Teaching Speaking Using Task-Based Learning Integrated with TikTok Videos for Tenth-Grade Students in SMAN 1 Barat

Aulia Yuristianti; Samsul Arifin; Dwi Rosita Sari

Teaching Speaking Using Task-Based Learning Integrated with TikTok Videos for Tenth-Grade Students in SMAN 1 Barat

Aulia Yuristianti, Samsul Arifin, Dwi Rosita Sari

Abstract

This study investigated how Task-Based Learning (TBL) integrated with TikTok videos was implemented to teach speaking to tenth-grade students at SMAN 1 Barat and identified the challenges and solutions that emerged. A qualitative design was employed with 31 students and an English teacher. Data were collected through classroom observation, semi-structured interviews, and documentation, then analyzed through data condensation, data display, and conclusion drawing. The instruction followed pre-activity, whilst-activity, and post-activity phases; the whilst-activity incorporated the TBL stages of pre-task, task cycle, and language focus. TikTok videos provided contextual models for self-introduction, pronunciation, vocabulary, and delivery. Most students participated actively, and the supporting speaking assessment showed mean scores of 3.9 for grammar, 4.2 for vocabulary, 4.0 for fluency, and 4.1 for pronunciation on a five-point scale. The main difficulties were limited vocabulary, pronunciation problems, low confidence, and speaking anxiety. Staged guidance, repeated practice, vocabulary support, imitation of model pronunciation, and constructive feedback helped students complete the tasks. The findings indicated that TBL supported by carefully selected TikTok videos created an engaging and communicative environment for speaking practice.

Keywords

king; Task-Based Learning; TikTok videos; technology-enhanced language learning

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