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All Journal EXPOSURE JOURNAL English Teaching Journal : A Journal of English Literature, Language, and Education IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature WACANA DIDAKTIKA Edulitics (Education, Literature, and Linguistics) Journal Linguista: Jurnal Ilmiah Bahasa, Sastra, dan Pembelajarannya JAIM (Jurnal Abdi Masyarakat) Journal of English Education and Teaching (JEET) Abdimas UNWAHAS : Jurnal Pengabdian Masyarakat UNWAHAS SELL (Scope of English Language Teaching, Linguistics, and Literature) Journal Reswara: Jurnal Pengabdian Kepada Masyarakat SECONDARY : Jurnal Inovasi Pendidikan Menengah (JIPM) Jurnal Inovasi Pengabdian Masyarakat Pendidikan J-ABDIPAMAS (Jurnal Pengabdian Kepada Masyarakat) SELL (Scope of English Language Teaching, Linguistics, and Literature) Journal Proceeding International Conference on Digital Education and Social Science
Siti Maria Ulfa
English Education Department, STKIP PGRI Bangkalan
Religion Agriculture, Biological Sciences & Forestry Humanities Chemical Engineering, Chemistry & Bioengineering Chemistry Computer Science & IT Economics, Econometrics & Finance Education Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Medicine & Pharmacology Physics Public Health Social Sciences Other

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THE EFFECTIVENESS OF THE ELSA SPEAK APPLICATION IN TEACHING PRONUNCIATION AMONG STUDENTS AT MA. AN-NIDHOMIYAH Irda Andini; Siti Maria Ulfa
SECONDARY: Jurnal Inovasi Pendidikan Menengah Vol. 6 No. 3 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/secondary.v6i3.11850

Abstract

ABSTRACT This study aimed to examine the effectiveness of the ELSA Speak application in improving the English pronunciation skills of students at MA An-Nidhomiyah. The study was motivated by the persistent challenges in students’ pronunciation accuracy, which are influenced by first language (L1) interference, limited opportunities for individualized feedback, and low self-confidence during oral communication when conventional teaching methods are employed. A quantitative approach was adopted using a quasi-experimental design with a One-Group Pre-test/Post-test Design. The population consisted of all students at MA An-Nidhomiyah during the 2025–2026 academic year, while the sample comprised 27 eleventh-grade students selected through purposive sampling. Data were collected using pre-test and post-test pronunciation assessments and analyzed with SPSS 25 through validity, reliability, normality, and paired-samples t-test analyses. The findings revealed a statistically significant improvement in students’ pronunciation performance following the implementation of the ELSA Speak application, as evidenced by significant differences between the pre-test and post-test scores. This study provides empirical evidence regarding the effectiveness of artificial intelligence-assisted pronunciation instruction within the context of an Islamic senior secondary school (Madrasah Aliyah), a setting that remains underrepresented in previous studies. The findings suggest that ELSA Speak has the potential to serve as an effective instructional medium by providing objective real-time feedback, enhancing pronunciation accuracy, reducing foreign language anxiety, and promoting greater learner autonomy in English language learning. Furthermore, the results offer practical implications for integrating AI-assisted learning into English pronunciation instruction at the secondary education level. ABSTRAK Penelitian ini bertujuan untuk menganalisis efektivitas penggunaan aplikasi ELSA Speak dalam meningkatkan kemampuan pronunciation bahasa Inggris siswa di MA An-Nidhomiyah. Penelitian ini dilatarbelakangi oleh masih rendahnya akurasi pengucapan siswa yang dipengaruhi oleh interferensi bahasa pertama (first language/L1), keterbatasan pemberian umpan balik secara individual, serta rendahnya kepercayaan diri siswa ketika melakukan komunikasi lisan menggunakan metode pembelajaran konvensional. Penelitian menggunakan pendekatan kuantitatif dengan desain quasi-experimental tipe One-Group Pre-test/Post-test Design. Populasi penelitian adalah seluruh siswa MA An-Nidhomiyah tahun ajaran 2025–2026, sedangkan sampel penelitian berjumlah 27 siswa kelas XI yang dipilih menggunakan teknik purposive sampling. Data dikumpulkan melalui tes pre-test dan post-test kemampuan pronunciation, kemudian dianalisis menggunakan perangkat lunak SPSS 25 melalui uji validitas, reliabilitas, normalitas, dan paired-samples t-test. Hasil penelitian menunjukkan adanya peningkatan kemampuan pronunciation yang signifikan setelah penerapan aplikasi ELSA Speak, yang dibuktikan oleh perbedaan skor sebelum dan sesudah perlakuan. Temuan ini memperluas implementasi pembelajaran berbasis artificial intelligence pada konteks Madrasah Aliyah, yang masih relatif terbatas dalam penelitian sebelumnya. Dengan demikian, aplikasi ELSA Speak dapat menjadi alternatif media pembelajaran yang efektif untuk meningkatkan akurasi pengucapan, menyediakan umpan balik yang objektif dan bersifat real-time, mengurangi kecemasan berbahasa, serta mendorong kemandirian belajar siswa dalam pembelajaran bahasa Inggris.
Teaching Speaking Skills Using the Spinning Wheel Game in Senior High School Razan; Siti Maria Ulfa
SELL (Scope of English Language Teaching, Linguistics, and Literature) Journal Vol. 10 No. 2 (2025): SELL Journal
Publisher : Penerbit STKIP PGRI Bangkalan

