Impact Continuous Tiktok to Improve English Speaking Skills Through the Conversation Analytic Role-Play Method (Carm)

Authors

  • khaliatun mardiyah Master of English Education Study, Faculty of Language and Art, Surabaya State University, Indonesia
  • Syafiul Anam Master of English Education Study, Faculty of Language and Art, Surabaya State University, Indonesia
  • Him’mawan Adi Nugroho Master of English Education Study, Faculty of Language and Art, Surabaya State University, Indonesia
  • Slamet Setiawan Master of English Education Study, Faculty of Language and Art, Surabaya State University, Indonesia

DOI:

https://doi.org/10.24256/ideas.v13i2.6083

Keywords:

Continuous Intention on TikTok, Conversation Analytic Role-Play Method (CARM), Speaking Skills

Abstract

This research aims to examine the influence of intentions to use TikTok continuously on improving students' English speaking skills through the Conversation Analytic Role-Play (CARM) method. This research uses mixed methods, namely combining qualitative research with descriptive methods and quantitative research with experimental methods. The research results show that continued use of TikTok using the CARM method has a positive and significant impact on improving students' English speaking skills, compared to the control class who did not use TikTok. Apart from that, the research results also show that TikTok is seen favorably by students as a tool for learning English. Students feel learning English with TikTok is more fun, easier and effective. This research contributes to the development of innovative and creative English learning by utilizing the social media platform that is popular among generation Z, namely TikTok. This research also provides suggestions for teachers and researchers to further utilize TikTok's potential in English language learning, especially in improving students' speaking skills.

References

A Church, A. B. (2019). Methodology and professional development: Conversation Analytic Role-play Method (CARM) for early childhood education. Journal of Pragmatics, 143, 242–254.

Ahmada, A., & Munawaroh, L. (2022). Use of Role Play Method to Improve Speaking Skills. Darussalam English Journal (DEJ), 2(1), 55–82. https://doi.org/10.30739/dej.v2i1.1506

Arum Putri Rahayu. (2022). Improving Speaking English Ability Using Role Play Method for Elementary Students. ETJaR: English Teaching Journal and Research, 2(2), 83–90. https://doi.org/10.55148/etjar.v2i2.393

Asio, J. M., Pasubillo, M. A., & Valenzuela, C. L. (2023). EDUTOKING: Improving the English-Speaking Skills of Grade 9 Learners using Tiktok-Based Activities. Journal of English as A Foreign Language Teaching and Research, 3(1), 57–70. https://doi.org/10.31098/jefltr.v3i1.1444

Bohang, F. K. (2018). Pengaruh Aplikasi TikTok Terhadap Perkembangan Sosial Emosional Anak Usia Dini di Kabupaten Magetan. Kompas.Com, 2018, 5.

Br Perangin angin, E. F. S., Silaban, M. C. A., & Purba, R. (2021). Improving Student’s Listening Skills Using Tiktok at SMP Swasta Amalyatul Huda Medan. Jurnal Ilmiah Profesi Pendidikan, 6(4), 650–656. https://doi.org/10.29303/jipp.v6i4.312

Carpenter, L. B. (2023). Supporting student–teacher development of elicitations over time: a conversation analytic intervention. Classroom Discourse. Teaching and Teacher Education, 14, 109–127.

Church, A., & Bateman, A. (2020). Conversation analytic role-play method (CARM) for early childhood teacher education. Teacher Development, 24(5), 652–668. https://doi.org/10.1080/13664530.2020.1820371

Farisca Adhani, O., Nur Fadhillah, A., Auliya Yahya, R., & Wintolo, T. (2023). EFL Students’ perceptions on the use of TikTok in improving speaking skill. English Education:Journal of English Teaching and Research, 8(2), 180–188. https://doi.org/10.29407/jetar.v8i2.21005

Fitria, T. N. (2023). Value Engagement of TikTok: A Review of TikTok as Learning Media for Language Learners in Pronunciation Skill. EBONY: Journal of English Language Teaching, Linguistics, and Literature, 3(2), 91–108. https://doi.org/10.37304/ebony.v3i2.9605

Halim, F., Augustinah, F., Vidyanata, D., Sherly, S., & Sudirman, A. (2022). Determinants of Intention to Use the TikTok Application among Generation Z. Ideas: Jurnal Pendidikan, Sosial, Dan Budaya, 8(3), 721. https://doi.org/10.32884/ideas.v8i3.977

Hastomo, T., Marcela, E. D., Ramadhanti, A., Viana, F., & Saftiah, F. (2022). Lexeme : Journal of Linguistics and Applied Linguistics. Lexime: Journal of Linguistics and Applied Linguistics, 4(1), 113–122.

