Students‟ Experiences in Using TikTok AR Filters for Speaking Practice: A Case Study in Secondary School

Salsabila, Choirunnissa (2026) Students‟ Experiences in Using TikTok AR Filters for Speaking Practice: A Case Study in Secondary School. Undergraduate thesis, UIN Kiai Haji Achmad Siddiq Jember.

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Abstract

ABSTRACT
Choirunnissa Salsabila (2026): Students‟ Experiences in Using TikTok AR
Filters for Speaking Practice: A Case Study in Secondary School
Keywords: TikTok AR Filters, Augmented Reality, Speaking Practice, Students‟
Experiences, English Learning
Speaking is one of the most challenging English skills for secondary
school students. Many students face difficulties such as limited vocabulary,
pronunciation problems, low confidence, and speaking anxiety. Along with the
rapid development of digital technology, TikTok has become a popular platform
among teenagers. One of its features, TikTok AR Filters, offers interactive and
engaging opportunities for speaking practice. However, studies exploring
students‟ experiences in using TikTok AR Filters for English speaking practice are
still limited.
The problem formulation in this research are: 1) How do secondary school
students experience in using TikTok AR Filters for speaking practice? 2) How are
students‟ perception the use of TikTok AR Filters as a medium for learning
speaking? 3) What challenges do students face when using TikTok AR Filters in
speaking practice activities?. Furthermore, the study aimed to investigate students‟
perceptions of the benefits and effectiveness of TikTok AR Filters.
This research employed a qualitative case study approach. The study was
conducted at MTs Nurul Ihsan Tempeh and involved seventh-grade students as
participants. Data were collected through observations, interviews, and
documentation. The data were analyzed using the Miles and Huberman model,
which consists of data reduction, data display, and conclusion drawing.
The findings revealed that TikTok AR Filters created an engaging,
interactive, and enjoyable learning environment. Students perceived the filters as
helpful in improving pronunciation, fluency, vocabulary, intonation, and
confidence in speaking English. The video recording feature encouraged students
to practice repeatedly and independently. In addition, the visual and contextual
aspects of AR filters increased students‟ motivation and participation in speaking
activities. However, several challenges were identified, including unstable internet
connections, application errors, nervousness, and fear of making mistakes.
Overall, TikTok AR Filters can be considered an innovative learning medium that
supports students‟ speaking practice and enhances their English learning
experiences.

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