Ardi, M.Pramudia (2026) University Students’ Narratives on Using TikTok Vlogs to Develop Public Speaking Skills. Skripsi, Tarbiyah dan Keguruan.

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ABSTRAK

This study aims to investigate university students’ lived experiences in utilizing TikTok vlogs as a tool to enhance their English public speaking skills. The research adopts a qualitative approach using a narrative inquiry design to explore how students experience, interpret, and assign meaning to their speaking practices through TikTok. The participants were university students who actively produced English-speaking video content on TikTok. Data were gathered through in-depth interviews, focusing on participants’ experiences, emotions, challenges, and perceived progress in speaking. The data were analyzed through narrative analysis, involving processes such as coding, categorization, restorying, and theme identification to interpret participants’ stories. The findings indicate that students initially experienced anxiety and low selfconfidence in speaking English. However, through continuous practice using TikTok vlogs, they gradually gained confidence and improved their speaking fluency. The study also reveals that TikTok provides a flexible and low-pressure environment, enabling students to practice independently. Additionally, social interaction through comments and feedback contributed positively to students’ motivation and learning engagement. Moreover, participants developed a stronger sense of identity as English speakers through their experiences. In conclusion, TikTok vlogs can function as an effective alternative platform for practicing English public speaking, supporting not only skill development but also confidence building and identity formation. These findings offer valuable insights into the role of social media in language learning, particularly from the perspective of students’ personal experiences.

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