This statement I made in truth.

Cirebon, August 6th 2023

Declared by,
Tio Hartanto
Std.ID .119060044

ix
ASSESSMENT OF THESIS

x
ASSESSMENT OF THESIS

xi
 STUDENTS’ PERCEPTION ON THE USE OF TIKTOK TO ENHANCE
ENGLISH PRONUNCIATION: A CASE STUDY

Tio Hartanto
[email protected]
Swadaya Gunung Jati University

ABSTRACT
English speaking, particularly pronunciation, is a crucial aspect of language learning
for improved communication. This study explores the use of TikTok videos as a
learning tool for English pronunciation. A mixed-method exploratory approach was
adopted, combining qualitative interviews to understand students' perceptions of
TikTok and quantitative pre and post-tests to assess the impact on pronunciation
improvement. five university students in the second year participated in the research,
their feedback emphasized the value of TikTok as an English learning app, citing its
unique features and engaging content. The study tested TikTok's effectiveness on these
five students and demonstrated a significant improvement in their English
pronunciation after utilizing the platform. The findings reveal that incorporating
TikTok videos into language learning can be highly beneficial, as evidenced by the
improvement in pronunciation skills among the students. The pre-test indicated that all
three students had fair pronunciation and two student classified fair good
pronunciation, while the post-test showed one student achieving an excellent
classification, and four students achieving a very good classification in pronunciation.

Keywords: Student Perception, Tiktok, English Pronunciation

xii
 TABLE OF CONTENT
STUDENTS’ PERCEPTION ON THE USE OF TIKTOK TO ENHANCE ENGLISH
PRONUNCIATION: A CASE STUDY.................................................................................. i
APPROVAL SHEET .............................................................................................. ii
ACKNOWLEDGEMENT SHEET ....................................................................... iii
STATEMENT OF AUTHENTICITY ................................................................... v
PREFACE ............................................................................................................... vi
ACKNOWLEDGEMENT .................................................................................... vii
PUBLICATION AGREEMENT STATEMENT ................................................ ix
ASSESSMENT OF THESIS................................................................................... x
ASSESSMENT OF THESIS.................................................................................. xi
ABSTRACT ........................................................................................................... xii
TABLE OF CONTENT ....................................................................................... xiii
LIST OF TABLE ................................................................................................... xv
LIST OF FIGURE ................................................................................................ xvi
CHAPTER 1 INTRODUCTION ........................................................................... 1
A. Research Background ............................................................................................. 1
B. Research Rational ................................................................................................... 2
C. Research Urgencies ................................................................................................. 4
D. Research Question .................................................................................................. 4
E. Research Limitations .............................................................................................. 5
CHAPTER 2 LITERATURE REVIEW ............................................................... 6
A. Perception ................................................................................................................ 6
B. Tiktok ....................................................................................................................... 7
C. Pronunciation ........................................................................................................ 11
D. Previous Study ....................................................................................................... 20
CHAPTER 3 RESEARCH METHOD ................................................................ 25
A. Research Context .................................................................................................. 25
B. Research Design .................................................................................................... 25

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 xiv

C. Research Participant............................................................................................. 29
D. Data Collection ...................................................................................................... 30
E. Data Analysis ......................................................................................................... 32
CHAPTER 4 FINDINGS AND DISCUSSION ................................................... 36
A. Findings.................................................................................................................. 36
B. Discussion............................................................................................................... 43
CHAPTER 5 CONCLUSION AND SUGGESTION ......................................... 46
A. Conclusion ............................................................................................................. 46
B. Suggestion .............................................................................................................. 46
LIST OF APENDICES ......................................................................................... 50
BIOGRAPHY ...................................................................................................... 111
 LIST OF TABLE
Table 1. Instrument Assessment ................................................................................. 34
Table 2. Demographic of Research Participant........................................................... 37
Table 3. Pre Test ......................................................................................................... 42
Table 4. Post Test ........................................................................................................ 43

xv
 LIST OF FIGURE
Figure 1. English Dipthong ......................................................................................... 13
Figure 2. Dipthong /eɪ/ ................................................................................................ 14
Figure 3. Diphthong /aɪ/ .............................................................................................. 15
Figure 4. Diphthong /ɔɪ/ .............................................................................................. 15
Figure 5. Diphthong /aʊ/ ............................................................................................. 16
Figure 6. Diphthong /әʊ/ ............................................................................................. 16
Figure 7. Diphthong /ɪә/ .............................................................................................. 17
Figure 8. Diphthong /eә/ ............................................................................................. 17
Figure 9. Diphthong /ʊә/ ............................................................................................. 18
Figure 10. Exploratory Design .................................................................................... 26

xvi
 CHAPTER 1
INTRODUCTION

A. Research Background

In today's fast-paced world, the development of technology is progressing at an

incredible rate, and it has permeated every sector of our lives, including education.
Technological advancements have revolutionized the way we teach and learn, offering
new opportunities and possibilities for students and educators alike. In the context of
language learning, particularly in the case of English language acquisition, technology
has become an indispensable tool. The use of technology in English language education
has opened up a myriad of possibilities, allowing for more dynamic and engaging
learning environments. One of the key ways in which technology is utilized is through
the integration of videos in the instructional process. According to Harmer (2001),
utilizing videos as a teaching tool offers numerous advantages. Firstly, videos allow
students to visually observe the language being used, including expressions and
gestures. This visual aspect enhances their understanding and comprehension.
Secondly, videos, particularly authentic ones, provide a platform for cross-cultural
awareness, enabling students to witness different cultures and their practices.

In reality, technology provides learners with a plethora of online resources,

including various learning websites that serve as valuable repositories of knowledge.
Furthermore, within the realm of English language instruction, there are a few
multimedia resources that can be seamlessly integrated into conventional lessons, such
as the popular social media platform, TikTok. TikTok has emerged as a prominent
source of multimedia content, boasting a range of features that can play a pivotal role
in teaching and learning. It has gained immense popularity, particularly among the
younger demographic.

Pronunciation is about saying English sounds correctly. It is learned by

practicing and fixing mistakes. teaching pronunciation is an essential aspect of
language instruction . According to Suwartono (2006: 41), Pronunciation is an essential
part in a language, for the nature of language is spoken. To get the correct pronunciation

1
 2

takes a tough effort and has to practice constantly. Gilakjani & Ahmadi (2011) said that
Pronunciation is viewed as a sub-skill of speaking. This means that pronunciation is
one aspect or component of the broader skill of speaking in a language. While speaking
encompasses various elements such as vocabulary, grammar, fluency, and coherence,
pronunciation specifically refers to the way sounds, stress, intonation, and rhythm are
produced in speech.