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Abstract

Students in Senior High School still have some difficulty speaking English fluently. The researcher of this study investigated the students' speaking skills by using the Spinning Wheel Game media. In this study, the researcher used a qualitative method with a case study design. The researcher focuses on the student’s fluency in the English language. The primary data of this study are from observations and the results of the interviews; meanwhile, the secondary data are from books, journals, personal documents, and official written documents. The instruments used in this study are field note observations, an interview guide, and documentation. The purpose of this study is to investigate the use of the Spinning Wheel Game in teaching speaking skills and to examine students' responses to using the Spinning Wheel Game. The result of this study showed that the Spinning Wheel Game helps students in the class. The students were active, enthusiastic, and focused on the material, and they comprehended it well. The Spinning Wheel Game media also helps students improve their fluency and confidence in speaking the English language.
Duolingo as Pre-Speaking Practice: Enhancing Speaking Performance and Reducing Social Anxiety Among EFL Students Assyifatil Assyifa; Siti Maria Ulfa
SELL (Scope of English Language Teaching, Linguistics, and Literature) Journal Vol. 11 No. 1 (2026): SELL Journal
Publisher : Penerbit STKIP PGRI Bangkalan

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Abstract

Speaking performance continues to be a major challenge for many EFL students, particularly when they are required to communicate in English during classroom activities. Difficulties in pronunciation, limited vocabulary, low confidence, and fear of negative evaluation often prevent students from participating actively in speaking tasks. Although numerous studies have reported the benefits of Duolingo for language learning, its role as a pre-speaking practice that helps students prepare both linguistically and psychologically before classroom speaking activities has received relatively little attention. Therefore, this study aimed to explore how Duolingo was used as a pre-speaking practice and how it supported students' speaking performance and social anxiety in an EFL classroom. A qualitative descriptive design was employed involving tenth-grade students at SMA Negeri 1 Arosbaya. Data were gathered through classroom observations and semi-structured interviews, and were analyzed using the interactive model of Miles, Huberman, and Saldaña together with thematic analysis. The findings indicated that students became more fluent, confident, and able to use appropriate vocabulary after practicing with Duolingo. They also felt more prepared to speak, participated more actively in classroom activities, and experienced less anxiety when expressing their ideas in English. These findings suggest that Duolingo can be used as an effective pre-speaking practice to support both students' speaking performance and emotional readiness in EFL classrooms.
Co-Authors Abdul Ghafur Ana Yuliati Arfiyan Ridwan Assyifatil Assyifa Athena, Tera Chairuddin Chairuddin Dyah Wulandari Ela Farida Faisal Anam Fitroh, Nur Qolbiyatul Hafidz, Moh Haifa Haifa Hendra Sudarso Ida Rosilah Iin Rachmawati Irda Andini Luluatul Mubasyiroh Maimuna Maimuna Mariyatul Kiptiyah Maulana Yusuf Aditya Moh. Arief Wahyudi Moh. Arief Wahyudi Mohammad Arief Wahyudi Mohammad Hoiruddin Oikurema Purwati Rasyidah Nur Aisyah Razan Roudatus Sarifah Royhana Ruqoyyah Amilia Andania Susanto Susanto Tera Athena Ulfiatul Latifah yulis setyowati Zainal Arifin