The Modality principle of tiktok to facilitate students’ writing ability

As the advancement of technology, teachers are encouraged to use the technology in the teaching and learning process to make the educational process more meaningful and enjoyable. To achieve the goal, teachers should know how to use the technology effectively and select appropriate technology for their classes. This study aims to investigate whether the modality principle of TikTok helps facilitate students’ writing ability and identify the difference in the students’ scores between students who taught using TikTok video and without TikTok video. To achieve the purposes, this study used a quasi experimental design and applied the TikTok video to the experimental group. For the control group, the teacher taught regular videos. The result revealed that TikTok which applied the modality principle could facilitate students in writing since it provided animation and text with simultaneous narration. Another finding revealed that there was a significant difference in the students’ score in the experimental group and control group. The students’ scores in the experimental group were higher than students in the control group. It means that TikTok helped to facilitate the students’ writing ability. The finding highlights that the use of TikTok may be beneficial for teaching English and help students to write better as TikTok provides useful features.