Creative teaching needs to enhance students' motivation to learn English

pronunciation, and incorporating videos as a learning medium can be an effective
approach. By integrating videos, instructors can captivate student interest, visualize
language usage, portray authentic culture and situations, provide variation in learning,
and leverage existing technology. These strategies create an engaging learning
experience that motivates students to actively participate in improving their English
pronunciation skills.

B. Research Rational

Based on writer personal experience, the speaking course have taken has
benefited greatly from the integration of various social media applications, websites,
and the learning management system provided by the university. These digital
resources, including platforms like YouTube videos, TED Talks, and textbooks, have
played a crucial role in supplementing the traditional classroom instruction and
fostering a dynamic and interactive learning environment.

However, as an enthusiastic learner and an advocate for continuous

improvement, Writer have been motivated to explore additional media options to
further enhance the effectiveness of English speaking instruction, with a particular
focus on English pronunciation. While the existing resources have been valuable and
have provided a solid foundation for developing speaking skills, Writer believe that
exploring new media preferences can offer fresh perspectives and unique opportunities
for enhancing pronunciation proficiency.
 3

Diversifying the range of media used for English speaking instruction can bring
about several advantages. First, it allows for exposure to a wider variety of authentic
language inputs, including different accents, intonations, and speech patterns. This
exposure helps learners develop a more flexible and adaptable approach to
pronunciation, enabling them to comprehend and produce speech that is both accurate
and contextually appropriate.

Furthermore, by incorporating alternative media options, learners can engage

with content that is specifically designed to target and practice pronunciation skills. For
instance, specialized language learning applications and platforms often offer
interactive exercises, audio recordings, and speech recognition technology that provide
immediate feedback on pronunciation accuracy. These features empower learners to
monitor their progress, identify areas for improvement, and develop greater self-
awareness in their pronunciation abilities.

In addition to technological resources, exploring diverse media options for

English pronunciation instruction can also involve incorporating authentic audiovisual
materials from sources such as podcasts, radio broadcasts, and authentic dialogues.
These materials expose learners to real-life communication situations, enabling them
to analyze and mimic native speakers' pronunciation patterns, rhythm, and intonation.
This immersive and contextualized approach can contribute to the development of
natural-sounding and fluent English pronunciation.

Moreover, by seeking out new media preferences for English pronunciation

instruction, instructors and learners can stay up-to-date with emerging trends and
technological advancements. This allows for continuous adaptation and improvement
in pedagogical approaches, ensuring that learners are equipped with the most effective
tools and techniques to enhance their English speaking skills.

Many studies have investigated the use of videos for language learning, but
there is a limited number of studies that specifically include the TikTok application.
Therefore, building upon previous research by Anggi (2021) and Rizky (2022), this
study aims to provide a combination of students' perceptions and the effectiveness of
 4

TikTok in improving English pronunciation. The writer choose the title of the study
"Students' Perception on the Use of TikTok to Enhance English Pronunciation:
A Case Study." The research employed an approach to explore students' experiences
and perspectives regarding the use of TikTok as a tool for improving their English
pronunciation skills. By conducting interviews, observations, and analyzing qualitative
and quantitative data, the study aims to shed light on how TikTok can be utilized
effectively to enhance English pronunciation and provide valuable insights into
students' perceptions of this innovative language learning approach.

C. Research Urgencies

Hopefully, this research aims to provide valuable insights into how TikTok
videos can serve as a dependable resource for English Language Teaching (ELT),
particularly in the context of teaching pronunciation. It seeks to elicit constructive
feedback for English teachers on how to tailor their pronunciation instruction based on
the specific needs of their students. Additionally, it aims to offer readers more
experiential knowledge and input on how English TikTok videos can effectively
enhance students' pronunciation skills.

D. Research Question

Research Question:

1. How are the student perception on the use of Tiktok especially for improving
Pronunciation ?
2. How students’ pronunciation improved after using Tiktok ?

Research Objectives:

1. To find out benefit and challenge of using Tiktok for learning English
Pronunciation
2. To identify the students’ vowels Pronunciation before and after using Tiktok for
learning English Pronunciation
 5

E. Research Limitations

This research has some limitations that should be considered when interpreting
the findings. Firstly, the study's participant pool is limited to university students, which
may restrict the generalizability of the results to a broader population. Secondly,
conducting the research within a specific timeframe may impact the depth and long-
term effects of using TikTok for pronunciation improvement. Additionally, the self-
selection bias of participants who volunteered for the study might influence the results.
The assessment instruments used may also have limitations in accurately capturing
pronunciation improvement. Furthermore, external factors and contextual elements
that were not accounted for could have influenced the participants' language
improvement. Despite these limitations, the study provides valuable insights into the
potential benefits of TikTok in enhancing English pronunciation among university
students. Future studies can build upon these findings to further explore the impact of
technology in language learning and its role in developing language skill.
 CHAPTER 2
LITERATURE REVIEW
A. Perception

1. The Definition of Perception

There were many theories about perception. According to the Cambridge
Dictionary (2016), perception is a person's experience of objects and events obtained
by gathering information and decoding messages. It involves one's ability to pay
attention to and understand things that might not be clear to others. The experience is
a process preceded by sensing, which refers to the receipt of stimuli by individuals
through the senses, also known as sensory processes. This process is then transmitted
by nerves to the brain, which serves as the nerve center, resulting in perception.
Furthermore, according to Desmita (2009), perception is a process of utilizing
pre-existing knowledge to interpret stimulation through the sensory system. Through
perception, individuals can derive interpretations of various phenomena, information,
or data that continuously surround them. Research on perception highlights that
different individuals can perceive the same thing but interpret it differently. This
individual interpretation is often referred to as relativity. Hong (2003) asserts that
perception encompasses a person's thoughts about something they have learned,
measuring their behavior towards the use of something, and whether they agree or
disagree with a particular method or concept they have learned. This implies that
students hold their own opinions about concepts acquired during the teaching and
learning process and react to them accordingly. Sidhu (2003) defines students'
perceptions as their perspectives on events occurring in the classroom learning process,
which they express through suggestions or arguments to teachers or classmates to
enhance language processes. From these definitions, it can be inferred that students'
perception involves the process of students' cognitive treatment of information about
an object applicable in the school environment, particularly in the classroom. This
treatment occurs through observation using their senses, allowing students to derive
meaning and interpretations from the observed object.

