TIKTOK CREATORS’ EFFECT ON STUDENTS’ SPEAKING SKILLS AND CONFIDENCE AT SENIOR HIGH SCHOOL IN CIREBON REGENCY

Abstract

This study aims to determine the effect of TikTok creators on students’ speaking skills and self-confidence at senior high schools in Cirebon Regency. It focuses on identifying how students’ engagement with TikTok content can influence their oral performance and confidence in English communication, providing empirical evidence from two public schools. A quantitative research design was applied using questionnaires, speaking tests, and classroom observations as data collection tools. The research involved 238 eleventh-grade students from SMAN 1 Ciledug and SMAN 1 Pabedilan. Data were analyzed using IBM SPSS Statistics 25 software through regression and multivariate analysis to measure the relationship and contribution levels of variables. The regression test for speaking skills showed R = 0.477 and R² = 0.227 (Sig. 0.000), indicating that TikTok creators contributed 22.7% to the improvement of students’ speaking ability. For self-confidence, the results were R = 0.551 and R² = 0.304 (Sig. 0.000), demonstrating that TikTok activities contributed 30.4% to students’ confidence levels. A multivariate test revealed Wilks’ Lambda = 0.530, F = 4.037, and Sig. 0.000, showing a 27.2% combined effect on both variables. Furthermore, the speaking test results indicated that 39 of 70 students (55.7%) achieved good to very good levels, while 31 students (44.3%) were in fair to poor categories. This research can be applied in English education, particularly in integrating social media platforms like TikTok as innovative tools for language learning. Teachers, curriculum developers, and educational institutions can adopt TikTok-based activities to enhance students’ speaking skills and confidence in a more interactive and engaging way. The originality of this study lies in introducing TikTok creators as authentic and motivational learning media in EFL classrooms, providing new insights into digital pedagogy and showing empirical evidence that digital content creation fosters students’ communicative competence and confidence.