CHAPTER IV

FINDINGS AND DISCUSSION

This chapter presents the research findings and discusses validity test
results, the research data, data analysis, hypothesis testing, and findings. The
researcher distributed questionnaires to collect information about students'
frequency in watching English TikTok videos and their vocabulary mastery. The
researcher also analyzed the results of a vocabulary mastery test to determine the
relationship between the two variables. Statistical analysis was employed to process
and examine all the collected data, providing insights into the correlation between
students' exposure to English TikTok videos and their ability to understand and use
English vocabulary effectively.

4.1 Validity Test Result

The validity tests for the questionnaire and vocabulary test were conducted
on 15 eleventh-grade students to ensure the reliability and appropriateness of the
instruments used in this study.

Table 4.1 Questionnaire Test Result

QUESTION R VALUE R TABLE RESULT

Q1 0.623 0.159 VALID

Q2 0.782 0.159 VALID

Q3 0.749 0.159 VALID

Q4 0.843 0.159 VALID

Q5 0.369 0.159 VALID

Q6 0.524 0.159 VALID

Q7 0.443 0.159 VALID

Q8 0.289 0.159 VALID

Q9 0.710 0.159 VALID

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 Q10 0.778 0.159 VALID

Q11 0.458 0.159 VALID

Q12 0.529 0.159 VALID

Q13 0.434 0.159 VALID

Q14 0.358 0.159 VALID

Q15 0.358 0.159 VALID

The validity test for the questionnaire was conducted with 15 eleventh-grade
students. The results indicate that all 15 questions in the questionnaire are valid.
This conclusion is based on the comparison of the R Value with the R Table (0.159).
Each question has an R Value higher than the R Table value, which confirms its
validity. For example, Question 1 has an R Value of 0.623, Question 2 has 0.782,
and so on, all exceeding the threshold of 0.159. These results demonstrate that the
questions in the questionnaire are effective in measuring what they are intended to
assess.

The valid questions suggest that the questionnaire is a reliable tool for
gathering data about the frequency with which students engage with English content
on TikTok.

Table 4.2 Vocabulary Test Result

QUESTION R VALUE R TABLE RESULT

Q1 1 0.514 Valid

Q2 1 0.514 Valid

Q3 0.706 0.514 Valid

Q4 1 0.514 Valid

Q5 0.706 0.514 Valid

Q6 0.706 0.514 Valid

Q7 1 0.514 Valid

Q8 0.706 0.514 Valid

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 Q9 0.706 0.514 Valid

Q10 0.706 0.514 Valid

Q11 0.706 0.514 Valid

Q12 1 0.514 Valid

Q13 0.670 0.514 Valid

Q14 0.706 0.514 Valid

Q15 1 0.514 Valid

Q16 1 0.514 Valid

Q17 1 0.514 Valid

Q18 1 0.514 Valid

Q19 0.706 0.514 Valid

Q20 1 0.514 Valid

The vocabulary test was also validated with 15 eleventh-grade students, and
all 20 questions were found to be valid. The validity was determined by comparing
the R Value of each question with the R Table (0.514). Similar to the questionnaire,
all R Values for the vocabulary test exceeded the threshold. For instance, Question
1, Question 2, and Question 4 each had an R Value of 1, while other questions, such
as Question 3, had an R Value of 0.706, which is still higher than 0.514.

These findings confirm that the vocabulary test items are capable of
accurately assessing the students' vocabulary mastery. The test items have been
proven to reflect the intended construct, providing reliable results for evaluating
students' vocabulary knowledge.

4.2. Research Findings

This section presents the research findings, including the quantitative data
collected to answer the research questions outlined in the first chapter. This study
included two variables. The first variable is an independent variable, while the
second is a dependent variable. Students' frequency in watching English TikTok

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videos (X) is the independent variable in this study, and students' vocabulary
mastery (Y) is the dependent variable.

This study involved the participation of 30 students. They responded to a

questionnaire based on their true experiences while watching English TikTok
videos. They also took a vocabulary mastery test to measure their ability to
understand and use English words effectively.

1. Data Description

This research was conducted at a Senior High School in Cimahi, Indonesia.

