This study employed a quasi-experimental design, specifically a pre-test and post-test control group design, to evaluate the effectiveness of incorporating TikTok videos into English vocabulary instruction. This design was selected over a randomized control trial due to the existing class arrangements at SMP Muhammadiyah Pagaralam, which made random assignment impractical. The quasi-experimental approach allowed the researcher to maintain ecological validity while still enabling comparison between instructional interventions.

The main objective was to determine whether short-form video content from TikTok could significantly improve students’ mastery of vocabulary related to greetings and farewells. This design enabled the observation of measurable changes in students' vocabulary performance before and after the intervention, and comparison of learning outcomes between two different teaching methods.

The participants were divided into two distinct groups:

a)Experimental group: Received instruction using selected TikTok videos that introduced and reinforced target vocabulary through visual, auditory, and contextual cues.

b)Control group: Was taught using conventional methods, such as textbook-based vocabulary exercises, teacher explanations, and written dialogues without multimedia.

The research design structure is as follows:

The population comprised 245 seventh-grade students of SMP Muhammadiyah Pagaralam in the academic year 2024/2025. Using purposive sampling, two existing classes were selected based on:

a)Class schedule availability

b)Teacher recommendation

c)Student readiness and digital access

The selected classes were:

a)Class VII.2 (Experimental group): 30 students

b)Class VII.3 (Control group): 30 students

Both groups received instruction aligned with the same syllabus and learning objectives, focusing on greetings and farewells. The differences lay in instructional media and delivery:

a)Experimental class: TikTok videos were used as visual and contextual input. Students watched videos, participated in discussions, engaged in role-plays, and created their own short content in groups.

b)Control class: Taught through conventional methods using textbook materials, teacher lectures, and written vocabulary exercises.

The learning process took place over eight sessions, covering subtopics such as basic greetings, expressions for parting, and real-life conversational situations.

The main research instrument used in this study was a 20-item multiple-choice test designed to assess students’ vocabulary mastery related to greetings and farewells. The test items were constructed based on the junior high school English syllabus and supported by vocabulary acquisition theory as proposed by Nation (2001). To ensure the quality and appropriateness of the instrument, a try-out was conducted with a different class outside the research sample. Content validity was established through expert judgment and alignment with relevant curriculum indicators, as detailed in the blueprint provided in Appendix A. In terms of reliability, the instrument demonstrated high internal consistency, with a Cronbach’s Alpha coefficient of 0.877. Furthermore, the lowest corrected item-total correlation (r-item-total) was 0.41, indicating that each test item made a meaningful contribution to the overall score and none were considered weak or misleading.

Two types of test were administered:

a)Pre-test: Conducted before the intervention to both groups, to measure baseline vocabulary knowledge.

b)Post-test: Administered after treatment to measure vocabulary improvement and compare between groups.

The quantitative data were analyzed using SPSS 24, selected for its accuracy, user-friendliness, and ability to handle educational data analysis with robust statistical tools.

Before conducting hypothesis testing, the data were first tested for assumptions of parametric statistics, particularly:

1.Normality: Checked using the Shapiro–Wilk test, which confirmed that the score distributions in both groups followed a normal curve (p > 0.05).

2.Homogeneity of Variance: Assessed using Levene’s Test, which showed equal variances between groups (p > 0.05), validating the use of t-tests.

The following analyses were then performed:

1.Paired Sample t-test: To analyze the significance of students’ vocabulary improvement within each group (pre- vs post-test).

2.Independent Sample t-test: To compare the post-test performance between the experimental and control groups.

Hypothesis Testing Criteria

The null hypothesis (H₀) was rejected if the t-count > t-table at the significance level of 0.05 with degrees of freedom (df) = 58 (N - 2).

The result of the pilot test yielded a t-count of 8.38, which exceeded the t-table value of 2.021, indicating a statistically significant difference in vocabulary mastery between students taught with TikTok videos and those taught with conventional methods.

The purpose of this study was to find out how well the TikTok app works as a teaching tool to improve students' command of English vocabulary, especially when it comes to welcomes and farewells. Two classrooms were chosen as the sample for the study, which focused on seventh-grade pupils at SMP Muhammadiyah Pagaralam. While the control class (VII.3) was taught using traditional techniques without the use of digital media or social applications, the experimental class (VII.2) was treated with TikTok-based education. The purpose of this study was to ascertain whether using innovative and captivating digital content, as opposed to more conventional teaching methods, may result in improved learning results.

