Integrating TikTok with Communicative Activities to Enhance Grade 10 Students’ English-Speaking Skills at Hun Sen Mongkolborey High School, Cambodia
Keywords:
TikTok, Communicative Activities, English-Speaking Skills, Students’ Confidence, Students’ OpinionsAbstract
Grade 10 students at Hun Sen Mongkolborey High School have always found speaking English challenging. As students are familiar and highly engaged with TikTok video challenges, the purposes of this study were to: 1) compare the grade 10 students’ speaking skills before and after using TikTok with communicative activities 2) investigate the students’ opinions of using TikTok with communicative activities. The sample of this study was 31 grade 10 students of the academic year 2021-2022 at Hun Sen Mongkolborey High School in Cambodia. This sample was assigned by the school principal and then the researcher surveyed the readiness to participate in the research. The instruments of this study were pre and post-speaking tests, nine lesson plans, rubrics for English-speaking videos, students' opinion questionnaires, and teacher's checklists are used in this research. The instruments were evaluated by three experts. The results were analyzed by using jamovi statistic software for the quantitative data with a mean and standard deviation of the pretest and posttest scores. The analysis of students’ speaking skills through pretest and posttest using paired sample t-test showed that the sample’s posttest was higher than their pretest scores at 0.01 significance. It indicated that students had received better scores in speaking skills after integrating TikTok with communicative activities in the class. In addition, the analysis of the questionnaire showed that most students showed positive feedback on using TikTok with communicative activities. As the result, integrating TikTok with communicative activities can enhance grade 10 students improve their English-speaking skills.
Downloads
Download data is not yet available.
References
Aranego Jr, R. B. (2020). Reducing students’ affective filter in spoken English through exposure to TikTok challenge. Psychology and Education Journal, 57(9), 6444-6449.
Baker, J., & Westrup, H. (2003). Essential speaking skills. A&C Black.
Bartlett-Bragg, A. (2006). Reflections on pedagogy: Reframing practice to foster informal learning with social software. Faculty of Education, University of Technology Sydney.
Brown, H. D. (2000). Principles of language learning and teaching (Vol. 4). Longman New York.
Brown, T. (2005). Do composition classes have to be boring? Curriculum and Teaching(44), 93-99.
Cevallos Carrillo, R. E. (2021). Social media as a teaching tool for improving the speaking skills of students of third bachillerato unificado “a-c” at Unidad Educativa Salinas Innova School.
Chuah, K.-M., & Looi-Chin, C. (2021). The use of voiceover challenges on TikTok as ESL speaking activities. The 3rd International Conference on Language Studies (iCLS 2021), Virtual.
De Silva, R. (2014). Rubrics for assessment: Their effects on ESL students’ authentic task performance. Center for English language communication 4th symposium proceedings, National University of Signapore.
Dörnyei, Z. (2009). The 2010s communicative language teaching in the 21st century: The principled communicative approach. Perspectives, 36(2), 33-43.
Em, S., & Nun, N. (2022). Cambodian grade-12 students’ perceptions of public English textbook and exam papers. PROJECT (Professional Journal of English Education), 5(4), 909-917.
Finn, J. D., Folger, J., & Cox, D. (1991). Measuring participation among elementary grade students. Educational and Psychological Measurement, 51(2), 393-402.
Goh, C. C. (2016). Teaching speaking. English language teaching today: Linking theory and practice, 143-159.
Harmer, J. (2007). The practice of English language teaching. Pearson Longman ELT.
Heng, K. (2017). Cambodian EFL university students’ learning strategies and motivation to improve their English language speaking skills: A qualitative study. Journal of Studies in the English Language, 12(2), 45-70.
Herlisya, D., & Wiratno, P. (2022). Having good speaking English through TikTok application. Journal Corner of Education, Linguistics, and Literature, 1(3), 191-198.
Hinkel, E. (2005). Analyses of second language text and what can be learned from them. In Handbook of research in second language teaching and learning (pp. 639-652). Routledge.
Hymes, D. (1972). On communicative competence. In J. H. J. Pride (Ed.), sociolinguistics. Harmondsworth Penguin Books.
Ichsan, F., & Ulya, I. (2021). Developing educative TikTok content as writing teaching media of hortatory exposition text. Prosiding Konferensi Ilmiah Pendidikan, 2, 419-428.
Ihsan, M. D. (2016). Students’ motivation in speaking English. Journal of English Educators Society, 1(1), 141-147.
Ipan, D. A., Igai, W. K. A., Blaise, C. C. B., & Yunus, M. M. (2020). Enhancing form 4 pupils’ speaking skills via TikTok. Universitas Kebangsaan Malaysia, 2.
