i SKRIPSI
BELINDA LESMANA 4517101024
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM FACULTY OF TEACHER TRAINING AND EDUCATION
BOSOWA UNIVERSITY 2022
ii SKRIPSI
Submitted in Partial Fulfillment of the Requirement for the Degree of Sarjana Pendidikan (S. Pd) in English Education Study Program
BELINDA LESMANA 4517101024
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM FACULTY OF TEACHER TRAINING AND EDUCATION
BOSOWA UNIVERSITY 2022
iii SKRIPSI
USING ELSA SPEAK APPLICATION TO IMPROVE STUDENTS' SPEAKING SKILL AT UPT SPF SMPN 17 MAKASSAR
Submitted by : BELINDA LESMANA
4517101024
Has been defended in front of Skripsi Examination Committee August 22nd 2022
Approved by:
Supervisor I
Restu Januarty, S.Pd.I., M.Pd.
NIDN. 0905018503
Supervisor II
Muliati, S.Pd., M.Hum., M.Ed.
NIDN. 1212057601 Under the Cognizance of:
Dean of the Faculty of Teacher Training and Education
Dr. Asdar, S.Pd., M.Pd.
NIK. D 450375
Head of the English Education Department
Asyrafunnisa, S.S., M.Hum NIK. D. 450451
iv Nama : Belinda Lesmana
NIM : 4517101024
Judul : Using ELSA SPEAK Application To Improve Students' Speaking Skill at UPT SPF SMPN 17 Makassar.
Menyatakan dengan sebenarnya bahwa skripsi yang saya tulis ini benar- benar merupakan hasil karya sendiri dan bukan merupakan plagiasi, baik sebagian atau seluruhnya.
Apabila di kemudian hari terbukti bahwa skripsi ini hasil plagiasi, maka saya bersedia menerima sanksi atas perbuatan tersebut sesuai dengan ketentuan yang berlaku.
Makassar, September 2022 Yang membuat pernyataan
Belinda Lesmana
v
The purpose of this study was to determine whether the use of the ELSA Speak application in learning English was able to improve the speaking ability of eighth grade students at UPT SPF SMPN 17 Makassar.
This research focused on pre-experimental research in one class pre-test and post-test. The population of this research is class VIII SMPN 17 Makassar in the academic year 2021/2022 which consists of 165 students. The researcher took one class as the research sample, namely class VIII which consisted of 33 students. The data were obtained from the speaking ability test while doing the dialogue in the pre-test and post-test.
It can be concluded that the results of this study indicate that the use of the ELSA Speak application is able to improve students' speaking skills which includes grammar, content, pronunciation, vocabulary and fluency. This can be seen in the average score of students in the pre-test, which is 57.03 and increases to 76.30 in the post-test. This means that the use of the ELSA Speak application in learning English can improve students' speaking skills in class 8.3 at UPT SPF SMPN 17 Makassar.
Key Words : Speaking Skill, ELSA Speak Application
vi
Tujuan dari penelitian ini adalah untuk mengetahui apakah dengan penggunaan aplikasi ELSA Speak dalam pembelajaran Bahasa Inggris mampu meningkatkan kemampuan berbicara siswa kelas delapan di UPT SPF SMPN 17 Makassar.
Penelitian ini difokuskan pada penelitian pra-eksperimen dalam satu kelas pre-test dan post-test. Populasi penelitian ini adalah siswa kelas VIII SMPN 17 Makassar pada tahun akademik 2021/2022 yang terdiri dari 165 siswa. Peneliti mengambil satu kelas sebagai sampel penelitian yaitu kelas VIII yang terdiri dari 33 siswa. Data diperoleh dari tes kemampuan berbicara saat melakukan dialog pada pre-test dan post-test.
Dapat disimpulkan hasil penelitian ini menunjukkan bahwa penggunaan aplikasi ELSA Speak mampu meningkatkan kemampuan berbicara siswa yang meliputi tata bahasa, isi, pengucapan, kosakata dan kefasihan. Hal ini dapat dilihat pada skor rata-rata siswa pada pre-test yaitu 57.03 dan meningkat menjadi 76.30 pada post-test. Artinya, penggunaan aplikasi ELSA Speak dalam pembelajaran Bahasa Inggris dapat meningkatkan kemampuan berbicara siswa kelas 8.3 di UPT SPF SMPN 17 Makassar.
Kata Kunci : Keahlian Berbicara, aplikasi ELSA Speak
vii
Lord Jesus Christ through His blessings and grace, the writer can start and finish writing this thesis entitled "Using the ELSA Speak Application to Improve Students' Speaking Ability at UPT SPF SMPN 17 Makassar".
With sincerity, the author would like to thank all parties for their help and contribution, especially parents, all lecturers, institutions, and friends who have contributed in various ways. Therefore, this thesis has been processed into a complete paper to be submitted to the Faculty of Teacher Training and Education, to fulfill part of the requirements for obtaining a bachelor's degree "S.Pd". (Strata 1) in the English Education Study Program.
The author expresses her deepest gratitude to beloved parents, Mr. Lay Tjhun Sen and Mrs. Jap Sai Hon; her beloved nephew Serly Novitasari who has always been his encouragement. Their love, support and especially their endless prayers to complete her studies cannot even be expressed in words.
