<![CDATA[This study aims to examine the effectiveness of using TikTok as an interactive learning medium to improve the English speaking skills of eighth-grade students in the digital class at MTsN 1 Kota Palu. A quantitative approach with a quasi-experimental pre-test and post-test control group design was applied. The population consisted of all eighth-grade students at MTsN 1 Kota Palu in the 2025/2026 academic year, with a sample of 63 students selected via purposive sampling. Class VIII D (31 students) was selected as the experimental group and Class VIII E (32 students) as the control group. The experimental group received short-form video learning treatment using TikTok across four meetings, while the control group received conventional digital classroom instruction. Data were collected through oral speaking tests and evaluated using an analytical rubric assessing four core components: fluency, pronunciation, vocabulary, and grammar. The Independent Samples T-test results revealed a statistically significant difference between the two groups ( ), with the experimental group’s post-test mean score ( ) being significantly higher than that of the control group ( ). These findings indicate that short TikTok videos provide authentic phonetic models and foster active communicative speaking practice aligned with Communicative Language Teaching (CLT) principles. Consequently, integrating short-form video media offers a practical and effective strategy for educators and schools looking to optimize digital classroom infrastructure for enhanced oral proficiency.]]>