Leong, L. M., & Ahmadi, S. M. (2017). An analysis of factors influencing learners' English speaking skill. International Journal Research in English Education, 2, 34-41.
Littlewood, W. (2007). Communicative and task-based language teaching in East Asian classrooms. Language teaching, 40(3), 243-249.
Mazouzi, M. S. (2013). Analysis of some factors affecting learners’ oral performance. [Master Thesis, Mohamed Khider University of Biskra].
McFarlane, A., & Sakellariou, S. (2002). The role of ICT in science education. Cambridge Journal of Education, 32(2), 219-232.
Megawati, F., & Mandarani, V. (2016). Speaking Problems in English Communication.
Megawati, F., Mukminatien, N., Permana, A. I., Dewi, L. A., & Fitriati, F. (2021). Emergency Remote Teaching and Learning: Technology-Based Instructional Plan across Grade Levels. Teaching English with Technology, 21(2), 112-126.
Ministry of Education, Y., and Sports. (2018). Detailed curriculum "English subject" In (pp. 4-17). Ministry of Education, Youth, and Sports.
Mukminin, A., Masbirorotni, M., Noprival, N., Sutarno, S., Arif, N., & Maimunah, M. (2015). EFL speaking anxiety among senior high school students and policy recommendations. Journal of Education and Learning, 9(3), 217-225.
Murray-Harvey, R., Pourshafie, T., & Reyes, W. S. (2013). What Teacher Education Students Learn about Collaboration from Problem-Based Learning. Journal of Problem Based Learning in Higher Education, 1(1), 114-134.
Nabilah, A., MP, D. L., Lazuwardiyyah, F., Syaifuddin, S., & Abdi, W. M. (2021). Students’ perception toward the use of TikTok video in learning writing descriptive text at MAN 1 Gresik. Journal of Research on English and Language Learning (J-REaLL), 2(1), 16-21.
Nishino, T. (2008). Japanese secondary school teachers' beliefs and practices regarding communicative language teaching: An exploratory survey. Jalt Journal, 30(1), 27.
Nunan, D. (2010). Task-based language teaching. Cambridge University Press.
Nygaard, L. C., & Tzeng, C. Y. (2021). Perceptual integration of linguistic and non‐linguistic properties of speech. The handbook of speech perception, 398-427.
Oradee, T. (2013). Developing speaking skills using three communicative activities (Discussion, Problem-Solving, and Role-Playing). International Journal of Social Science and Humanity, 533-535.
Phon, S. (2017). Factors affecting the English language proficiency of students majoring in English at a rural university in Cambodia. UC Occasional Paper Series, 1(1), 69-92.
Pimentel, J. L. (2019). Some biases in Likert scaling usage and its correction. International Journal of Science: Basic and Applied Research (IJSBAR), 45(1), 183-191.
Pratiwi, A. E., Ufairah, N. N., & Sopiah, R. S. (2021). Utilizing TikTok application as media for learning English pronunciation. International Conference on Education of Suryakancana (IConnects Proceedings), Suryakancana University.
Prieto Castillo, C. Y. (2007). Improving eleventh graders’ oral production in English class through cooperative learning strategies. Profile Issues in TeachersProfessional Development(8), 75-90.
Richards, J. C. (2005). Communicative language teaching today. SEAMEO Regional Language Centre Singapore.
Rivers, W. M. (2018). Teaching foreign language skills. University of Chicago Press.
Salma, N. (2020). Collaborative learning: An effective approach to promote language development. International Journal of Social Sciences & Educational Studies, 7(2), 57-61.
Sato, K., & Kleinsasser, R. C. (1999). Communicative language teaching (CLT): Practical understandings. The Modern Language Journal, 83(4), 494-517.
Schwab, K. (2017). The fourth industrial revolution. Currency.
Songsiri, M. (2007). An action research study of promoting students’ confidence in speaking English. [Ph.D Thesis, Victoria University, Australia].
Spada, N. (2007). Communicative language teaching. In International handbook of English language teaching (pp. 271-288). Springer.
Styfanyshyn, I., & Kalymon, Y. (2020). Online practice for speaking English. Publishing House «European Scientific Platform», 124-132.
Summers, M., & Volet, S. (2010). Group work does not necessarily equal collaborative learning: Evidence from observations and self-reports. European Journal of Psychology of Education, 25, 473-492.
Thao, T. Q., & Nguyet, D. T. N. (2019). Four aspects of English speaking difficulties encountered by tertiary English-majored students. Social Sciences, 9(2), 53-64.
Thompson, G. (1996). Some misconceptions about communicative language teaching. ELT Journal, 50(1), 9-15.
Tran, T. Q., & Duong, T. M. (2015). Intercultural language teaching: Rethinking the objectives of English language education in the Vietnamese context. English for Specific Purposes World, 46, 27-38.
