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High School Lisa, Wisran, A. Musafir Rusyaidi  \n1,2,3Universitas Islam Negeri Palopo  \nArticle Info Abstract  \nReceived: 2026-06-07  \nRevised: 2026-06-21  \nAccepted: 2026-05-21  \nKeywords:  \nArtificial Intelligence; Literacy;  \nHistory Learning, Motivation  \nDOI: 10.24256/ideas. v14i1 . 11135  \nCorresponding Author:  \nLisa  \n[lisalisalisa6489@gmail.com](lisalisalisa6489@gmail.com)  \nUniversitas Islam Negeri Palopo  \nThis study investigates the effectiveness of the TikTok application in improving students’ English vocabulary skills and examineshow TikTok supports vocabulary learning atSMP Negeri 7 Palopo. The study employed a quantitative pre-experimental method using a one-group pre-test and post-test design. The sample consisted of 22 eighth-grade students selected through cluster random sampling. The research instruments included vocabulary tests and questionnaires. The pre-test and post-test were administered to measure students’ vocabulary achievement before and after the treatment. The data were analyzed using descriptive statistics, a paired sample t-test, and the Wilcoxon signed-rank test. The findings revealed a significant improvement in students’ vocabulary after the implementation ofTikTok-based learning. The mean score increased from 63.18 in the pre-test to 87.95 in the post-test, representing an improvement of approximately 39.2%. The paired sample t-test showed a significance value of 0.000 (p \u003C 0.05), indicating a statistically significant difference between the pre-test and post-test score improvement, while only 2 students showed a decrease and 1 remained unchanged. The findings also indicated that TikTok supported vocabulary learning through audiovisual content, contextual examples, pronunciation, features, repetition, and interactive short videos that enhanced students’ engagement and vocabulary retention. Therefore, it can be concluded that TikTok is an effective learning tool for improving students ’ vocabulary skills and supporting vocabulary learning in English language classrooms.  \n1. Introduction  \nVocabulary plays an essential role in language learning because it supports students’ ability to communicate effectively in both spoken and written forms. Vocabulary knowledge contributes to the development of the four language skills, namely listening, speaking, reading, and writing. Without sufficient vocabulary mastery, students may experience difficulties in understanding information and expressing ideas clearly. Therefore, vocabulary acquisition is considered one of the most important aspects in achieving language proficiency.  \nAccording to Richards et all (Richards & Renandya, 2008) . Vocabulary acquisition is fundamental in all aspects of language use, including speaking, reading, writing, and listening. Vocabulary serves as the foundation of communication competence because learners need adequate vocabulary to understand messages and convey meaning effectively. For this reason, teachers are required to apply appropriate learning strategies and media that can support students in improving their vocabulary mastery.  \nPrevious studies have demonstrated the importance of using effective learning media in vocabulary instruction. Wahibah’s study (Wahibah, 2018) found that the use of pictured stories was effective in improving students’ vocabulary mastery because visual media helped students understand word meanings more easily through contextual images. In addition, visual learning media can increase students’ motivation and make the learning process more engaging and meaningful. These findings indicate that attractive and interactive media can support vocabulary learning more effectively.  \nHowever, based on preliminary observation at SMP Negeri 7 Palopo, students’English vocabulary remains limited. Several factors may contribute to this problem, such as low learning motivation, monotonous teaching methods","cbCairYhxDFIo8P6","https://ap.wps.com/l/cbCairYhxDFIo8P6","pdf",401789,"English","# Introduction\n## Background of vocabulary learning\n## Prior studies on vocabulary instruction\n## Problems at SMP Negeri 7 Palopo\n## Rationale for using TikTok\n## Study aims and expected contribution","[{\"question\":\"What method did the study use to evaluate TikTok’s effect on vocabulary?\",\"answer\":\"The study used a quantitative pre-experimental design with a one-group pre-test and post-test.\"},{\"question\":\"How many eighth-grade students were involved in the research?\",\"answer\":\"The sample consisted of 22 eighth-grade students selected through cluster random sampling.\"},{\"question\":\"What were the key results after implementing TikTok-based learning?\",\"answer\":\"Students’ mean vocabulary score increased from 63.18 (pre-test) to 87.95 (post-test), and the paired sample t-test showed a significant difference (p \\u003c 0.05).\"},{\"question\":\"How does TikTok support vocabulary learning, according to the study?\",\"answer\":\"TikTok supports vocabulary learning through audiovisual content, contextual examples, pronunciation practice, interactive short videos, and repetition that improve engagement and retention.\"}]","The Use of TikTok as a Teaching Media to Teach Vocabulary of the Eight Grade Students at Junior High School | PDF",1790626947,25]