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2. Forms of Perceptions
According to Solso et al. (2007), perception can be categorized into two forms:
positive perception and negative perception.
a. Positive Perception

Positive perception involves an individual's assessment of an object or

information with a positive viewpoint that aligns with expectations or established
norms. Positive perceptions often arise from individual satisfaction with the perceived
object, their existing knowledge, and their personal experiences connected to the object
in question.

b. Negative Perception

Negative perception encompasses an individual's perception of a specific object

or information with a negative viewpoint that contradicts expectations or established
norms. Negative perceptions may stem from individual dissatisfaction with the
perceived object, a lack of understanding, or limited personal experiences related to the
object.

3. Process of Perception

The process of perception can be outlined as follows: objects emit stimuli, and
these stimuli influence the sense organs or receptors. This stimulus-sense interaction
constitutes a natural or physical process. The received stimuli are then transmitted by
sensory nerves in the brain, a process referred to as a physiological process.
Subsequently, a process occurs within the brain's consciousness center, enabling
individuals to become aware of what they have seen, heard, or felt. This internal
process within the brain is termed a psychological process (Walgito, 2002).

B. Tiktok

TikTok is a social media platform that allows users to create, share, and
discover short videos. It was launched in 2016 by the Chinese company ByteDance and
has gained tremendous popularity worldwide, particularly among younger generations.
TikTok allows users to record and edit videos up to 60 seconds in length, adding
 8

various effects, filters, and music to enhance their creations. The platform features a
wide range of content, including dance routines, lip-syncing performances, comedy
skits, educational videos, and much more.

TikTok's algorithm utilizes artificial intelligence and machine learning to

personalize users' content feeds, presenting them with videos that align with their
interests and preferences. The platform's interface enables users to interact with videos
through likes, comments, shares, and the ability to follow content creators. TikTok also
offers features such as duets, where users can collaborate and create split-screen videos
with other TikTokers, as well as challenges and trends that encourage users to
participate in shared activities or creative themes.

With its user-friendly interface, creative tools, and vast user base, TikTok has
become a cultural phenomenon, shaping trends, viral challenges, and popular memes.
It has provided a platform for self-expression, creativity, and community building,
allowing individuals from various backgrounds to share their talents, passions, and
perspectives through short-form videos.

It is important to note that while TikTok initially gained popularity for

entertainment purposes, its potential as an educational and learning tool has also been
recognized. Many individuals and organizations have utilized TikTok to share
educational content, language learning resources, and instructional videos, including
those focused on improving English pronunciation skills. As for several content and
features on TikTok:

1. Feature of Tiktok
a. Video Creation
TikTok allows users to create and edit short videos, ranging from a few seconds
to maximum of 60 seconds. Users can record videos directly within the app or upload
pre-recorded videos from their device's gallery.
 9

b. Effects and Filters

TikTok offers a wide range of effects, filters, stickers, and augmented reality
(AR) features that users can apply to their videos. These tools allow users to enhance
their content, add visual elements, and create engaging and entertaining videos.

c. Music and Soundtracks

One of TikTok's standout features is its extensive music library. Users can add
popular songs, sound bites, or voiceovers to their videos, either from TikTok's library
or by using their own audio clips. The platform also allows users to discover new music
through trending sounds and challenges.

d. Discover and Explore

TikTok's algorithm-driven "For You" page presents users with a curated feed
of videos tailored to their interests and preferences. The Explore tab allows users to
discover trending content, hashtags, and challenges, expanding their content
consumption beyond their immediate network.

e. Duets and Collaborations

TikTok enables users to create duets and collaborations with other creators. The
duet feature allows users to film a split-screen video alongside an existing TikTok
video, fostering creative collaborations and interactions between users.

f. Hashtags and Challenges

Hashtags and challenges play a significant role in TikTok's community

engagement. Users can participate in trending challenges or create their own, using
specific hashtags to connect with others who are exploring similar themes or content.

g. User Interactions

TikTok offers various ways for users to interact with videos and creators. Users
can like, comment on, and share videos, as well as follow content creators to stay
updated with their latest uploads. TikTok also features a direct messaging system for
private conversations.
 10

h. Live Streaming

TikTok provides a live streaming feature that allows users to broadcast live
videos to their followers. This feature enables real-time interactions through comments,
likes, and virtual gifts from viewers.

i. TikTok For You Page (FYP)

The For You Page is a key component of TikTok's personalized content

recommendation system. It showcases a continuous stream of videos based on users'
preferences, engagement patterns, and the content they interact with.

2. Content of Tiktok
a. Dance Routines

TikTok is well-known for its viral dance challenges and routines. Users create
and share choreographed dances set to popular songs or original audio.

b. Lip-Syncing Performances
Users often use TikTok to lip-sync to popular songs, movie dialogues, or
comedic audio clips, showcasing their acting or miming skills.
c. Comedy Skits

Many TikTok users create short comedic skits, showcasing their humor,
creativity, and storytelling abilities. These skits often incorporate quick edits, sound
effects, and visual gags.

d. Educational and Tutorial Videos

TikTok has become a platform for sharing educational content and tutorials.
Users create bite-sized videos to teach various skills, such as cooking, art techniques,
DIY projects, language learning, and more.

e. Challenges and Trends

TikTok is known for its viral challenges and trends. Users participate by
creating videos that follow a specific theme, dance routine, or task and use designated
hashtags to contribute to the trend.
 11

f. Beauty and Fashion

Many TikTok users share content related to beauty tips, makeup tutorials,
fashion hauls, and outfit inspiration. These videos often feature quick transformations
or styling ideas.

g. Pet Videos

TikTok is a hub for adorable and entertaining pet videos. Users share videos of
their pets doing tricks, cute moments, or participating in fun challenges.

h. Travel and Adventure

Users share travel vlogs, destination highlights, and adventure videos, giving
glimpses into their experiences and inspiring others to explore different places.

i. Life Hacks and DIY Projects

TikTok users often share clever life hacks, DIY projects, and innovative ideas
to make everyday tasks easier or more enjoyable.

j. Inspirational and Motivational Content

Many TikTok users create videos to inspire and motivate others. These videos
can include personal stories, uplifting messages, or encouraging advice.

