TikTok-Assisted Vocabulary Learning Among Indonesian EFL Learners: A Quasi-Experimental Study in Junior High School Context

Abstract

This study investigates the potential of TikTok-assisted instruction in supporting vocabulary learning among Indonesian EFL learners in a junior high school context. Although previous studies have highlighted the usefulness of social media platforms for language learning, empirical evidence regarding the integration of TikTok-based activities into structured classroom instruction, particularly among junior high school students in Indonesia, remains limited. This study employed a quasi-experimental design with a non-equivalent control group involving 50 ninth-grade students at SMP Negeri 4 Palopo, Indonesia. The participants were divided into an experimental group (n = 25) receiving vocabulary instruction supported by short English TikTok videos and a control group (n = 25) receiving conventional vocabulary instruction. Data were collected through pre-tests and post-tests and analyzed using descriptive statistics, normality and homogeneity tests, paired-sample t-tests, and independent-sample t-tests. The findings indicated that both groups showed improvement after instruction; however, the experimental group demonstrated greater vocabulary gains, increasing from a mean score of 60.20 to 91.92, compared with an increase from 61.04 to 67.48 in the control group. Statistical analysis revealed a significant improvement within the experimental group (p < 0.05) and a significant difference between groups after the intervention (p < 0.05). These findings suggest that TikTok-assisted instruction may serve as a valuable supplementary approach for providing contextualized and engaging vocabulary learning experiences in EFL classrooms. The study contributes to the growing discussion on the pedagogical integration of short-form digital media in language education, particularly within Indonesian secondary school contexts.