The participants in this study were 11th-grade high school students because
vocabulary mastery aligns with the learning outcomes of the English subject in the
independent curriculum currently being used. The participants consisted of 30
students from 1 class of eleventh graders.

a. Students’ Frequency in Watching English TikTok Videos

The questionnaire was distributed to students who actively use TikTok. This
questionnaire was designed to learn about the students' frequency and habits when
it comes to watching English TikTok videos. There were 15 questions related to
frequency indicators that 30 students were required to answer. The students'
responses to this questionnaire provided insights into their habits and frequency of
watching English TikTok videos. The following scores were obtained from the
students' questionnaires:

Table 4.3 Linkert Scale for frequency in watching English TikTok videos.
Positive Points Negative Points

Always 1 Never 5

Often 2 Seldom 4

Sometimes 3 Sometimes 3

Seldom 4 Often 2

Never 5 Always 1

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 Each of the students’ answers has its point. Those points were calculated to
achieve the total score. The formula of the total score results of the questionnaire is
presented as follows:

Individual Score x100

Table 4.4 The score of students’ frequency in watching English TikTok

videos (x)

Respondent X Total score Cathegories

Student 1 55 74 Very High

Student 2 56 93 Very High

Student 3 52 80 Very High

Student 4 56 94 Very High

Student 5 59 98 Very High

Student 6 51 85 Very High

Student 7 63 99 Very High

Student 8 50 83 Very High

Student 9 51 85 Very High

Student 10 55 92 Very High

Student 11 53 88 Very High

Student 12 53 88 Very High

Student 13 50 83 Very High

Student 14 61 97 Very High

Student 15 52 86 Very High

Student 16 50 83 Very High

Student 17 51 85 Very High

Student 18 50 83 Very High

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 Student 19 51 85 Very High

Student 20 52 87 Very High

Student 21 59 98 Very High

Student 22 50 83 Very High

Student 23 52 87 Very High

Student 24 55 92 Very High

Student 25 51 85 Very High

Student 26 51 85 Very High

Student 27 52 87 Very High

Student 28 52 87 Very High

Student 29 55 92 Very High

Student 30 56 94 Very High

ƩN = 30 ƩN = 1604 ƩN=2638

Average 53 87

Max 63 99

Min 50 68

The table above shows that the total score is 2638 points. The average score
is 88, the highest score is 99, and the lowest is 68. Those scores are achieved from
the student‘s answers to the questionnaire. The mean of this score is 88 out of 100,
which means it is considered a high mean.

b. Students’ Vocabulary Test Scores

The vocabulary scores were collected from a test distributed to senior high
school students participating in the research. The scores analyzed in this study were
based on a vocabulary test designed to measure students' vocabulary mastery. The
test assessed their ability to understand and use English words and expressions
accurately in various contexts. The results of the students' vocabulary test scores
are presented below:

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Table 4.5 Students’ Vocabulary Score

Respondent Y

Student 1 100

Student 2 100

Student 3 100

Student 4 100

Student 5 95

Student 6 90

Student 7 100

Student 8 95

Student 9 95

Student 10 100

Student 11 100

Student 12 100

Student 13 100

Student 14 100

Student 15 95

Student 16 95

Student 17 95

Student 18 95

Student 19 90

Student 20 100

Student 21 90

Student 22 90

Student 23 90

Student 24 100

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 Student 25 100

Student 26 100

Student 27 95

Student 28 95

Student 29 100

Student 30 100

ƩN= 30 2705

Average 96

Max 100

Min 90

The Vocabulary Test Results

The vocabulary test provided data on students' vocabulary scores. The total
score obtained from the test was 2705, with an average score of 96. The highest
score achieved by a student was 100, while the lowest score was 90. The mean score
of 96 out of 100 indicates that the students' vocabulary mastery levels vary.

c. The Correlation between Students' Frequency in Watching English TikTok

Videos and Their Vocabulary Mastery

This section presents the analysis of the data using statistical tools in SPSS version
29. The analysis includes a normality test, linearity test, correlation coefficient
calculation, and hypothesis testing.

Normality

The researcher used SPSS version 29 to test the normality of the instruments

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in this research. A normality test was conducted to determine whether the students'
frequency in watching English TikTok videos and their vocabulary mastery scores
came from a normally distributed population, with a significance level of 5%. The
results of the normality test are presented below.

Table 4.6 Normality Test

The normality of the data was assessed using the One-Sample Kolmogorov-
Smirnov Test for the unstandardized residuals. Based on the results:

The Asymptotic Significance (2-tailed) value is 0.010, which is less than

0.05. The Monte Carlo Significance (2-tailed) value ranges between 0.007 and
0.012 with a 99% confidence interval.

These values indicate that the data does not follow a normal distribution
based on the Kolmogorov-Smirnov test. Although the Shapiro-Wilk test is often
recommended for small samples, the Kolmogorov-Smirnov test results in this study
demonstrate significant deviation from normality, suggesting that the data does not
meet the assumption of normality required for parametric statistical methods.