Wolf, K., & Stevens, E. (2007). The role of rubrics in advancing and assessing student learning. Journal of Effective Teaching, 7(1), 3-14.
Xiuwen, Z., & Razali, A. B. (2021). An overview of the utilization of TikTok to improve oral English communication competence among EFL undergraduate students. Universal Journal of Educational Research, 9(7 ), 1439-1451.
Yang, H. (2020). Secondary-school students’ perspectives of utilizing TikTok for English learning in and beyond the EFL classroom. 2020 3rd International Conference on Education Technology and Social Science (ETSS 2020), Sydney, Australia.
Zaitun, Z., Hadi, M. S., & Indriani, E. D. (2021). TikTok as a media to enhancing the speaking skills of efl student's. Jurnal Studi Guru Dan Pembelajaran, 4(1), 89-94.
Baker, J., & Westrup, H. (2003). Essential speaking skills. A&C Black.
Bartlett-Bragg, A. (2006). Reflections on pedagogy: Reframing practice to foster informal learning with social software. Faculty of Education, University of Technology Sydney.
Brown, H. D. (2000). Principles of language learning and teaching (Vol. 4). Longman New York.
Brown, T. (2005). Do composition classes have to be boring? Curriculum and Teaching(44), 93-99.
Cevallos Carrillo, R. E. (2021). Social media as a teaching tool for improving the speaking skills of students of third bachillerato unificado “a-c” at Unidad Educativa Salinas Innova School.
Chuah, K.-M., & Looi-Chin, C. (2021). The use of voiceover challenges on TikTok as ESL speaking activities. The 3rd International Conference on Language Studies (iCLS 2021), Virtual.
De Silva, R. (2014). Rubrics for assessment: Their effects on ESL students’ authentic task performance. Center for English language communication 4th symposium proceedings, National University of Signapore.
Dörnyei, Z. (2009). The 2010s communicative language teaching in the 21st century: The principled communicative approach. Perspectives, 36(2), 33-43.
Em, S., & Nun, N. (2022). Cambodian grade-12 students’ perceptions of public English textbook and exam papers. PROJECT (Professional Journal of English Education), 5(4), 909-917.
Finn, J. D., Folger, J., & Cox, D. (1991). Measuring participation among elementary grade students. Educational and Psychological Measurement, 51(2), 393-402.
Goh, C. C. (2016). Teaching speaking. English language teaching today: Linking theory and practice, 143-159.
Harmer, J. (2007). The practice of English language teaching. Pearson Longman ELT.
Heng, K. (2017). Cambodian EFL university students’ learning strategies and motivation to improve their English language speaking skills: A qualitative study. Journal of Studies in the English Language, 12(2), 45-70.
Herlisya, D., & Wiratno, P. (2022). Having good speaking English through TikTok application. Journal Corner of Education, Linguistics, and Literature, 1(3), 191-198.
Hinkel, E. (2005). Analyses of second language text and what can be learned from them. In Handbook of research in second language teaching and learning (pp. 639-652). Routledge.
Hymes, D. (1972). On communicative competence. In J. H. J. Pride (Ed.), sociolinguistics. Harmondsworth Penguin Books.
Ichsan, F., & Ulya, I. (2021). Developing educative TikTok content as writing teaching media of hortatory exposition text. Prosiding Konferensi Ilmiah Pendidikan, 2, 419-428.
Ihsan, M. D. (2016). Students’ motivation in speaking English. Journal of English Educators Society, 1(1), 141-147.
Ipan, D. A., Igai, W. K. A., Blaise, C. C. B., & Yunus, M. M. (2020). Enhancing form 4 pupils’ speaking skills via TikTok. Universitas Kebangsaan Malaysia, 2.
Leong, L. M., & Ahmadi, S. M. (2017). An analysis of factors influencing learners' English speaking skill. International Journal Research in English Education, 2, 34-41.
Littlewood, W. (2007). Communicative and task-based language teaching in East Asian classrooms. Language teaching, 40(3), 243-249.
Mazouzi, M. S. (2013). Analysis of some factors affecting learners’ oral performance. [Master Thesis, Mohamed Khider University of Biskra].
McFarlane, A., & Sakellariou, S. (2002). The role of ICT in science education. Cambridge Journal of Education, 32(2), 219-232.
Megawati, F., & Mandarani, V. (2016). Speaking Problems in English Communication.
Megawati, F., Mukminatien, N., Permana, A. I., Dewi, L. A., & Fitriati, F. (2021). Emergency Remote Teaching and Learning: Technology-Based Instructional Plan across Grade Levels. Teaching English with Technology, 21(2), 112-126.