C. Pronunciation

Pronunciation is the act of speaking a word or language. It involves using

phonetic symbols to represent how words are spoken (Singh, 2017). Mastering
pronunciation is crucial in English speaking as it contributes to the development of oral
skills (Marza, 2014). Hadid (2015) emphasizes that mastering English pronunciation is
an essential aspect of achieving fluency for EFL students, who often need to put in
significant effort to overcome difficulties in pronouncing certain words and sounds.
Pareza and Ratmanida (2019) further support the significance of pronunciation in
language learning, stating that it plays a fundamental role in demonstrating language
competency and is a key characteristic of effective communication. To achieve
proficiency in English pronunciation, EFL students should also gain an understanding
 12

of the physical and structural aspects of speech production, as well as phonetics and
phonology.

1. Phonetic and Phonology

Phonetics explores the physical aspects of speech production and its connection
to language perception. Levis and Munro (2013) emphasize that phonetics focuses on
the functional and systemic nature of sounds within specific languages.

According to McMahon (2002), phonetics provides objective methods for

describing and analyzing the range of sounds used in various languages. Specifically,
articulatory phonetics identifies the organs and muscles involved in producing different
speech sounds. Skandera and Burleigh (2005) add that phonetics encompasses three
distinct areas: articulatory phonetics, which examines the physical processes of speech
production; acoustic phonetics, which studies the physical properties of speech sounds;
and auditory phonetics, which investigates how listeners perceive and process speech
sounds.

Muhassin (2018) defines phonology as the study of the structure of sounds in

language. Phonology can be divided into two main aspects. The first is the segmental
aspect, which focuses on individual speech sounds such as vowels and consonants. This
aspect is provided by phonetics. The second aspect is suprasegmental features, also
known as prosody, which extends beyond individual segments and includes elements
like stress, intonation, and linking.

2. The features of Pronunciation

Mastering the pronunciation of English sounds in natural speech is an integral

aspect of developing English pronunciation skills. According to Dobrovolsky and
Francis Katamba (1999: 18), speech can only be represented using segments. These
segments refer to individual units of linguistic structure that can be transcribed
individually in a system. They are produced through the coordination of various
articulatory gestures, including jaw movement, lip shape, and tongue placement.
 13

Dobrovolsky and Francis Katamba also explain that segments encompass

individual phones, such as [p], [s], or [m]. Burns (2003: 7) further emphasizes that
segmental sounds comprise specific sounds within words, exemplified by the sounds
of "l" in "lamp," "r" in "ramp," and "a" in "hat." These examples represent phonemes,
which are the smallest distinctive speech sounds in a language that differentiate one
word from another.

Hence, the English sound system is composed of phonemes or individual

sounds that have the potential to convey meaning. These sounds can be vowels,
diphthongs or consonants (Yates, 2002: 4). They are produced by using different parts
of the tongue within the mouth. To represent these sounds, a phonemic script, similar
to the one found in the front of dictionaries, is used. The following table illustrates the
segmental sounds present in English..

a. Segmental

Segmental features pertain to the detailed level of sounds within words. They
involve the specific sound system, including phonemes, which are the basic units of
sound. Consonants and vowels are combined to form phonemes, and if they are not
pronounced correctly, it can alter the meaning of a word (Burns, 2013).

Kinds of segmental features :

1) Dipthong

Figure 1. English Dipthong

 14

Roach (1998) states that diphthongs are sounds which consists of the movement
or glide from one vowels to another because diphthongs are the combination of two
pure vowels. Ramelan in Mustikareni (2013) mentions that diphthongs are divided into
two sections: closing and centering diphthong. Closing diphthong is the diphthong
sounds that the second vowel is closer than the first vowel because the movement of
the tongue is carried out from the position of open vowel to the closer vowel, while
centering diphthong is the second vowel that more center than the first vowels because
the movement of the tongue is carried out towards the central vowel. For example, the
English closing diphthongs are (/eɪ/, /aɪ/, /ɔɪ/, /aʊ/, /әʊ/) and centering diphthong are
(/ɪә/, /eә/, /ʊә/) (Roach, 1998).
(a) Diphthong /eɪ/

Figure 2. Dipthong /eɪ/

The position of the tongue is from the vowel /e/ that a front vowel which a little
lower than the half close position. After that, the tongue moves to the direction of the
vowel position /ɪ/. It is a little above the half close position and the lips are spread.
Then, it is gradually closing such as raid, pain, fail and tail (Roach, 1998).
 15

(b) Diphthong /aɪ/

Figure 3. Diphthong /aɪ/

It is a front closing full diphthong and it is a front vowel with a position in

between /æ/ and /a:/. Then, the tongue moves to a closer position as if to produce /ɪ/
vowel sound and the lips are apart and gradually closing. For example: mine, file, rice,
and lime (Roach, 1998).
(c) Diphthong /ɔɪ/

Figure 4. Diphthong /ɔɪ/

Is a back-front closing full diphthong because the back of the tongue is raised
to a point midway between /ɔ/ and /ɔ:/. After that, the front tongue is gradually raised
in the direction of /ɪ/ and the lips are rounded for the first element of the diphthong such
as soil, coil, point, and coin (Roach, 1998).
 16

(d) Diphthong /aʊ/

Figure 5. Diphthong /aʊ/

It is a front-back closing full diphthong because the front part of the back of the
tongue is slightly raised for the first element of the diphthong /aʊ/. Then, the tongue
moves in a direction of /ʊ/ and the lips starts at the neutral position, and gradually
rounded (Roach, 1998). For example sow, found, foul and now.

(e) Diphthong /әʊ/

Figure 6. Diphthong /әʊ/

This is closing half diphthong and the position of the tongue from the position
of vowel /e/. After that, the tongue moves to a closer position of /ʊ/ (Roach, 1998). For
example also, go, boat and only.
 17

(f) Diphthong /ɪә/

Figure 7. Diphthong /ɪә/

It is a high-front-centering diphthong. The tongue starts from the vowel /ɪ/ and
not from the closer /i/ vowel sound. Then, it glides away in the direction of the central
vowel /ә/. The two lips are in neutral position (Roach, 1998). For example we can see
it in here, fear, dear and beard.
(g) Diphthong /eә/

Figure 8. Diphthong /eә/

It is a low front-centering diphthong. The tongue starts from an open vowel

position, slightly higher than the position for the English /æ/. Then, the lips spread or
neutral and the lower jaw are clearly felt to be slightly moving upward (Roach, 1998).
For example there are hair, pair and rare.
 18