A lack of normality can affect the reliability of parametric analyses, which

rely on the assumption that data follows a normal distribution. To address this issue,
the researcher opted to use the Spearman Rank Correlation method for analyzing
the relationship between variables. The Spearman Rank Correlation is a
nonparametric statistical method that does not require data to be normally

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distributed, making it particularly suitable for this study. This method measures the
strength and direction of the monotonic relationship between two variables.

Using the Spearman Rank Correlation ensures the validity and accuracy of
the analysis despite the data's deviation from normality. This approach provides
robust results even in cases where the data does not meet the assumptions for
parametric tests.

By adopting the Spearman Rank Correlation, the researcher mitigates the

potential limitations caused by non-normal data distribution, ensuring that the
findings accurately reflect the relationship between the variables under study.
Before performing the correlation analysis, the dataset is described as follows to
provide further context.

Table 4.7 Correlation Coefficient

Respondents X Y XY X² Y²

Student 1 55 100 5500 3025 10000

Student 2 56 100 5600 3136 10000

Student 3 52 100 5200 2704 10000

Student 4 56 100 5600 3136 10000

Student 5 59 95 5605 3481 9025

Student 6 51 90 4590 2601 8100

Student 7 63 100 6300 3969 10000

Student 8 50 95 4750 2500 9025

Student 9 51 95 4845 2601 9025

Student 10 55 100 5500 3025 10000

Student 11 53 100 5300 2809 10000

Student 12 53 100 5300 2809 10000

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 Student 13 50 100 5000 2500 10000

Student 14 61 100 6100 3721 10000

Student 15 52 95 4940 2704 9025

Student 16 50 95 4750 2500 9025

Student 17 51 95 4845 2601 9025

Student 18 50 95 4750 2500 9025

Student 19 51 90 4590 2701 8100

Student 20 52 100 5200 2704 10000

Student 21 59 90 5310 3481 8100

Student 22 50 90 4500 2500 8100

Student 23 52 90 4680 2704 8100

Student 24 55 100 5500 3025 10000

Student 25 51 100 5100 2601 10000

Student 26 51 100 5100 2601 10000

Student 27 52 95 4940 2704 9025

Student 28 52 95 4940 2704 9025

Student 29 55 100 5500 3025 10000

Student 30 56 100 5600 3136 10000

ƩN=30 ƩN = ƩY=2910
ƩXY=155435 ƩX²=86108 ƩY²=281725
1604 5

The researcher used SPSS version 29 to verify the result of the manual calculation.
The use of SPSS software ensures that the manual calculation is accurate and
confirms there are no discrepancies in the computed scores. The SPSS calculation

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results are described below:

Table 4.8 Spearman Moment Product.

From 30 respondents, the correlation coefficient was found to be 0.415, as shown

in the Spearman's rho analysis table. This value falls within the range of 0.41–0.70,
which is categorized as a moderate correlation based on the correlation
interpretation table. The significance value (Sig. 2-tailed) is 0.023, which is less
than 0.05, indicating that the correlation between the two variables is statistically
significant.

The two variables analyzed were students' frequency of engaging with English-
language content and their vocabulary test scores. The positive correlation
coefficient of 0.415 suggests that as the frequency of students engaging with
English-language content increases, their vocabulary mastery also tends to improve.

Research Hypothesis

The researcher proposed the following hypotheses:

1. Ha: There is a significant relationship between students' frequency of engaging

with English-language content and their vocabulary mastery.

2. H0: There is no significant relationship between students' frequency of engaging

with English-language content and their vocabulary mastery.

Testing Criteria

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1. If the significance value (p-value) < 0.05, then Ha is accepted, and H0 is rejected,
indicating a significant relationship.

2. If the significance value (p-value) > 0.05, then Ha is rejected, and H0 is accepted,
indicating no significant relationship.

Hypothesis Test Results

The p-value obtained in this analysis is 0.023, which is less than the significance
threshold of 0.05. Therefore, H0 is rejected, and Ha is accepted.

In conclusion, there is a significant relationship between students' frequency of

engaging with English-language content and their vocabulary mastery. The
correlation coefficient of 0.415 indicates a moderate positive correlation,
suggesting that students who engage more frequently with English-language
content, such as TikTok videos, tend to have better vocabulary mastery.

4.3 Discussion

1. Students' Frequency in Watching English TikTok Content.

The first finding of this study is the frequency with which students engage
with English content on TikTok. The survey data revealed that a majority of the
students reported watching English TikTok videos frequently, with an average
score of 87 out of 100. This indicates that TikTok plays a significant role in their
language exposure. TikTok's accessibility and wide variety of content provide an
informal yet immersive space for English language learners to interact with the
language. The platform spans multiple genres, from educational to entertainment-
based content, offering diverse linguistic exposure, including conversational
English, slang, idiomatic expressions, and even academic vocabulary.

