TEACHING ENGLISH WITH TIK TOK: A CONTENT ANALYSIS OF #LEARNINGENGLISHWITHMRFAISAL

Hartono

doi:10.62567/micjo.v3i1.2066

Authors

Hartono Universitas Muhammadiyah Malang

DOI:

https://doi.org/10.62567/micjo.v3i1.2066

Keywords:

content analysis, english language teaching, informal language learning, MALL, social media in ELT, tiktok

Abstract

The rise of social media platforms like TikTok has created new avenues for informal language learning. This study employs a qualitative content analysis to investigate the pedagogical strategies within the popular Indonesian TikTok hashtag #learningenglishwithmrfaisal. The research aims to identify the types of English language content, teaching strategies, and pedagogical approaches used by the creator, Mr. Faisal. A systematic analysis was conducted on a purposive sample of 10 public TikTok videos from the hashtag. Data collection involved video observation, transcription, and documentation of multimodal elements, followed by a thematic analysis. Key findings reveal a primary focus on pronunciation drills and practical vocabulary, delivered through highly repetitive and multimodal techniques. Mr. Faisal effectively combines verbal repetition, visual cues (on-screen text, mouth close-ups), exaggerated facial expressions, and motivational speaking to facilitate learning and maintain engagement. The study concludes that TikTok serves as a significant platform for informal digital language learning, particularly for micro-learning and confidence-building. These findings suggest that formal educators can adopt similar engaging, bite-sized techniques, while content creators can leverage multimodal design to enhance instructional video effectiveness.

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