(h) Diphthong /ʊә/

Figure 9. Diphthong /ʊә/

Is a high back centering diphthong. The tongue moves from /ʊ/ position and
not from the closer /u:/ and the direction of the central vowel /ә/. The lips are rounded
for the first element. After that, it was drawn back to neutral position (Roach, 1998).
For example there are sure, tour and pure.
2) Short Vowel
According Roach (2009:13) English short vowels are the part of large number
of vowels sound that need analyzing. The pronunciation of short vowels is relatively
short. Short vowels consist of [I], [e], [æ], [Ʌ], [ɒ], [ʊ]. These each vowel is described
in relation to the cardinal vowels. [I] This vowel is in the close front position and the
lips are slightly spread. (example word : ‘pin’, ‘fish’, ‘bit’). [e] This vowel position is
in front. It is between primary cardinal vowel no.2 [e] and no.3 [ɜ]. The lips are slightly
spread. Example word (‘men’, ‘yes’, ’bet’). [æ] This vowel position is in the front., but
not really opens as cardinal vowel no. 4 (a). The lips are slightly spread. Example
words: ‘gas’, ‘bat’, ‘man’. [Ʌ] (Example words: ‘cut’, ‘come’, rush’). This is a central
vowel, and the diagram shows that is more open than the open-mid taught height. The
lips position is neutral. [ɒ] (example words: ‘pot’, ‘gone’, ‘cross’) .This vowel is not
quite fully back, and between open-mid and open in tongue height. The lips are slightly
rounded. [ʊ] (example words: ‘put’, ‘pull’, ‘push’) .The nearest cardinal vowel is
number. 8 (u), but it can be seen that ʊ is more open and nearer to central. The lips are
rounded.
 19

3) Long Vowel
Long vowels are the vowels which tend to be longer than the short vowels.
Long vowel is characterized by one vowel plus a length mark made of two dots. Long
vowels consist of [i:], [u:], [ɜ:], [ɔ:], [a:]. [i:] This vowel is closer and more front than
short vowel [i]. The lips are only slightly spread. (Example words: ‘beat’, ‘peace’,
‘mean’.). [u:] The nearest cardinal vowel to this is [u], while the lips are only
moderately rounded. (Example words: ‘loose’, ‘food’, ‘soon’). [ɜ:] The middle part of
tongue lifts toward the roof of the mouth in the middle. The lip position is neutral.
(Example words: ‘purse’, ‘bird’, ‘fern’). [ɔ:] The tongue height for this vowel is
between [ɔ] and [o], and closer to the latter. This vowel is almost fully back and has
quite strong lip-rounding. (Example words: ‘torn’, ‘horse’, ‘board’.). [a:] This is open
vowel in cardinal vowel [a], but not as back as this. The lip position is neutral.
(Example word: ‘half’, ‘pass’, ‘card’.
4) Consonant
In articulatory phonetics, a consonant is a speech sound that is articulated with
complete or partial closure of the vocal tract. Examples are [p], pronounced with the
lips; [t], pronounced with the front of the tongue; [k], pronounced with the back of the
tongue; [h], pronounced in the throat; [f] and [s], pronounced by forcing air through a
narrow channel (fricatives); and [m] and [n], which have air flowing through the nose
(nasals).
b. Supra segmental

Suprasegmental features are concerned with the broader aspects of sound in

language. Recent research has made progress in describing the suprasegmental
characteristics of speech, which encompass elements such as prosody that extend
across larger sections of language (Gilakjani, 2012).
 20

There are five kinds of suprasegmental features :

1) Stress
Degree of force or loudness you give to a syllable in a word or to words in a
phrase or sentence. Stress provides the rhythm of the language and intonation provides
the melody.
2) Rythm
The way a language sounds as a result of the pattern of stress and unstressed
syllables in speech.
3) Intonation
The way the voice goes up and down over a line of speech: the music of speech.
4) Pitch
The level (high or low) at which we speak. We can change the pitch of our voice
to give a certain message. Pitch is crucial for getting our meaning across. “Yes” can
mean “I agree, maybe, you can’t be serious, you are so right” just by the pitch used.
5) Connected Speech
The way we blend words together (gonna, wanna, hafta)

D. Previous Study

The writer utilized the latest research conducted within the past five years to
address the research question in this study. Writer reviewed studies related to the use
of TikTok, the use of social media for learning purposes, students' perspectives on
using social media for education, and learning through videos. These areas of research
were deemed relevant to the author's investigation.

First, the study conducted by Xi Chen (2023) investigates the utilization of

TikTok for oral English learning among 166 Chinese teenagers. The findings indicate
that students are eager to improve their competence in speaking English, and they
identify three main problems in oral English education: pedagogy, teaching materials,
and pronunciation. Surprisingly, over 70% of the students believe that utilizing TikTok
can effectively address these problems, perceiving it as a valuable tool for enhancing
their English speaking skills. The study highlights the potential benefits of
 21

incorporating TikTok's short videos into English-speaking classes to enhance the

students' learning experience and address existing challenges in oral English education.

The two studies share a common theme of investigating the utilization of

TikTok in language learning, with a specific focus on enhancing language skills. Xi
Chen's study explores the use of TikTok for oral English learning among Chinese
teenagers, highlighting students' perceptions of its potential to address problems in oral
English education. In contrast, the current research centers on university students and
aims to assess TikTok's effectiveness in improving English pronunciation through a
mixed-method, incorporating interviews, pre-tests, and post-tests. By targeting a
different demographic and language skill, the current research presents a clear gap in
the existing literature. While Xi Chen's study concentrates on oral English education
as a whole, the present research narrows its scope to specifically explore the benefits
and challenges of using TikTok for pronunciation improvement among university-level
learners, making a valuable contribution to the broader field of language learning
research.

Second, Hengzhi Hu (2022) conducted an exploratory study to explore the use

of TikTok in mobile-assisted English language learning among 42 undergraduate
university students in China. The research reveals contrasting perceptions among EFL
learners regarding TikTok's impact on formal language learning. While some students
believe TikTok has the potential to positively affect global language proficiency,
speaking skills, motivation, and willingness to communicate, the quantitative phase of
the study challenges this notion by showing no significant overall impact on language
learning. Despite this discrepancy, the research sheds light on the potential of TikTok
as a supplementary tool in classroom-based teaching and its influence on students'
motivation and willingness to communicate in English. In contrast, the current research
aims to investigate the effectiveness of TikTok in enhancing English pronunciation
among university students through a mixed-method involving interviews, pre-tests, and
post-tests. The study participants consist of university students, providing valuable
insights into their specific experiences and perceptions. Addressing a gap in existing
 22

literature, this research delves into the specific benefits and challenges associated with
using TikTok as a tool for improving English pronunciation, an aspect that has not been
extensively explored in previous research with university-level learners. By combining
both qualitative and quantitative data, this research strives to offer a comprehensive
and detailed understanding of TikTok's impact on English pronunciation skills,
contributing valuable insights to the broader field of language learning research.

