Exploring The Role Of Tiktok Educational Content In Building Students’ Confidence To Speak English

Abstract

This study explores the role of TikTok educational content in building students' confidence to speak English, with a focus on fourth semester students of the English Education Study Program at Ma'arif Nahdlatul Ulama University (UMNU) Kebumen. The objectives of this study are What types of TikTok educational content are most helpful in increasing speaking confidence? And in what ways does TikTok affect students' confidence in speaking English?. Using a descriptive qualitative approach, data was collected through an open-ended questionnaire distributed through Google Forms. Thematic analysis by Braun and Clarke (2006) was used to analyze the responses. The findings revealed four main themes: (1) lack of confidence before engaging with TikTok content, (2) the positive influence of TikTok educational videos on students' speaking confidence, (3) active speaking practices triggered by TikTok content, and (4) limitations of the platform, such as short video duration and unclear explanations. The types of content that were most helpful in improving confidence were pronunciation tips, vocabulary development, role-playing, and motivational videos. TikTok was found to help reduce students' anxiety, model speaking, and encourage active practice. However, limitations include the absence of interviews and the lack of direct speaking skill assessment. Future research is encouraged to include more in-depth qualitative methods and objective evaluations of speaking skills. The study concludes that TikTok can be an effective informal learning tool to enhance students' confidence in speaking English when used thoughtfully.