Volume 6, No. 2, March 2023 DOI: https://doi.org/10.31605/eduvelop.v6i2.2331 EDUVELOP Journal of English Education and Development Nationally Accredited Journal Decree No. B/1410/E5/E5.2.1/2019 Volume 6, No. 2, March 2023 137 Eduvelop: Journal of English Education and Development P-ISSN: 2597-713X, E-ISSN: 2597-7148 ISSN 2597-713X (print) ISSN 2597-7148 (online) UTILIZING ENGLISH TIKTOK AS A MEDIA IN LEARNING ENGLISH VOCABULARY: UNIVERSITY STUDENTS’ PERSPECTIVE 1 Jessica Ruth Melvira Simanungkalit, 2 Caroline Victorine Katemba Universitas Advent Indonesia Email: jejesikalit@gmail.com Abstract: Tis research determined the university students’ perspective on utilizing TikTok in learning English vocabulary. Tis study is a qualitative research method, and it used a survey method in which university students completed an online questionnaire on Google Forms. Te questionnaire is being distributed to students at universities in Bandung, Jakarta, and Lampung. Tis study focuses on university students enrolled in English classes. Half of the 76 respondents came from a private university, while the other half came from a state university Te purpose of this research is: (1). What are college students’ thoughts on learning English vocabulary through TikTok? (2). What are the advantages of the TikTok application? (3). What are the disadvantages of the TikTok application? (4). How does the TikTok application help you to learn English vocabulary? Te fndings of this research show that utilizing TikTok in learning English vocabulary for university students helps them expand their English vocabulary. Te students show positive feedback about utilizing TikTok in learning English vocabulary. Tik Tok can help you learn and expand your English vocabulary. Keywords: TikTok, English vocabulary, University students perspective INTRODUCTION Since 1946, a year after Indonesia’s independence in 1945, English has been the first foreign language taught in secondary schools . It is the most favorable foreign language that is being taught in almost every school in Indonesia ranging from the elementary up to the tertiary. In fact, it is a compulsory subject in the secondary schools as well as to the university where it is included in the curriculum with a minimum amount of two credits for the program. Although English has been taught for almost 75 years as a foreign language in the country but still “Indonesian students often experience problems when learning English, specifically vocabulary, because English differs from Bahasa Indonesia (the Indonesian language) in its structure, pronunciation, and vocabulary” (C. V. Katemba, 2019, p. 88). As we know that learning English consists of the four skills—reading, listening, speaking, and writing— which must be effectively integrated for English