STUDENTS’ PERCEPTION TOWARD THE USE OF MARINA TASHA TIKTOK’S VIDEO ON ENGLISH VOCABULARY MASTERY OF 4th SEMESTER STUDENTS OF ENGLISH DEPARTMENT AT UIN SAYYID ALI RAHMATULLAH TULUNGAGUNG

KHARISMA SYADINA SALSABILA, 126203212110 and NURSAMSU, 197802042009011003 (2025) STUDENTS’ PERCEPTION TOWARD THE USE OF MARINA TASHA TIKTOK’S VIDEO ON ENGLISH VOCABULARY MASTERY OF 4th SEMESTER STUDENTS OF ENGLISH DEPARTMENT AT UIN SAYYID ALI RAHMATULLAH TULUNGAGUNG. [ Skripsi ]

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Abstract

Kharisma Syadina Salsabila. Student ID Number. 126203212110. 2025. Students’ Perception Toward the Use of Marina Tasha TikTok’s Video on English Vocabulary Mastery of 4th Semester Students of English Department at UIN Sayyid Ali Rahmatullah Tulungagung. Advisor: Dr. H. Nursamsu, S.Pd.I., M.Pd. Keywords: Students’ Perception, TikTok, Vocabulary Mastery, Marina Tasha Vocabulary is a crucial part of language learning because it helps students understand and use language effectively. However, traditional methods are often seen as boring and hard to remember. The rise of social media platforms like TikTok offers new, more engaging ways to learn. One example is Marina Tasha, a content creator who uses English in her food review videos, providing a fun and meaningful context for learning vocabulary. This research aimed to explore the perceptions of 4th-semester students of the English Education Department at UIN Sayyid Ali Rahmatullah Tulungagung toward the use of Marina Tasha’s TikTok videos in learning English vocabulary. The research was guided by the question: “Is there any positive perception among 4th-semester English Department students at UIN Sayyid Ali Rahmatullah Tulungagung toward the use of Marina Tasha’s TikTok videos in learning English vocabulary?” A quantitative method with a descriptive design was employed. The sample consisted of 38 students selected using purposive sampling, considering their relevance to the research focus and familiarity with the TikTok platform. Data were collected using a questionnaire consisting of 30 statements rated on a 5-point Likert scale. The instrument was tested for validity and reliability using SPSS version 27. The findings indicated that students had a positive perception toward the use of Marina Tasha’s TikTok videos for vocabulary learning. The results showed that the videos were engaging, easy to understand, and helpful in improving vocabulary mastery. This was supported by the highest overall mean score of 4.24, which falls into the “positive” category based on the interpretation scale by Pananchanok & Chanwaiwit (2019). In conclusion, Marina Tasha’s TikTok videos are perceived as a helpful and engaging medium to support English vocabulary learning. The integration of shortform video content into language education provides contextual, authentic input that enhances motivation and improves vocabulary mastery. Therefore, TikTok can serve as a relevant supplementary tool in modern English language learning environments.

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