Third, Rajan T and Ismail H (2022) conducted a quasi-experimental study to

explore the use of TikTok as a strategy to improve knowledge acquisition and
engagement in learning literature among 150 students from Malaysian secondary
schools. The study's findings demonstrated that integrating TikTok into literature
teaching resulted in high levels of student engagement and positive knowledge
acquisition. Students displayed a strong interest and active participation when using
TikTok for literature assignments, showcasing its potential as an effective tool for
enhancing students' engagement and learning outcomes in literature education. In
contrast, the current research focuses on investigating the effectiveness of TikTok in
enhancing English pronunciation among university students, utilizing a mixed-method
involving interviews, pre-tests, and post-tests. The participants of this study consist of
university students, offering valuable insights into the specific experiences and
perceptions of this particular demographic. Addressing a gap in the existing literature,
this research aims to examine the specific benefits and challenges associated with using
TikTok as a tool for improving English pronunciation, a topic that has not been
extensively explored in previous research with university-level learners. By employing
both qualitative and quantitative data, this research endeavors to provide a
comprehensive and detailed understanding of TikTok's impact on English
pronunciation skills, contributing valuable insights to the broader field of language
learning research. The studies differ in their research objectives, target language skills,
participant demographics, and educational contexts, highlighting the need for more
diverse research on TikTok's applications and effects in education.
 23

Fourth, Anggi E (2021) conducted a qualitative study with 8 university students

to examine the utilization of the TikTok application for learning English pronunciation.
The study's findings reveal that participants had a positive attitude towards using
TikTok as a video aid for language learning. They viewed TikTok as a helpful platform
that enhanced their literacy and speaking skills, expressing a desire to use it for
understanding basic English content. The research highlights the potential of TikTok
as a valuable tool for language learning and its effectiveness in engaging participants
for educational purposes. In contrast, the current research aims to explore the
effectiveness of TikTok in enhancing English pronunciation among university students
through a mixed-method involving interviews, pre-tests, and post-tests. The
participants of this study consist of university students, providing valuable insights into
the specific experiences and perceptions of this particular demographic. Addressing a
gap in existing literature, this research aims to examine the specific benefits and
challenges associated with using TikTok as a tool for improving English pronunciation,
a topic that has not been extensively explored in previous research with university-level
learners. By employing both qualitative and quantitative data, this research endeavors
to provide a comprehensive and detailed understanding of TikTok's impact on English
pronunciation skills, contributing valuable insights to the broader field of language
learning research. The studies share a focus on exploring TikTok's potential as an
educational tool for language learning and aim to contribute to the field of language
learning research. However, they differ in their specific research objectives, areas of
focus, participant numbers, and the aspect of language learning being examined,
highlighting the need for diverse research on TikTok's applications and effects in
education.

Fifth, the study conducted by Huning and Yang (2020) focuses on exploring
the perspectives of secondary-school students regarding the utilization of TikTok for
English learning both within and beyond the EFL classroom. Involving 187 students
from China, the research reveals that students displayed positive attitudes towards
incorporating TikTok as a video aid in EFL classroom teaching. Furthermore, students
expressed a strong desire for guidance and support from their teachers in effectively
 24

using TikTok for English learning. The study underscores the significance of
integrating TikTok into English language education to enhance engagement and
improve learning outcomes within and beyond the traditional classroom setting. In
contrast, the current research aims to investigate the effectiveness of TikTok in
enhancing English pronunciation among university students. Adopting a mixed-
method approach that includes interviews, pre-tests, and post-tests, the study's
participants consist of university students, offering valuable insights into their specific
experiences and perceptions. By addressing a gap in existing literature related to
TikTok's potential for improving English pronunciation, a topic that has not been
extensively explored with university-level learners, this research seeks to provide a
comprehensive and detailed understanding of TikTok's impact on English
pronunciation skills. The studies share a common exploration of TikTok's role as an
educational tool for language learning, but they differ in their research objectives, target
language skills, participant demographics, and educational contexts, highlighting the
need for diverse research to fully understand TikTok's applications and effects in
language learning.

Based on the five aforementioned studies, the researcher also conducted a study on the
phenomenon of TikTok in education. Therefore, different from the previous research,
the author employed an improvised using mixed methods. In this case, the researcher
was particularly interested in exploring students' perspectives on TikTok as a tool for
English language learning, specifically in pronunciation improvement. The study
aimed to investigate the changes and improvisations observed before and after using
TikTok for language learning purposes. Therefore, the researcher is interested in the
following title: " Students' Perception on the Use of TikTok to Enhance English
Pronunciation: A Case Study "
 CHAPTER 3
RESEARCH METHOD
A. Research Context

This research aims to examine students' perspectives on TikTok regarding its

advantages and challenges, and subsequently, assess its impact through pre- and post-
implementation testing.

The main focus of this study is to investigate how students perceive the use of
TikTok as a tool for enhancing their English pronunciation skills. It aims to gain
insights into the potential benefits and challenges associated with incorporating TikTok
into language learning activities. The research questions may include exploring
students' opinions on the effectiveness of TikTok in improving pronunciation,
identifying the perceived advantages and disadvantages of using TikTok for language
learning, and examining changes in students' pronunciation skills before and after using
TikTok.

To accomplish this, a mixed-methods employed. Qualitative data were

collected through interviews or surveys to capture students' perspectives and opinions
regarding TikTok. Additionally, quantitative data were collected by conducting pre-
and post-tests to measure the students' pronunciation skills, providing empirical
evidence of any improvements that occur after utilizing TikTok.

By examining students' perceptions and conducting pre- and post-

implementation testing, this research aims to shed light on the potential of TikTok as a
beneficial tool for enhancing English pronunciation. The findings can contribute to the
understanding of the advantages and challenges associated with integrating TikTok
into language learning activities and provide insights for educators and practitioners on
the effective use of this social media platform for pronunciation instruction.

B. Research Design

The researcher adopts a mixed methods as the research design for this study.
According to Creswell (2012), mixed methods research is a practical that provides
flexibility for researchers to investigate complex problems or topics. In this particular

25
 26

study, the focus is on exploring students' perceptions and enhancing English

pronunciation. The researcher also intends to provide an alternative for learning, which
involves conducting pre-tests and post-tests to measure the improvement in English
pronunciation.