Herlisya, D., & Wiratno, P. (2022). Having Good Speaking English through Tik Tok Application. Journal Corner of Education, Linguistics, and Literature, 1(3), 191–198. https://doi.org/10.54012/jcell.v1i3.35

Hongsa, N., Wathawatthana, P., & Yonwilad, W. (2023). The Effects of TikTok Application on the Improvement of EFL Students‟ English-Speaking Skills. World Journal of English Language, 13(7), 77–88. https://doi.org/10.5430/wjel.v13n7p77

Jia, Q., Xu, X., Zhou, M., Liu, H., & Chang, F. (2023). Exploring the determinants of continuous intention in TikTok from the perspective of social influence: a mixed approach of SEM and fsQCA. Journal of Electronic Business & Digital Economics, 2(1), 45–68. https://doi.org/10.1108/jebde-07-2022-0016

Jimola, F. (2023). Undergraduate students’ exploration of Instagram and TikTok in learning language skills contents: A leverage to digital literacy. Interdisciplinary Journal of Education Research, 5, 84–95. https://doi.org/10.38140/ijer-2023.vol5.08

Mustika Dewi, A. M., Tulus Musthofa, & Abdul Rauf. (2023). Analysis of Phonetic Errors in Learning Arabic Through Social Media Tiktok. Studi Arab, 14(1), 51–60. https://doi.org/10.35891/sa.v14i1.4002

Masruddin, M., & Abduh, N. K. (2024, May). Indonesian Language Learning for Foreign Speakers Based on Luwu Culture: A Needs Analysis Study. In 4th International Conference on Linguistics and Culture (ICLC-4 2023) (pp. 75-80).

Nasichah, & 2023, U. (2023). Analyzing Students’ Perception about the Use of TikTok Application to Enhance Students’ Speaking Skills at UIN Prof. KH Saifuddin Zuhri Purwokerto. Elitejournal.Org, 5(1), 101–110. http://www.elitejournal.org/index.php/ELITE/article/view/125

Nasriandi, N., & Masruddin, M. (2021). The Use of British Parliamentary Debate Style in Teaching Speaking Skill. IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature, 9(1).

Pratama, R. M. D., & Hastuti, D. P. (2023). Tik Tok in Improving Students’ Speaking Skills in the English for Business Course. Wanastra : Jurnal Bahasa Dan Sastra, 15(1), 50–55. https://ejournal.bsi.ac.id/ejurnal/index.php/wanastra/article/view/15627

Pratiwi, A. E., Ufairah, N. N., & Sopiah, R. S. (2021). Utilizing TikTok Application As Media For Learning English Pronunciation. Proceedings International Conference on Education of Suryakencana 2021, July 2018, 1–7.

Rahimullah, N. A., Damayanti, S. B., Izra, A. A., & Handayani, P. W. (2022). Assessing the factors influencing users accessing higher education content on TikTok. Cogent Education, 9(1). https://doi.org/10.1080/2331186X.2022.2148498

Rahmawati, A., Syafei, M., & Prasetiyanto, M. A. (2023). Improving Speaking Skills through Tiktok Application: An Endevour of Utilizing Social Media in Higher Education. Journal of Languages and Language Teaching, 11(1), 137. https://doi.org/10.33394/jollt.v11i1.6633

Sharabati, A. A. A., Al-Haddad, S., Al-Khasawneh, M., Nababteh, N., Mohammad, M., & Abu Ghoush, Q. (2022). The Impact of TikTok User Satisfaction on Continuous Intention to Use the Application. Journal of Open Innovation: Technology, Market, and Complexity, 8(3). https://doi.org/10.3390/joitmc8030125

Sikveland, R. O., Moser, T., Solem, M. S., & Skovholt, K. (2023a). The effectiveness of the Conversation Analytic Role-Play Method (CARM) on interactional awareness: A feasibility randomized controlled trial with student teachers. Teaching and Teacher Education, 129, 104136. https://doi.org/10.1016/j.tate.2023.104136

Sikveland, R. O., Moser, T., Solem, M. S., & Skovholt, K. (2023b). The effectiveness of the Conversation Analytic Role-Play Method (CARM) on interactional awareness: A feasibility randomized controlled trial with student teachers. Teaching and Teacher Education, 129, 104136. https://doi.org/10.1016/j.tate.2023.104136

Stokoe, E. (2014). The Conversation Analytic Role-play Method (CARM): A Method for Training Communication Skills as an Alternative to Simulated Role-play. Research on Language and Social Interaction, 47(3), 255–265. https://doi.org/10.1080/08351813.2014.925663

Wahyu Setiawan, A., & Ariani, M. . N. (2022). Determinasi Faktor Yang Mempengaruhi Indeks Pembangunan Manusia Provinsi Jawa Barat Tahun 2015 – 2019. Jurnal Indonesia Sosial Sains, 3(1), 1–9. https://doi.org/10.36418/jiss.v3i1.505

White, S. J., Ward, K., & Hibberd, E. (2021). A pilot of modified Conversation Analytic Role-play Method for one-to-one clinical communication training. Patient Education and Counseling, 104(11), 2748–22755.

White, S. J., Ward, K., & Hibberd, E. (2021). A pilot of modified Conversation Analytic Role-play Method for one-to-one clinical communication training. Patient Education and Counseling, 104(11), 2748–2755. https://doi.org/10.1016/j.pec.2021.03.023

Xiuwen, Z., & Razali, A. B. (2021). An Overview of the Utilization of TikTok to Improve Oral English Communication Competence among EFL Undergraduate Students. Universal Journal of Educational Research, 9(7), 1439–1451. https://doi.org/10.13189/ujer.2021.090710

Yovita, Y., & Purnamaningsih, I. R. (2022). Penggunaan Aplikasi Tiktok Sebagai Inovasi Pembelajaran Bahasa Inggris di Masa Pandemi Covid-19. Jurnal PAJAR (Pendidikan Dan Pengajaran), 6(3), 861–868.

Zhang, Y., Lucas, M., Bem-Haja, P., & Pedro, L. (2023). Analysis of short videos on TikTok for learning Portuguese as a foreign language. Comunicar, 31(77), 9–19. https://doi.org/10.3916/C77-2023-01

Downloads

Published

2025-07-14

Citation Check