PENGGUNAAN MALL (MOBILE ASSISTED LANGUAGE LEARNING) DENGAN MENGGUNAKAN ELSA (ENGLISH LANGUAGE SPEECH ASSISTANT) UNTUK KETERAMPILAN BERBICARA SISWA SMP
Haliza Putri Maharani
Fakultas Bahasa dan Seni (UNESA), Surabaya, Jawa Timur, Indonesia
e-mail: haliza.20060@mhs.unesa.ac.id
Penelitian ini mengkaji respon siswa kelas 7 SMP Negeri 5 Sidoarjo terhadap aplikasi ELSA Speak dan dampaknya terhadap peningkatan keterampilan berbicara bahasa Inggris mereka. Penelitian ini bertujuan untuk mengevaluasi masukan siswa terhadap ELSA Speak dan menilai pengaruhnya terhadap hasil belajar bahasa mereka. Pendekatan deskriptif kualitatif digunakan, menggabungkan kuesioner tertutup dan wawancara semi-terstruktur, berdasarkan Technology Acceptance Model (TAM) untuk menganalisis adopsi dan penggunaan teknologi.
Hasilnya mengungkapkan empat kendala utama terhadap kemampuan berbicara bahasa Inggris siswa: keterbatasan kosakata, takut membuat kesalahan, rendahnya motivasi, dan rasa malu. Terlepas dari tantangan-tantangan ini, ELSA Speak secara signifikan meningkatkan keterampilan berbicara siswa, dengan 59% peserta mengakui manfaatnya dalam kuesioner dan tanggapan positif dalam wawancara semi-terstruktur. Meskipun ada masalah teknis terkait dengan perbedaan akses antara versi gratis dan premium, dampak positif keseluruhan pada keterlibatan dan kemahiran siswa menyoroti potensi ELSA Speak sebagai alat pendidikan yang berharga.
Kata Kunci: ELSA Speak, pembelajaran bahasa, Technology Acceptance Model, penelitian kualitatif, keterampilan berbicara bahasa Inggris
THE USE OF MALL (MOBILE ASSISTED LANGUAGE LEARNING) BY USING ELSA (ENGLISH LANGUAGE SPEECH ASSISTANT) SPEAK FOR STUDENTS’ SPEAKING SKILLS IN JUNIOR HIGH SCHOOL
Faculty of Language and Arts (UNESA), Surabaya, East Java, Indonesia
This study examines the responses of 7th-grade students at SMP Negeri 5 Sidoarjo to the ELSA Speak application and its impact on enhancing their English speaking skills. The research aims to evaluate student feedback on ELSA Speak and assess its influence on their language learning outcomes. A descriptive qualitative approach is utilized, incorporating closed-ended questionnaires and semi-structured interviews, based on the Technology Acceptance Model (TAM) to analyze technology adoption and usage.
The results reveal four main obstacles to students' English-speaking abilities: limited vocabulary, fear of making mistakes, low motivation, and shyness. Despite these challenges, ELSA Speak significantly improves students' speaking skills, with 59% of participants acknowledging its benefits in the questionnaires and positive responses in the semi-structured interviews. While there are technical issues related to the difference in access between free and premium versions, the overall positive impact on student engagement and proficiency highlights ELSA Speak's potential as a valuable educational tool.
Keywords: ELSA Speak, language learning, Technology Acceptance Model, qualitative research, English speaking skills.