Munawaroh, Ana Lailatul (2026) The Effect of Multimodal Exposure Via TikTok on EFL Learners' Vocabulary Retention at SMAN 2 Ponorogo. Undergraduate (S1) thesis, UIN Kiai Ageng Muhammad Besari Ponorogo.
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Abstract
Vocabulary is essential in language learning, as it enables learners to understand and express meaning effectively. However, many EFL learners struggle to retain vocabulary and often forgetting previously learned words. This issue highlights the need for more engaging and effective learning strategies. In this regard, multimodal learning, which integrates visual, auditory, and textual inputs, has the potential to enhance understanding and memory. In line with this, TikTok provides short, engaging, and multimodal content that may support vocabulary learning. Although several studies have examined the use of TikTok in language learning, limited research has specifically investigated the effect of its multimodal content on vocabulary retention. Therefore, this study was conducted to address this gap.
This study aimed to investigate the effect of multimodal exposure through TikTok on EFL learners’ vocabulary retention at SMAN 2 Ponorogo. Specifically, it sought to determine whether students who were taught using TikTok-based multimodal content achieved significantly better vocabulary retention than those who were taught using conventional teaching methods. Furthermore, the significance of the research was expected to be useful information for English teachers, especially in teaching vocabulary.
This study employed a quantitative quasi-experimental design using a non-equivalent control group. The participants were selected using a cluster random sampling technique, consisting of 72 eleventh-grade students from two classes that served as the experimental and control class. The instrument used in this study was an objective vocabulary test administered in both pre-test and post-test. The collected data were analyzed using descriptive statistics, an independent sample t-test, and an N-Gain test.
The results revealed that there is significant different in vocabulary retention among EFL learners who learn through multimodal exposure via TikTok and those who do not. The independent sample t-test showed that the significance value (Sig. 2-tailed) was 0.000, which was lower than 0.05, indicating that null hypothesis was rejected, and the alternative hypothesis was accepted. Furthermore, the N-Gain analysis showed that the experimental class obtained an N-Gain score of 0.651, while the control class obtained 0.304, both of which were categorized as medium improvement. However, in terms of effectiveness, the experimental class achieved an N-Gain percentage of 65.1%, which was categorized as quite effective, whereas the control class obtained 30.4%, which was categorized as ineffective. These findings indicate that TikTok-based multimodal learning is more effective than conventional teaching methods in improving students’ vocabulary retention.
| Item Type: | Thesis (Undergraduate (S1)) |
|---|---|
| Thesis Supervisor: | Andi Susilo |
| Subjects: | 13 EDUCATION > 1399 Other Education > 139999 Education not elsewhere classified |
| Divisions: | Fakultas Ilmu Tarbiyah dan Keguruan > Jurusan Tadris Bahasa Inggris |
| Depositing User: | Perpustakaan Pusat |
| Date Deposited: | 12 Jun 2026 06:03 |
| Last Modified: | 12 Jun 2026 06:03 |
| URI: | http://etheses.uinponorogo.ac.id/id/eprint/39346 |
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