Creswell (2012) identified six mixed methods research designs commonly

used, namely the convergent parallel design, the explanatory sequential design, the
exploratory sequential design, the embedded design, the transformative design, and the
multiphase design.

The writer use the exploratory sequential design where the qualitative data
collection is conducted first, followed by the quantitative data collection. This design
emphasizes the exploration and understanding of the research phenomenon through
qualitative methods before moving on to quantitative data analysis. The qualitative data
provides a rich and in-depth understanding of the research topic, which then informs
the subsequent quantitative data collection and analysis. The exploratory sequential
design prioritizes qualitative data, as illustrated in the table below:

Qualitative Study Quantitative Study Combine and

(Higher Priority) (Lower Priority) interpret result

Figure 10. Exploratory Design

1. Mixed Method

Mixed methods research involves incorporating both qualitative and

quantitative components within a single study, with a focus on integrating and
connecting the two approaches. One specific approach is the "exploratory sequential
mixed methods," which begins with a qualitative phase, followed by a sequential
quantitative phase. The qualitative phase involves exploration and analysis, resulting
in codes or conceptual themes that guide the subsequent quantitative phase, which may
involve surveys or other quantitative data collection methods. Two primary variations
of the exploratory design are the theory-development variant, where the objective is to
 27

develop theory, and the instrument-development variant, where the aim is to refine an
instrument for hypothesis testing (Creswell & Plano Clark, 2018).

2. The Expolatory Sequential Design

The exploratory sequential mixed methods approach combines qualitative and

quantitative data collection and analysis in a sequential manner. Researchers first
collect and analyze qualitative data, which then informs the subsequent quantitative
phase, often involving surveys or other quantitative methods.

The rationale behind this approach is to explore a topic before determining

which variables need to be measured. The exploratory sequential design serves as a
flexible template that can be adapted to different research situations. Researchers begin
by assessing the existing literature and identifying gaps. If the literature provides
limited guidance, the qualitative phase becomes crucial in uncovering new dependent
variables. While demographic variables and existing measures for independent
variables may already exist, the dependent variable might require further exploration.

The qualitative phase is described as "exploratory" because it is driven by the

data rather than a predefined conceptual framework. However, information from the
literature review can still be used to enhance understanding of the research problem.
The decision to delay quantitative data collection is motivated by the need for
additional conceptual leverage before conducting surveys or questionnaires. By
gaining insights from the qualitative phase, researchers can identify a broader range of
topics and understand how individuals perceive and frame a specific event or
phenomenon.

During the transition from qualitative analysis to questionnaire development,

the codes identified in the qualitative phase are transformed into variables, the themes
become scales, and the quotations are translated into survey items. The quantitative
data collection process can include both open-ended responses and questions based on
scales, depending on the existing knowledge derived from the literature review and
qualitative phase.
 28

In this research, scales are used to measure the qualitative data regarding the
impact of TikTok-based learning on students' pronunciation skills. To achieve this, a
simple data instrument is developed to assess the students' abilities both before and
after using TikTok. This data instrument aims to establish a connection between the
students' experiences with the TikTok application and their perceived improvement in
pronunciation skills.
3. Instrument Development Model

The Instrument Development Model is utilized when there is a need to develop

and implement a quantitative instrument to further clarify qualitative findings. In this
model, the focus is on creating a robust quantitative tool that aligns with the qualitative
findings and provides additional insights and clarity to the research question. The
model involves several stages, including item generation, expert review, pilot testing,
item analysis, and instrument refinement. Through this process, researchers aim to
create a valid and reliable quantitative instrument that complements the qualitative data
and enhances the overall understanding of the research topic.

In this research, the development of a specialized instrument in the form of a

table comprising 80 words has been undertaken to quantitatively assess and showcase
the enhancement in students' pronunciation skills facilitated by TikTok. This unique
table functions as a meticulous measurement tool, with each word accompanied by
specific criteria or scoring rubrics to evaluate the accuracy of students' pronunciation.
By comparing the scores or performance recorded in the table both before and after
engaging with TikTok, a comprehensive understanding of the degree of improvement
in pronunciation skills can be ascertained. This innovative approach aligns seamlessly
with the overarching objective of producing a robust quantitative instrument that
substantiates the qualitative findings pertaining to the perceived impact of TikTok on
pronunciation.
 29

C. Research Participant

The research participants in this study is the students in UGJ and have
experience using TikTok. The sample purposefully selected to ensure a diverse
representation of students with varying English proficiency levels and familiarity with
TikTok. The exact number of participants was depend on the specific research design
and methodology, aiming for an adequate sample size to capture a range of perspectives
and experiences. Informed consent obtained from all participants, and their identities
would be kept confidential throughout the research process.

In addition Cresswell J (2012) In mixed methods research, the determination of

the minimum number of participants can vary depending on factors such as the research
question, the depth of exploration required, and the saturation of data.

This research focuses on five second year university students with different
pronunciation abilities. The study aims to assess the effectiveness of using TikTok for
pronunciation improvement by conducting pre and post tests. The research utilizes a
mixed-methods, combining qualitative and quantitative methods, to gain a
comprehensive understanding of the students' experiences and measure their progress.

1. Selection Case
Choosing the right case is a crucial step in the case study approach, as the case
serves as the foundation for the entire study. Here are some considerations and factors
involved in selecting a case:
Relevance to Research Question : The case should align with the research question
or objectives of the study. It should be chosen based on its potential to provide insights,
answers, or solutions to the research problem.
Representativeness : While case studies aren't usually intended for statistical
representativeness, the chosen case should be relevant to the broader context or
population under investigation. It should be selected in a way that allows the researcher
to address broader issues or themes.
 30

Uniqueness and Complexity : Cases that are unique, complex, or have unusual
characteristics can provide valuable opportunities for in-depth analysis. Cases that
challenge existing theories or assumptions can lead to novel findings.
Access to Information: Researchers need to ensure that they have access to sufficient
and relevant data sources for the chosen case. This might involve interviews,
documents, observations, and other sources of information.
Feasibility: The case study should be feasible in terms of time, resources, and ethical
considerations. Researchers need to assess whether they can realistically gather the
necessary data and conduct the analysis.
Contextual Considerations: Consider the context in which the case is situated. How
does the case relate to its environment? What external factors might influence the case?
Understanding the context is essential for interpreting the findings.
Types of Cases:
There are various types of cases that researchers can select for their studies:
Single Case: Focuses on a single entity, such as an individual, an organization, or an
event. Single cases are useful for in-depth analysis but might lack broader
generalizability.
Multiple Cases: Involves studying multiple cases to identify patterns, differences, or
commonalities across them. Comparative case studies fall under this category.
Longitudinal Case: Involves studying a case over an extended period to understand
changes and developments over time. This is useful for capturing processes and
dynamics.
D. Data Collection

