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All Journal Al-Irsyad: Journal of Education Science
Dadan Hidayat
Universitas Bina Sarana Informatika, Indonesia
Education

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THE EFFECTIVENESS OF SHORT-FORM VIDEOS TO IMPROVE SPEAKING SKILLS OF FIRST-SEMESTER EFL STUDENTS Dadan Hidayat; Meiva Eka Sri Sulistyawati; Marsandi Manar
Al-Irsyad: Journal of Education Science Vol 5 No 1 (2026): Al-Irsyad: Journal of Education Science
Publisher : Sekolah Tinggi Keguruan dan Ilmu Pendidikan Darud Da'wah Wal Irsyad Pinrang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58917/aijes.v5i1.563

Abstract

This study examines the effectiveness of short-form video platforms in improving speaking skills among first semester EFL students. Speaking remains one of the most challenging English skills for beginner learners, as many struggle with fluency, pronunciation, and confidence when communicating orally. Short form videos, such as TikTok and YouTube Shorts, offer visually engaging content, repetition, and low pressure speaking opportunities. This research employed a pre-experimental one group pre-test and post-test design. A total of 25 first semester English major students participated in eight learning sessions over four weeks, with each session lasting approximately 45 minutes. Speaking performance was measured using a standardized rubric assessing fluency, pronunciation, vocabulary use, and confidence. The results showed an increase from the pre-test mean of 55.20 to the post-test mean of 75.40. A paired-samples t-test confirmed that the improvement was statistically significant (t = 19.15, p < 0.001). The findings demonstrate that short form video based learning supports speaking development and offers interactive, motivating practice for beginner learners. Unlike prior studies focusing mainly on perceptions, this research highlights measurable learning gains. The results suggest that integrating short form videos as a supplementary tool can enhance speaking performance and support technology enhanced instruction.
THE EFFECTIVENESS OF DUOLINGO IN IMPROVING VOCABULARY MASTERY AMONG FOURTH-GRADE STUDENTS Dadan Hidayat
Al-Irsyad: Journal of Education Science Vol 4 No 2 (2025): Al-Irsyad: Journal of Education Science
Publisher : Sekolah Tinggi Keguruan dan Ilmu Pendidikan Darud Da'wah Wal Irsyad Pinrang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58917/aijes.v4i2.306

Abstract

This study aims to investigate the effectiveness of the Duolingo application in enhancing vocabulary mastery among fourth-grade elementary school students. Many young learners struggle to retain new English vocabulary using conventional methods, highlighting the need for engaging and interactive digital tools. Using a pre-experimental one-group pre-test and post-test design, 20 students used Duolingo for vocabulary practice over four weeks, with eight sessions lasting approximately 45 minutes each. Data were collected through vocabulary tests before and after the intervention. The results show a significant increase in students’ post-test scores, indicating that Duolingo positively impacts vocabulary acquisition. This finding supports the integration of game-based digital tools into language instruction for young learners. Unlike previous studies that mostly focus on student perceptions or older learners, this study fills a clear research gap by providing empirical evidence of Duolingo’s measurable effect on vocabulary improvement in elementary students. This is novel because younger learners have different cognitive characteristics, requiring more visual, interactive, and repetitive activities to stay motivated and retain new words effectively. By testing Duolingo in this unique context with actual test scores, the study demonstrates that digital gamified learning can be both motivating and effective for primary students. The research contributes to the existing body of literature by emphasizing measurable vocabulary gains rather than perceptions alone.
THE EFFECTIVENESS OF ELSA SPEAK FOR FIRST-SEMESTER EFL STUDENTS Dadan Hidayat; Chodidjah Chodidjah; Rina Lestari; Kalsum Kalsum
Al-Irsyad: Journal of Education Science Vol 5 No 2 (2026): Al-Irsyad: Journal of Education Science
Publisher : Sekolah Tinggi Keguruan dan Ilmu Pendidikan Darud Da'wah Wal Irsyad Pinrang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58917/aijes.v5i2.813

Abstract

This study investigated the effectiveness of the ELSA Speak application in improving the speaking ability of first-semester EFL students. Many beginner learners still face difficulties in speaking English, especially in pronunciation, fluency, vocabulary use, and confidence during oral communication. To address these problems, ELSA Speak provides AI-supported speaking exercises, pronunciation feedback, and repeated practice that allow students to learn independently in a flexible environment. The research applied a pre-experimental method using a one-group pre-test and post-test design. The participants were 25 first-semester English students who attended eight treatment sessions over four weeks. Students’ speaking performance was evaluated through several aspects, including pronunciation, fluency, vocabulary, and confidence. The findings showed that students’ speaking scores improved after using the application. The average score increased from 56.12 in the pre-test to 78.36 in the post-test. In addition, the paired-sample t-test indicated a statistically significant improvement (t(24) = 20.31, p < .001). The study suggests that the ELSA Speak application may support speaking development by providing interactive and motivating speaking practice. Furthermore, AI-based mobile learning applications can serve as supportive tools in technology-assisted language learning for EFL students.
Co-Authors Chodidjah Chodidjah Kalsum Kalsum Marsandi Manar Meiva Eka Sri Sulistyawati Rina Lestari