Learners' Meaning-Making and Perceptions in Multimodal Listening: A Phenomenological Study of TikTok-Based Digital Storytelling in Young EFL Learners
DOI:
https://doi.org/10.1234/prosiding.v2i1.5001Kata Kunci:
Digital Storytelling TikTok, Keterampilan Menyimak, Siswa EFL Muda, Kajian FenomenologiAbstrak
abstrak— Penelitian ini mengkaji proses pembuatan makna dan persepsi siswa EFL muda dalam pembelajaran menyimak melalui digital storytelling berbasis TikTok. Penelitian ini menggunakan pendekatan fenomenologi kualitatif dengan melibatkan delapan siswa dan satu guru bahasa Inggris di salah satu madrasah ibtidaiyah di Kabupaten Bojonegoro. Pengumpulan data dilakukan melalui observasi kelas, wawancara semi-terstruktur, dan jurnal reflektif siswa, yang selanjutnya dianalisis menggunakan model interaktif dan analisis tematik. Terdapat empat temuan dalam penelitian ini. Pertama, siswa membangun makna secara multimodal dengan mengintegrasikan subtitle, animasi, dan petunjuk visual untuk mengimbangi keterbatasan kosakata, sehingga mampu mengaitkan bahasa Inggris lisan dengan teks terjemahan dan gambar. Kedua, platform TikTok yang sudah dikenal siswa dalam keseharian mereka terbukti mengurangi kecemasan dan memunculkan respons afektif yang kuat, meliputi kegembiraan, antusiasme, dan peningkatan perhatian selama sesi pemutaran video. Ketiga, pemahaman kolaboratif berlangsung secara konsisten, di mana siswa aktif berdiskusi dengan teman sebaya, menegosiasikan makna kata, dan mencari bimbingan guru. Terakhir, pembuatan makna meluas ke tataran personal karena siswa menghubungkan narasi cerita dengan pengalaman hidup mereka sendiri, memperdalam keterlibatan interpretatif melampaui sekadar pemrosesan linguistik. Guru kelas mengonfirmasi temuan ini dan mengidentifikasi perancah subtitle-visual sebagai elemen instruksional yang paling efektif. Temuan ini menunjukkan bahwa digital storytelling berbasis TikTok berpotensi menjadi platform yang bernilai pedagogis untuk pembelajaran menyimak multimodal bagi siswa EFL muda.
Kata kunci— Digital Storytelling TikTok, Keterampilan Menyimak, Siswa EFL Muda, Kajian Fenomenologi.
Abstract— This study examines the meaning-making processes and perceptions of young EFL learners in learning listening through TikTok-based digital storytelling. This study employed a qualitative phenomenological approach involving eight students and one English teacher at one of the Islamic elementary schools in Bojonegoro Regency. Data were collected through classroom observations, semi-structured interviews, and students' reflective journals, which were subsequently analyzed using an interactive model and thematic analysis. Four findings emerged from this study. First, students constructed meaning multimodally by integrating subtitles, animations, and visual cues to compensate for vocabulary limitations, enabling them to connect spoken English with translated text and images. Second, TikTok as a platform already familiar to students in their daily lives proved to reduce anxiety and generate strong affective responses, including joy, enthusiasm, and heightened attention during video sessions. Third, collaborative comprehension occurred consistently, where students actively discussed with peers, negotiated word meanings, and sought teacher guidance. Finally, meaning-making extended to the personal level as students connected story narratives to their own lived experiences, deepening interpretive engagement beyond mere linguistic processing. The class teacher confirmed these findings and identified subtitle-visual scaffolding as the most effective instructional element. These findings suggest that TikTok-based digital storytelling has the potential to serve as a pedagogically valuable platform for multimodal listening instruction among young EFL learners.
Keywords— TikTok Digital Storytelling, Listening Skills, Young EFL Learners, Phenomenological Study.
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