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All Journal Jurnal English Education: Jurnal Tadris Bahasa Inggris al-Afkar, Journal For Islamic Studies Pendas : Jurnah Ilmiah Pendidikan Dasar PROJECT (Professional Journal of English Education) Khulasah : Islamic Studies Journal SINAU : Jurnal Ilmu Pendidikan dan Humaniora Journal of Language and Literature Education (JoLaLE) Lentera Peradaban: Journal on Islamic Studies
Sumarta
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Religion Arts Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

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TikTok-Based Multimodal Input for Vocabulary Development in Writing Nur Habibah Sueb; Sumarta; Kamalia hakim, Putri
English Education: Jurnal Tadris Bahasa Inggris Vol 19 No 1 (2026): English Education: Jurnal Tadris Bahasa Inggris
Publisher : Universitas Islam Negeri Raden Intan Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/ee-jtbi.v19i1.32331

Abstract

Vocabulary plays a fundamental role in developing students’ writing skills, yet many English as a Foreign Language (EFL) learners struggle to express ideas due to limited vocabulary knowledge. Although TikTok has increasingly been used as a language learning platform, limited research has explored how its multimodal features support vocabulary development in writing. Therefore, this study aimed to investigate how TikTok-based multimodal input supports students’ vocabulary development in writing at SMK Budi Mulia Karawang. This study employed a qualitative case study involving 24 tenth-grade students. Data were collected through classroom observations, vocabulary worksheets, semi-structured interviews with four students, and analysis of six students’ writing samples. The learning activities involved watching a Rapunzel video from the TikTok account @storytimeon321, identifying and recording unfamiliar vocabulary, and constructing sentences using the newly learned words. Data were analyzed using Braun and Clarke’s (2006) thematic analysis The findings revealed that TikTok-based multimodal input facilitated vocabulary acquisition, recognition, retention, and productive vocabulary use in writing. Visual elements, audio, and captions helped students understand word meanings, improve pronunciation, recognize vocabulary, and retain newly learned words. Furthermore, students demonstrated increased motivation and successfully transferred newly acquired vocabulary into meaningful written sentences. Overall, TikTok-based multimodal learning provides contextualized learning experiences that effectively support vocabulary development and enhance EFL students’ writing skills.
Co-Authors Ahmad, Yousef Bani Arifin, Bambang Samsul Burhanudin Denis Sasmita Dewi, Adinda Kharisma Dewi, Indah Purnama Dinata Firmansyah Eka Maulana Faiz Musthofa Abbas Fajar Syahrul Ramadhan Hanif Abdulah Riyadi Indra Permana Kusrin Listian Indriyani Achmad Nenda Nur Habibah Sueb Putri Kamalia Hakim Putri, Adinda Anugrah Rifqi Romlah sarwo edy Sutisno Ulinniam Vio Rianda Efendi