Article Per Year (5 Year)
p-Index From 2020 - 2025
0.408
P-Index
This Author published in this journals
All Journal Voices of English Language Education Society Journal of English Language and Education
Isnaini, Moh Hasbullah
Unknown Affiliation
Languange, Linguistic, Communication & Media Other

Published : 2 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 2 Documents
Search

 1 
Students’ Perception and Acceptance of “ELSA” to Improve Pronunciation Skill Akriono, Farah Khairani; Isnaini, Moh Hasbullah
Journal of English Language and Education Vol 9, No 6 (2024)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jele.v9i6.585

Abstract

Pronunciation is important for effective communication. However, many learners still struggle with pronunciation skills. In the 4.0 technology era, artificial intelligence (AI) technology can be used, such as the ELSA Speak application. While previous studies have highlighted the effectiveness of the technology itself, it pays less attention to students’ perceptions of the application’s use as an independent learning medium. This research aims to investigate students’ perception and acceptance of ELSA technology as an independent learning medium for improving pronunciation skills. This qualitative approach used a case study design. The researchers utilized semi-structured interviews for data collection, which focused on perceived usefulness and perceived ease of use. Students stated that ELSA is useful in improving students’ pronunciation skills through effective learning. With its user-friendly application, ELSA supports the learning process effectively. Thus, students positively perceive the usefulness and user-friendliness of the ELSA to improve their pronunciation skills.
EFL Learners’ Views on the Use of Code-Switching in Reducing Speaking Anxiety Sholikhah, Mar'atus; Isnaini, Moh Hasbullah
VELES Voices of English Language Education Society Vol 8 No 1 (2024): April 2024
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/veles.v8i1.25442

Abstract

Anxiety is a common obstacle for students in English speaking classes. Many EFL (English as a Foreign Language) students struggle with speaking anxiety which makes them have to switch languages from their L1 and known as code-switching (CS). While previous studies have highlighted the benefits of CS in English language learning, particularly in speaking, little attention has been given to specifically investigating its use by senior high school students to lower their speaking anxiety. Therefore, this study aims at investigating the types of CS employed by students in the classroom and to understand the student’s opinions about their experience on the influence of CS used by them to reduce their speaking anxiety. This exploratory study employed observation and interviews for data collections. This study found that students use three types of CS during speaking in English language classes, namely tag-switching, intra-sentential switching, and inter-sentential switching. Additionally, it is found that CS plays an important role in reducing students' speaking apprehension, fear of negative evaluation, and test anxiety. This research highlights the importance of CS in addressing speaking anxiety among EFL learners. Educators can use this understanding to tailor instructional approaches and provide better support for students in their language acquisition journey.
Co-Authors Akriono, Farah Khairani Sholikhah, Mar'atus