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Speaking gains were evaluated through pre-tests and post-tests using Harris’ (1969) speaking rubric covering grammar, vocabulary, comprehension, fluency, and pronunciation.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/template/","Template",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/template/presentations/","Presentations",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/template/the-effect-of-tiktok-in-improving-students-speaking-skills-a-quasi-experimental-design/236206/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/the-effect-of-tiktok-in-improving-students-speaking-skills-a-quasi-experimental-design/236206.png","ImageObject",442,249,{"name":42,"@type":43},"Lucas Martin","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-10-22","2026-09-11",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",13,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"What is the main focus of the study?","Question",{"text":63,"@type":64},"The study focuses on the effect of TikTok-based learning in improving students’ speaking skills.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"How were the participants selected and grouped?",{"text":68,"@type":64},"The study used a quasi-experimental design with 70 tenth-grade students from SMK Muhammadiyah Campaka (2024/2025), divided into an experimental group and a control group.",{"name":70,"@type":61,"acceptedAnswer":71},"How was speaking improvement measured?",{"text":72,"@type":64},"Speaking improvement was measured using pre-tests and post-tests, assessed with Harris’ (1969) speaking rubric covering grammar, vocabulary, comprehension, fluency, and pronunciation.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},236206,1789103659,{"code":4,"msg":82,"data":83},"success",[84,88,93,98,103,108,113,118,123],{"id":85,"doc_module":22,"doc_module_name":25,"category_name":29,"show_sort_weight":86,"slug":87},11,90,"presentations",{"id":89,"doc_module":22,"doc_module_name":25,"category_name":90,"show_sort_weight":91,"slug":92},12,"Resumes",80,"resumes",{"id":94,"doc_module":22,"doc_module_name":25,"category_name":95,"show_sort_weight":96,"slug":97},14,"Invoices",70,"invoices",{"id":99,"doc_module":22,"doc_module_name":25,"category_name":100,"show_sort_weight":101,"slug":102},15,"Posters",60,"posters",{"id":104,"doc_module":22,"doc_module_name":25,"category_name":105,"show_sort_weight":106,"slug":107},16,"Social Media",50,"social-media",{"id":109,"doc_module":22,"doc_module_name":25,"category_name":110,"show_sort_weight":111,"slug":112},17,"Forms",40,"forms",{"id":114,"doc_module":22,"doc_module_name":25,"category_name":115,"show_sort_weight":116,"slug":117},18,"Letters",30,"letters",{"id":119,"doc_module":22,"doc_module_name":25,"category_name":120,"show_sort_weight":121,"slug":122},21,"Paper Templates",5,"papers-templates",{"id":124,"doc_module":22,"doc_module_name":25,"category_name":125,"show_sort_weight":4,"slug":126},158,"General","general-158",{"code":4,"msg":82,"data":128},{"doc_id":79,"user_id":129,"nickname":42,"user_avatar":130,"doc_module":22,"category_id":85,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":131,"file_id":132,"file_url":133,"file_type":134,"file_size":135,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":136,"language":137,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":138,"faqs":139,"seo_title":140,"seo_description":12,"update_tm":80,"read_time":141},8796095360427,"https://ap-avatar.wpscdn.com/davatar_994ba38a5ba835b3df7d355c54d3ed8d","THE EFFECT OF TIKTOK IN IMPROVING STUDENTS’  \nSPEAKING SKILLS  \n(A Quasi-Experimental Design on the tenth-Grade Students ’ ofSMK Muhammadiyah Campaka Academic year 2024/2025)  \nA Skripsi  \nPresented to the Faculty of Educational Sciences in Partial Fulfillment of the Requirements for the Degree of S. Pd. (Strata-1) in English Education  \nBy:  \nAi Silva Safira Milenia  \n11180140000070  \nDEPARTMENT OF ENGLISH EDUCATION FACULTY OF EDUCATIONAL SCIENCES SYARIF HIDAYATULLAH ISLAMIC STATE UNIVERSITY  \nJAKARTA  \nAPPROVAL SHEET  \nENDORSEMENT SHEET  \nSURAT PERNYATAAN KARYA SENDIRI  \nABSTRACT  \nAi Silva Safira Milenia (11180140000070). The Effect of TikTok in Improving Students’ Speaking Skills; (A Quasi-Experimental Design on the tenth-Grade Students’ of SMK Muhammadiyah Campaka Academic year 2024/2025) . Skripsiof the English Education Department, Faculty of Educational Sciences, State Islamic University Syarif Hidayatullah Jakarta, 2025.  \nAdvisor I : Prof. Siti Nurul Azkiyah, M.Sc., Ph.D.  \nAdvisor II : Zaharil Anasy, M.Hum.  \nThis study examines the effect of TikTok-based learning on improving students’  \nspeaking skills. The research aims to determine whether TikTok enhances students'  \nspeaking proficiency and to what extent it influences learning outcomes. A quasi  \nexperimental design was used, involving 70 tenth-grade students from SMK  \nMuhammadiyah Campaka in the 2024/2025 academic year. The students were  \ndivided into an experimental group, which used TikTok for learning, and a control  \ngroup, which followed traditional methods. The study measured speaking  \nimprovement through pre-tests and post-tests, assessed using Harris' (1969)  \nspeaking rubric, which evaluates grammar, vocabulary, comprehension, fluency,  \nand pronunciation.The findings indicate a significant improvement in the  \nexperimental group, with a mean post-test score of 75.7, compared to 63.3 in the  \ncontrol group. The independent sample t-test (p = 0.000) confirmed a statistically  \nsignificant difference. Cohen’s d effect size (1.336) indicates a strong positive  \nimpact of TikTok on students’ speaking performance. This study concludes that  \nTikTok is an effective learning tool for developing speaking skills, encouraging  \nactive student participation.  \nKeywords: TikTok, Speaking Skills, Language Learning.  \nABSTRAK  \nAi Silva Safira Milenia (11180140000070). The Effect of TikTok in Improving Students’ Speaking Skills; (A Quasi-Experimental Design on the tenth-Grade Students’ of SMK Muhammadiyah Campaka Academic year 2024/2025) . Skripsi Program Studi Pendidikan Bahasa Inggris, Fakultas Ilmu Tarbiyah dan Keguruan, Universitas Islam Negeri Syarif Hidayatullah Jakarta, 2025.  \nPembimbing I : Prof. Siti Nurul Azkiyah, M.Sc., Ph.D.  \nPembimbing II : Zaharil Anasy, M.Hum.  \nStudi ini meneliti pengaruh pembelajaran berbasis TikTok dalam meningkatkan keterampilan berbicara siswa. Penelitian ini bertujuan untuk menentukan apakah TikTok meningkatkan kemahiran berbicara siswa dan sejauh mana aplikasi inimemengaruhi hasil pembelajaran. Desain penelitian yang digunakan adalah kuasieksperimental, dengan melibatkan 70 siswa kelas sepuluh SMK Muhammadiyah Campaka pada tahun akademik 2024/2025 . Para siswa dibagi menjadi dua kelompok: kelompok eksperimen yang menggunakan TikTok dalam pembelajaran dan kelompok kontrol yang mengikuti metode tradisional. Peningkatan keterampilan berbicara diukur melalui pre-test dan post-test, yang dinilai menggunakan rubrik berbicara Harris (1969), mencakup aspek tata bahasa, kosakata, pemahaman, kelancaran, dan pelafalan. Hasil penelitian menunjukkan peningkatan signifikan pada kelompok eksperimen, dengan skor rata-rata post-testsebesar 75,7 dibandingkan dengan 63,3 pada kelompok kontrol. Uji t sampelindependen (p = 0,000) mengonfirmasi perbedaan yang signifikan secara statistik. Nilai efek ukuran Cohen’s d (1,336) menunjukkan dampak positif yang kuat dari penggunaan TikTok terhadap keterampilan berbicara siswa. Studi inimenyimpulkan ","cbCaiqclzPl4yfXG","https://ap.wps.com/l/cbCaiqclzPl4yfXG","pdf",3476481,122,"English","# Abstract\n## Keywords\n# Abstrak\n## Kata Kunci","[{\"question\":\"What is the main focus of the study?\",\"answer\":\"The study focuses on the effect of TikTok-based learning in improving students’ speaking skills.\"},{\"question\":\"How were the participants selected and grouped?\",\"answer\":\"The study used a quasi-experimental design with 70 tenth-grade students from SMK Muhammadiyah Campaka (2024/2025), divided into an experimental group and a control group.\"},{\"question\":\"How was speaking improvement measured?\",\"answer\":\"Speaking improvement was measured using pre-tests and post-tests, assessed with Harris’ (1969) speaking rubric covering grammar, vocabulary, comprehension, fluency, and pronunciation.\"}]","THE EFFECT OF TIKTOK IN IMPROVING STUDENTS’ SPEAKING SKILLS - A Quasi-Experimental Design | PDF",43]