Rita Rita, Adaninggar Septi Subekti

TikTok and Vocabulary Learning: A Survey Study of Indonesian Students from English Departments

Introduction

Tiktok and vocabulary learning: a survey study of indonesian students from english departments. Explore Indonesian English students' attitudes towards TikTok for vocabulary learning. A survey found positive views but ambivalence on effectiveness, suggesting integration into curricula.

Abstract

The present study intends to investigate the attitudes of English department students on the use of TikTok for English vocabulary learning. The participants of this study were 116 Indonesian students from the English Language Education and English Letters Departments from 26 different universities in 10 provinces. This study employed an online survey as the method of collecting data. It found that generally, the participants reported highly positive attitudes towards using TikTok for learning vocabulary. However, they seemed to have ambivalent attitudes towards the effectiveness of using the platform for vocabulary learning, perhaps attributed to the default nature of TikTok as a social media rather than a learning media. Informed by the findings, the study suggested teachers incorporate TikTok in skill-based and vocabulary-building classes in the first semesters of English department curricula. Limitations and contributions of this study are stated along with the suggested direction of future relevant studies in the field.

Review

This timely study investigates the attitudes of Indonesian English department students towards using TikTok for English vocabulary learning, a highly relevant topic given the pervasive influence of social media in contemporary education. Utilizing an online survey with a substantial and geographically diverse sample of 116 students from 26 universities, the research offers valuable insights into student perceptions. The key finding — generally positive attitudes towards TikTok for vocabulary learning, yet an interesting ambivalence regarding its *effectiveness* — highlights a critical distinction that warrants further exploration and makes a significant contribution to understanding the complex interplay between informal learning platforms and formal language acquisition. Methodologically, the study benefits from a broad participant base, enhancing the generalizability of its findings within the Indonesian context. While the abstract succinctly states the use of an online survey, a more detailed understanding of the survey instrument's design, validity, and reliability would strengthen a full review. The tension between students' positive attitudes and their ambivalent views on effectiveness is a particularly intriguing aspect; the abstract's attribution to TikTok's default nature as social media is a plausible explanation, which the full paper would hopefully elaborate upon with supporting data. This nuanced finding is a significant strength, moving beyond a simple "yes/no" answer to a more complex understanding of student engagement. The study concludes by suggesting the integration of TikTok into early semester skill-based and vocabulary-building classes, a practical recommendation that emerges directly from the findings. However, given the identified ambivalence towards effectiveness, the paper would ideally detail *how* teachers might navigate this, perhaps by recommending specific pedagogical approaches or content types that mitigate the platform's 'social media' default and maximize learning outcomes. The abstract also acknowledges the study's limitations and contributions, along with future research directions, indicating a comprehensive self-awareness. Overall, this research provides a solid foundation for further investigations into informal digital learning environments and offers actionable insights for language educators.

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