Ministry of Education, Y., and Sports. (2018). Detailed curriculum "English subject" In (pp. 4-17). Ministry of Education, Youth, and Sports.
Mukminin, A., Masbirorotni, M., Noprival, N., Sutarno, S., Arif, N., & Maimunah, M. (2015). EFL speaking anxiety among senior high school students and policy recommendations. Journal of Education and Learning, 9(3), 217-225.
Murray-Harvey, R., Pourshafie, T., & Reyes, W. S. (2013). What Teacher Education Students Learn about Collaboration from Problem-Based Learning. Journal of Problem Based Learning in Higher Education, 1(1), 114-134.
Nabilah, A., MP, D. L., Lazuwardiyyah, F., Syaifuddin, S., & Abdi, W. M. (2021). Students’ perception toward the use of TikTok video in learning writing descriptive text at MAN 1 Gresik. Journal of Research on English and Language Learning (J-REaLL), 2(1), 16-21.
Nishino, T. (2008). Japanese secondary school teachers' beliefs and practices regarding communicative language teaching: An exploratory survey. Jalt Journal, 30(1), 27.
Nunan, D. (2010). Task-based language teaching. Cambridge University Press.
Nygaard, L. C., & Tzeng, C. Y. (2021). Perceptual integration of linguistic and non‐linguistic properties of speech. The handbook of speech perception, 398-427.
Oradee, T. (2013). Developing speaking skills using three communicative activities (Discussion, Problem-Solving, and Role-Playing). International Journal of Social Science and Humanity, 533-535.
Phon, S. (2017). Factors affecting the English language proficiency of students majoring in English at a rural university in Cambodia. UC Occasional Paper Series, 1(1), 69-92.
Pimentel, J. L. (2019). Some biases in Likert scaling usage and its correction. International Journal of Science: Basic and Applied Research (IJSBAR), 45(1), 183-191.
Pratiwi, A. E., Ufairah, N. N., & Sopiah, R. S. (2021). Utilizing TikTok application as media for learning English pronunciation. International Conference on Education of Suryakancana (IConnects Proceedings), Suryakancana University.
Prieto Castillo, C. Y. (2007). Improving eleventh graders’ oral production in English class through cooperative learning strategies. Profile Issues in TeachersProfessional Development(8), 75-90.
Richards, J. C. (2005). Communicative language teaching today. SEAMEO Regional Language Centre Singapore.
Rivers, W. M. (2018). Teaching foreign language skills. University of Chicago Press.
Salma, N. (2020). Collaborative learning: An effective approach to promote language development. International Journal of Social Sciences & Educational Studies, 7(2), 57-61.
Sato, K., & Kleinsasser, R. C. (1999). Communicative language teaching (CLT): Practical understandings. The Modern Language Journal, 83(4), 494-517.
Schwab, K. (2017). The fourth industrial revolution. Currency.
Songsiri, M. (2007). An action research study of promoting students’ confidence in speaking English. [Ph.D Thesis, Victoria University, Australia].
Spada, N. (2007). Communicative language teaching. In International handbook of English language teaching (pp. 271-288). Springer.
Styfanyshyn, I., & Kalymon, Y. (2020). Online practice for speaking English. Publishing House «European Scientific Platform», 124-132.
Summers, M., & Volet, S. (2010). Group work does not necessarily equal collaborative learning: Evidence from observations and self-reports. European Journal of Psychology of Education, 25, 473-492.
Thao, T. Q., & Nguyet, D. T. N. (2019). Four aspects of English speaking difficulties encountered by tertiary English-majored students. Social Sciences, 9(2), 53-64.
Thompson, G. (1996). Some misconceptions about communicative language teaching. ELT Journal, 50(1), 9-15.
Tran, T. Q., & Duong, T. M. (2015). Intercultural language teaching: Rethinking the objectives of English language education in the Vietnamese context. English for Specific Purposes World, 46, 27-38.
Wolf, K., & Stevens, E. (2007). The role of rubrics in advancing and assessing student learning. Journal of Effective Teaching, 7(1), 3-14.
Xiuwen, Z., & Razali, A. B. (2021). An overview of the utilization of TikTok to improve oral English communication competence among EFL undergraduate students. Universal Journal of Educational Research, 9(7 ), 1439-1451.
Yang, H. (2020). Secondary-school students’ perspectives of utilizing TikTok for English learning in and beyond the EFL classroom. 2020 3rd International Conference on Education Technology and Social Science (ETSS 2020), Sydney, Australia.
Zaitun, Z., Hadi, M. S., & Indriani, E. D. (2021). TikTok as a media to enhancing the speaking skills of efl student's. Jurnal Studi Guru Dan Pembelajaran, 4(1), 89-94.
