Student’s Feelings On Learning English Pronunciation Using Tiktok Application

Aditia, M. Rifki (2025) Student’s Feelings On Learning English Pronunciation Using Tiktok Application. Undergraduate Thesis thesis, UIN K.H Abdurrahman Wahid Pekalongan.

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Abstract

The integration of digital platforms into language learning has significantly transformed traditional teaching methods, especially among younger learners. This study aims to explore students’ feelings when learning English pronunciation through the TikTok application. Conducted at a junior high school in Pekalongan, the research focuses on two main objectives, first, to identify the various feelings students experience while using TikTok as a tool for learning pronunciation. Second, is to investigate the reasons behind the emergence of those feelings. A qualitative descriptive approach was employed to gain deeper insights into students' personal feelings. Data were gathered through interviews, observations, and reflective journals involving eighth-grade students who participated in English pronunciation activities using TikTok. The findings show that students experience various feelings, such as excitement, enjoyment, curiosity, anxiety, and increased motivation. Positive feelings are largely influenced by TikTok’s engaging and creative features, which help students express themselves and improve pronunciation through visual and auditory support. However, negative feelings like nervousness and shyness often arise from fear of judgment, low self-confidence, and the pressure of recording themselves on camera. Overall, the study concludes that while the use of TikTok in learning English pronunciation presents certain challenges, it also offers valuable opportunities to enhance student engagement, self-expression, and pronunciation skills in a more relatable and digital-friendly environment. The results of this research suggest that with proper guidance and support, social media platforms like TikTok can be effectively integrated into language learning to create more emotionally responsive and student-centered learning experiences.

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