INTEGRATING TIKTOK VIDEO INTO TASK-BASED LEARNING IN TEACHING VOCABULARY

Abstract

The purpose of this study was to increase junior high school students' knowledge and vocabulary mastery through the use of TikTok media and the application of task-based learning in learning. The method used in this research is Classroom Action Research (CAR). In this research, there are 2 cycles conducted where each cycle has stages namely planning, acting, observing and reflecting. Each cycle was conducted in two meetings where the pre-test was given at the beginning of the first cycle and the post-test was given at the end of the second cycle. The data was taken from the pre-test and post-test scores of class VII-B with 32 students at SMPN 2 Puri. Based on the results of the study, it was found that students experienced an increase in vocabulary mastery. This is evidenced by the pre-test value taken before learning using TikTok, the average student score is 65.3. After learning up to 2 cycles, the average score of students increased to 93.4 based on the results of the last post-test. Therefore, it can be concluded that the use of TikTok as a vocabulary learning media and also the application of task-based learning can improve vocabulary and also students' interest in learning English.