In this mixed methods study, the researcher employed a combination of

qualitative and quantitative methods. The qualitative component was involved
conducting interviews with participants to explore their perspectives on TikTok. The
interviews focused on understanding their experiences, attitudes, and perceptions
regarding the use of TikTok.
 31

Following the interviews, the researcher administer a pre-test and post-test

related to the pronunciation of 80 selected words. The analysis of the pronunciation
based on the correct pronunciation according to the oxford standard rules of the
International Phonetic Alphabet (IPA). The purpose of the pre-test is to establish a
baseline measurement of the participants' initial pronunciation skills. Afterward, the
researcher introduced TikTok as a tool for enhancing pronunciation and provide
relevant resources or activities. Subsequently, the post-test conducted to assess any
improvements in participants' pronunciation skills following their exposure to TikTok.

1. Interview

The interview stage plays a crucial role in gathering qualitative data that is
essential for this study. During this stage, the researcher engaged in direct and natural
interviews with the participants, aiming to explore their perceptions regarding the use
of TikTok as a tool to enhance English language skills, particularly pronunciation.

Through the interview process, the researcher designed and asked targeted questions to
delve into the participants' experiences, beliefs, attitudes, and reflections related to
using TikTok for pronunciation improvement.
2. Observation
The writer encourages viewers to explore English learning and pronunciation content
on TikTok. The content they watch involves improving word pronunciation, displayed
as text in the videos. The content creator prompts viewers to follow specific guidelines:
filling the displayed text with green color and having the creator read text in red color.
For an illustrative example
https://www.tiktok.com/@speakenglishwithzach/video/7223339665451928858?is_fr
om_webapp=1&sender_device=pc&web_id=7229821987589752321
3. Pre test
The pre and post-test stages are conducted to fulfill the quantitative data
requirements of the study. During these stages, the researcher administer an instrument
consisting of word-by-word questions that participants were asked to pronounce it. The
 32

purpose of this approach is to assess and track the development of their pronunciation
skills before and after using TikTok as a language learning application.
The instrument, comprised of a series of words carefully selected for assessment,
allows the researcher to evaluate the participants' pronunciation abilities in a systematic
and standardized manner. Each participant asked to pronounce the given words, and
their pronunciation accuracy assessed based on predetermined criteria or scoring
rubrics.

In the pre-test phase of the study, the participants' pronunciation skills are
directly evaluated through recorded performances. The researcher engages with the
participants, capturing their pronunciation samples in real-time and providing
immediate feedback. This method allows for a comprehensive assessment of their
pronunciation accuracy and serves as a baseline for measuring any subsequent
improvements.

4. Post Test

The post-test phase, logistical constraints such as scheduling conflicts and the
inability to meet in person necessitate a different approach. Participants are instructed
to submit their responses through personal messages, enabling them to complete the
assessment remotely. Although this indirect assessment method introduces a slight
deviation from the pre-test procedure, it still allows for the evaluation of participants'
pronunciation skills. The researcher carefully analyzes the submitted responses,
considering factors such as pronunciation accuracy, fluency, and overall improvement.

E. Data Analysis

In this study, the researcher employed a mixed methods approach to analyze

the data collected. The qualitative component involves transcribing and analyzing the
interview data to explore the participants' perceptions of using TikTok for enhancing
English pronunciation. The interviews were transcribed, and thematic analysis had
been conducted to identify recurring themes and patterns in participants' responses.
 33

For the quantitative analysis, statistical methods had been utilized to assess the
improvement in English pronunciation skills among the participants. Descriptive
statistics had been calculated to summarize the pre-test and post-test scores. Statistical
tests, such as paired t-tests conducted to examine the significance of any observed
differences between the pre-test and post-test scores, thereby determining the
effectiveness of TikTok in enhancing pronunciation.

Through the provided instrument consisting of 80 different words, the writer

listened to each student's pronunciation repeatedly, for a total of 5 times, to ensure the
accuracy of their spoken words. Then the writer transcribed the students' pronunciation
into the standardized International Phonetic Alphabet (IPA) format. Subsequently, the
writer compared the pronunciation of each word to the oxford standard English
pronunciation and process the scores accordingly, classifying them based on the
assessment instrument's format.

1. Data Analysis Tehcnique

After collecting the data for this study, the researcher employed the content-
analysis method to analyze the data. The analysis process involved the following steps:

1. Carefully listened to the audio recordings obtained from five students.

2. Transcribed each recording diligently.
3. Converted the transcripts into phonemic transcriptions using the ToPhonetic
application, specifically focusing on identifying diphthong sounds in the speech
test. The researcher utilized American pronunciation as it was the dominant
accent used by all students.
4. Read the transcripts and categorized the diphthong words into tables.
5. Revisited the video recordings while assessing students' pronunciation using the
Cambridge Dictionary application as a measurement tool.

In evaluating students' proficiency in pronouncing diphthong words, the

researcher adopted a pronunciation assessment adapted from Layman (1972:219). The
criteria section in the pronunciation assessment was modified to suit the requirements
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of this study. Unlike Layman's original work, which encompassed pronunciation in

general or whole speech/conversation, this study solely focused on measuring word-
to-word pronunciation within the context of the entire speech. Therefore, the adapted
criteria for pronunciation assessment in this study are as follows:

Classification Score Criteria

Excelent 9.6 - 10 Most of words pronounced correctly, and they only

make small mistakes

Very Good 8.6 – 9.5 Many of words pronounced correctly, and they make
some mistakes

Good 7.6 – 8.5 More words pronounced correctly, and they do not
make many mistakes

Fair Good 6.6 – 7.5 More words pronounced correctly, but they make
many mistakes

Fair 5.6 – 6.5 The words pronounced correctly, almost balanced,

with words pronounce incorrectly

Poor 3.6 – 5.5 There are many words pronounced incorrectly

Very Poor 0.0 – 3.5 There are too many words pronounced incorrectly

Table 1. Instrument Assessment

The researcher categorized the students according to each criterion mentioned above
and then calculated their scores using the following formula:

Student correct answer

Score : X 10
Total Anser

To calculate each student's score, the researcher divided the number of correct answers
by the total number of answers and multiplied the result by 10, which corresponds to