This finding aligns with Pérez-Paredes et al. (2018), who highlight that
mobile-assisted language learning (MALL) platforms like TikTok enhance learning
through multimodal and interactive inputs. TikTok's brevity and engaging nature
also make it an effective medium for learning in short, digestible segments.
Furthermore, the platform’s interactive elements, such as comments and direct

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engagement with creators, encourage active participation, reinforcing language
acquisition. Sun and Yang (2015) suggest that such interactions in digital spaces
create informal learning environments that complement formal education,
supporting language proficiency development through authentic use of the
language.

2. Students' Vocabulary Mastery Based on Test Scores

The second major finding is the students' vocabulary mastery, as measured

by a vocabulary test. With an average score of 96 out of 100, students demonstrated
a high level of vocabulary proficiency, indicating their ability to understand and use
a wide range of vocabulary. This success is likely attributed to both formal
education and informal exposure to English, particularly through platforms like
TikTok. The vocabulary test assessed students' understanding of word meanings
and their application in context, with results showing mastery of both every day and
complex vocabulary relevant to academic and professional settings.

According to Boers (2021), repeated exposure to vocabulary in meaningful

contexts improves retention and application. TikTok’s algorithm-driven content
delivery frequently exposes students to recurring vocabulary in varied situations,
enhancing their ability to apply these words in receptive (listening, reading) and
productive (speaking, writing) skills. Additionally, Godwin-Jones (2018)
emphasizes the importance of contextualized and authentic language input, which
platforms like TikTok naturally provide through real-life language usage. This
informal exposure complements structured classroom learning by offering
opportunities for vocabulary acquisition in practical, dynamic contexts.

3. Correlation Between Students' Frequency in Watching English TikTok Content

and Their Vocabulary Mastery.

The third major finding is the moderate correlation between the frequency
of watching English TikTok content and vocabulary mastery, with a correlation
coefficient of 0.493. This suggests a moderate, positive relationship, where
increased engagement with English TikTok content is associated with better

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vocabulary test performance. Sockett (2014) argues that authentic input from digital
platforms facilitates natural vocabulary acquisition, as learners are exposed to real-
life usage of words in dynamic contexts. On TikTok, students encounter English
vocabulary in meaningful, relatable situations, which enhances their understanding
of word nuances, usage patterns, and practical applications.

However, the moderate strength of the correlation indicates that TikTok is

not the sole factor influencing vocabulary mastery. As suggested by Reinders and
Benson (2017), other factors such as formal education, individual learning styles,
and intrinsic motivation also play significant roles. Students with higher vocabulary
proficiency may also be more inclined to engage with English content, further
compounding the observed correlation. While TikTok contributes positively, it
should be viewed as a complementary tool in a broader, multifaceted language
learning process.

For educators, the findings suggest that platforms like TikTok can be
integrated into formal curricula to enhance vocabulary learning. Chik and Ho
(2017) recommend leveraging students’ digital practices by assigning curated
TikTok content or encouraging them to create videos related to academic topics,
thus fostering active language use. Teachers can also guide students in selecting
content that aligns with learning objectives, such as videos featuring academic or
formal vocabulary.

For students, TikTok serves as an additional tool for informal language

learning. While formal education remains crucial, platforms like TikTok offer
opportunities to supplement learning through engaging, real-world contexts. To
maximize learning, students should balance entertaining content with educational
videos that challenge their vocabulary comprehension and usage in both everyday
and academic contexts.

This study highlights several directions for future research. For instance,
investigating the impact of different TikTok content genres (educational vs.
entertainment) on specific language skills, such as vocabulary, pronunciation, and

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listening comprehension, could offer deeper insights. Longitudinal studies, as
suggested by Henry (2019), could examine the long-term effects of digital
platforms on language proficiency. Exploring how interactive elements like
challenges, duets, and comment sections influence vocabulary learning may also
provide valuable data on active participation in digital language acquisition.
Finally, comparative studies could evaluate the effectiveness of TikTok relative to
other platforms, such as YouTube or Instagram, in enhancing language skills.

In conclusion, this study demonstrates a positive link between the frequency

of watching English TikTok content and vocabulary mastery. The high engagement
with TikTok reflects students' interest in informal language learning, while their
high vocabulary test scores highlight the benefits of such exposure. Although
TikTok is not a substitute for formal education, it serves as an effective
supplementary tool for language learners. By integrating platforms like TikTok into
the language learning process, educators and students can create more engaging and
dynamic learning environments.

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