TIKTOK - ASSISTED PROJECT BASED LEARNING IN IMPROVING SPEAKING SKILL, MOTIVATION, AND DIGITAL AWARENESS
| dc.contributor.author | LUKI AFANTI 2 42610001 | |
| dc.date.accessioned | 2026-05-04T03:07:45Z | |
| dc.date.available | 2026-05-04T03:07:45Z | |
| dc.date.issued | 2026-04-06 | |
| dc.description.abstract | Traditional English teaching methods provide limited opportunities for speaking practice, resulting in low motivation, lack of confidence, and minimal exposure to authentic communication, especially in vocational high schools where digital media is rarely integrated into learning. Therefore, this study investigates the implementation of TikTok-assisted Project-Based Learning (PjBL) in improving students’ speaking skills, learning motivation, and digital awareness among eleventh-grade Computer Network Engineering students at SMK Pancasila 1 Kutoarjo. This study employed a qualitative Classroom Action Research (CAR) design conducted in two cycles, each consisting of planning, action, observation, and reflection stages. Data were collected through speaking performance assessments, classroom observations, motivation and digital awareness questionnaires, interviews, and documentation. Students’ speaking skills were assessed based on fluency, vocabulary, grammar, pronunciation, and comprehension. The findings indicated a significant improvement in students’ speaking skills, motivation, and digital awareness through the implementation of TikTok-assisted Project-Based Learning. Students’ speaking performance increased highly, with the mean score rising from 61.3 in the pre-cycle (only 32% of students achieving the KKM) to 71.1 in Cycle I (68% meeting the KKM), and further to 81.3 in Cycle II, where 95% of students successfully reached the mastery level. Students’ motivation also showed positive improvement. The mean motivation score improved from 2.49 (fair) in the pre-cycle to 2.82 in Cycle I, and remained relatively stable at 3.11 in Cycle II, indicating sustained motivation and increased engagement in speaking activities. Similarly, students’ digital awareness improved consistently. The mean score increased from 2.52 (fair) in the pre-cycle to 3.25 in Cycle I, and further to 3.36 in Cycle II, reflecting higher awareness of online safety, ethical behavior, and responsible use of social media. Keywords: TikTok, Project-Based Learning, Speaking Skill, Learning Motivation, Digital | |
| dc.identifier.uri | https://repository.umpwr.ac.id/handle/123456789/3702 | |
| dc.language.iso | en_US | |
| dc.publisher | Prodi. Magister PBI, Fak. KIP, Universitas Muhammadiyah Purworejo | |
| dc.relation.ispartofseries | Wisuda Periode II 2025/2026; 074.T.PBI.004 | |
| dc.title | TIKTOK - ASSISTED PROJECT BASED LEARNING IN IMPROVING SPEAKING SKILL, MOTIVATION, AND DIGITAL AWARENESS | |
| dc.title.alternative | Influence of brand experience, customer review and customer satisfaction on repurchase intention among erigo customers on shopee | |
| dc.type | Thesis |