Short videos that featured real-world English expressions in authentic settings were used to introduce the TikTok-based approach to the experimental class. These movies were picked with care to match the curriculum and learning goals. In addition to passively seeing the vocabulary, students were urged to engage with the material through role-plays, conversations, and even the production of original videos. This interactive method was created to improve vocabulary retention and make learning more fun

The control group, on the other hand, used a more traditional teaching approach that included teacher-led discussions, textbook explanations, and group or pair projects. Although the content was identical, the distribution mechanism lacked the captivating visual appeal that defined the TikTok-based approach. The primary variable being examined was the variation in instructional media, and the findings aimed to determine the extent to which the digital platform would influence student learning.Data collection was carried out through the administration of pre-tests and post-tests in both classes. The pre-test aimed to assess students’ initial vocabulary knowledge, while the post-test measured their progress after the intervention. The data obtained were analyzed using both descriptive and inferential statistics to evaluate improvements within each group and to compare the effectiveness between the two teaching methods. The results were then presented in the form of frequency tables, mean scores, standard deviations, graphs, and statistical test outputs (including paired sample t-tests and independent sample t-tests).

It was clear from the analysis that students in the experimental class improved their vocabulary competence more than those in the control group. The TikTok-based learning approach had a significant and beneficial impact on students' vocabulary development, as evidenced by the statistical significance of this result. These results offer insightful information on how digital media may be used into language instruction and imply that sites like TikTok can be useful instruments for improving learning outcomes and student engagement..

This research was conducted to examine the effectiveness of using TikTok as an instructional tool to enhance the English vocabulary mastery of seventh-grade students at SMP Muhammadiyah Pagaralam, specifically focusing on the topic of greetings and farewells. The main objective was to assess whether integrating digital media—particularly a widely-used platform like TikTok—could yield measurable improvements in students’ language learning outcomes.

The findings revealed a significant improvement in the vocabulary mastery of students who received TikTok-based instruction. The paired sample t-test for the experimental group indicated a mean score increase of 44.83 points with a significance level of p = 0.000, demonstrating a strong positive effect. The use of engaging, context-rich video content helped students to internalize and retain vocabulary more effectively than traditional methods.

Although the control group also showed an improvement (mean gain of 29.33 points), the increase was relatively lower. The independent sample t-test further confirmed the difference, yielding a mean difference of 10.5 points with p = 0.000, indicating that TikTok-based instruction was statistically more effective than conventional teaching methods.

These results offer several pedagogical implications:

1.Increased engagement and motivation: TikTok videos captured students' attention through familiar formats and real-life language use.

2.Active participation and creativity: Students were not only consumers but also content creators, which enhanced their sense of ownership in the learning process.

3.Improved confidence: Exposure to authentic English usage in multimedia formats helped students become more comfortable using new vocabulary in class.

These findings align with those of Pereira & Hitotuzi (2023) and Lakhal (2022), who also emphasized the educational potential of TikTok when used purposefully in language classrooms. This study contributes to the ongoing discourse on media-assisted language learning, affirming that digital platforms can support both academic achievement and soft skill development, including creativity, collaboration, and digital literacy.

However, despite its promising results, this study has certain limitations. First, the duration of the intervention was limited to eight class meetings, which may not fully capture long-term retention effects. Second, the study was conducted within a single school and involved only two classes, which may affect the generalizability of the findings. Third, while the teacher was consistent across both groups, variations in classroom dynamics or student-teacher interaction could also influence outcomes. Lastly, student access to technology outside the classroom was not controlled, which may affect familiarity and comfort with the TikTok format.

Based on the findings, several recommendations can be made:

a)For educators: Consider integrating TikTok or similar platforms as supplementary media for teaching vocabulary, particularly in topics that benefit from contextual and visual reinforcement.

b)For schools: Encourage digital literacy programs that responsibly incorporate social media into the curriculum.

c)For future researchers: Explore the long-term effects of TikTok-based instruction, its impact on other language skills (e.g., speaking or writing), and its effectiveness across different educational levels and diverse student populations.

First and foremost, the researcher would like to express deep gratitude to Allah SWT, the Almighty, for the strength, health, and perseverance granted throughout the completion of this study. Without His guidance and blessings, this research would not have been possible.

The researcher would also like to convey sincere thanks to the Head of SMP Muhammadiyah Pagaralam, as well as to the English teachers and all the staff members who kindly provided permission, support, and access to the students involved in the study. Their cooperation was essential for data collection and implementation of the treatment sessions.

Special appreciation goes to all the seventh-grade students of classes VII.2 and VII.3 who willingly participated in this research. Their enthusiasm, cooperation, and consistent attendance played a crucial role in ensuring the accuracy and completeness of the data.

The researcher is also deeply thankful to her academic advisors and lecturers at STKIP Muhammadiyah Pagar Alam, especially those in the English Education Study Program, for their guidance, insightful feedback, and unwavering support throughout the research process. Their suggestions and academic mentorship helped shape this study into its final form.

Additionally, heartfelt thanks are extended to the researcher’s family and friends who continuously encouraged and motivated her, both emotionally and mentally, throughout the challenges of writing and conducting this research. Their prayers and moral support were invaluable.

Finally, the researcher is grateful to all individuals and parties, both named and unnamed, who contributed directly or indirectly to the success of this study. May all your kindness be rewarded abundantly.