The Impact of TikTok ‘Slow English Podcast’ Videos on Students’ Listening Achievement
DOI:
https://doi.org/10.63822/m19zsy61Keywords:
EFL Students, Listening Achievement, Quasi-Experimental Design, Slow English Podcast, TikTokAbstract
This study examined whether TikTok videos carrying “Slow English Podcast” content affect the listening achievement of seventh-grade students at SMPN 2 Kota Serang, Indonesia. The approach was quantitative, with a quasi-experimental layout in which an experimental class and a control class each took a pretest and a posttest. Sixty students were involved, thirty in each class. Their scores on a 30-item multiple-choice listening test were summarized descriptively and compared with an independent-samples t-test in IBM SPSS Statistics 26. The experimental class moved from a mean of 53.80 to 66.47, and the control class from 53.97 to 57.03. A statistically significant gap appeared in the posttest results (p = 0.037). TikTok videos with “Slow English Podcast” content therefore affected students’ listening achievement and can be used as an alternative medium for teaching English listening.
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