In connection with the writing and completion of this thesis, the highest appreciation and gratitude are conveyed to Prof. Dr. Ir. Batara Surya, ST., M.Si as the Rector of Bosowa University. The author would like to express her deepest appreciation and gratitude to Dr. Asdar, S.Pd., M.Pd as the Dean of the Faculty of Teacher Training and Education, University of Bosowa. Thanks to Asyirafunnisa, S.S., M.Hum as the head of the English Education Study Program who always support and helps her students to get a bachelor’s degree in Education. Hj. Restu Januarty, S.Pd.I., M.Pd as the first supervisor and Muliati, S.Pd., M.Hum., M.Ed.
viii and support in completing this research.
The author also expresses her deepest gratitude to Mr. Sukardi, S.Pd as the Head of UPT SPF SMPN 17 Makassar who has allowed the author to conduct the research. The author conducted research on 8.3 grade students as well as all teachers and staff at UPT SPF SMPN 17 Makassar for their help and participation in this research, especially Nur Inayah, S.Pd as an English teacher who always supports the author in completing her studies, and also thanks to the students of grade 8.3 who participated well during the research.
The writer also extend my deepest gratitude to the closest people to the author, namely AB Squad (Mariana Yesi Pakiding, Reza Pahlepi and Nindy Aidya) who have given kindness and attention to the author. And all her friends in the 2017 English Education Study Program whose names cannot be mentioned one by one, thank you for the friendship, togetherness, love, laughter, support, and the many stories that we have made together.
Finally, the writer realizes that this thesis is far from perfect, so constructive criticism and suggestions are really expected. Hopefully this research can provide benefits for writers and readers.
Makassar, August 2022 The Writer
Belinda Lesmana
ix
PERNYATAAN ... iv
ABSTRACT ... v
ABSTRAK ... vi
ACKNOWLEDGEMENTS ... vii
TABLE OF CONTENT ... ix
LIST OF TABLE ... xi
LIST OF APPENDICES ……….. xii
CHAPTER I : INTRODUCTION ... 1
A. Background ... 1
B. Identification of Problem ... 4
C. Scope of Research ... 4
D. Objectives of Research ... 4
E. Formulation of the Problem ... 4
F. Significances of Research ... 4
CHAPTER II : THEORITICAL OF LITERATURE ... 6
A. Some Partinent Ideas... 6
1. ELSA Speak Application ... 6
2. Overview of ELSA Speak ... 7
3. Concept of Speaking ... 9
4. The Advantages of ELSA Speak ... 16
5. Teaching Speaking Through Technology ... 17
B. Some Previous Research Findings ... 18
C. Conceptual of Framework... 22
D. Hypothesis... 23
CHAPTER III : METHOD OF THE RESEARCH ... 24
A. Design of the Research ... 24
B. Time and Location of the Resarch ... 25
1. Time of the Research ... 25
x
2. Location of the Research ... 25
C. Population and Sample of the Research... 25
1. Population of the Research ... 25
2. Sample of the Research ... 25
D. Research Variable ... 25
E. Research Instrument... 26
F. Procedure of Collecting Data ... 26
G. Technique of Data Analysis ... 29
CHAPTER IV : FINDINGS AND DISCUSSION ... 33
A. Findings... 33
B. Discussion ... 38
CHAPTER V : CONCLUSION AND SUGGESTION ... 42
A. Conclusion ... 42
B. Suggestion ... 43
BIBLIOGRAPHY ... 44
APPENDICES ... 48
BIOGRAPHY ... 76
xi
Table 4.1. The Students’ Score and Classification in Pre Test ... 33
Table 4.2 The Percentage of Student’s Pre-test Score ... 35
Table 4.3 The Students’ Score and Classification in Post Test ... 35
Table 4.4 The Percentage of Student’s Post test Score ... 37
Table 4.5 Total of Score Classification ... 38
Table. 4.6 The Result t-test ... 38
xii
Appendix 2 : Treatment ... 50
Appendix 3 : Instrument Of Post Test ... 52
Appendix 4 : The Students’ Scores ... 53
Appendix 5 : The Answers Of Students ... 58
Appendix 6 : Lesson Plan ... 62
Appendix 7 : Documentations ... 69
Appendix 8 : Letter of Research Permission………. 74
1 CHAPTER I INTRODUCTION
This chapter deals with background of research, question of research, objective of research, significance of research, scope of research.
A. Background
Language is a communication tool that often occurs in social environments. In other words, language as a system capable of connecting thoughts, whether it can be seen, heard, or touched with sounds, letters, manual signs, or tactile symbols (braille). This is one of the reasons behind proper communication requires understanding and acknowledging the relationship between language and the individuals who use it.
English has become a global language that is widely adopted throughout the world, because it is a means of communication between native speakers and non-native speakers. Learning a foreign language refers to a condition where the language that is rarely spoken by the surrounding community makes them want to learn and acquire a foreign language which is known as English. English is a global language that must be dominated to support various aspects of life, one of which is the field of education.
Schunk (2012: 2) suggests that learning is a process of behavior change that is able to last long enough or to behave in a certain way in a capacity, which results from practice or other forms of experience. Learning can procure and adjust information, abilities, methodologies, beliefs, perspectives, and ways of behaving through interactions. Many individuals need to learn the cognitive, linguistic, and interactive abilities that can be created through various structures.
In Indonesia, there are still many teaching and learning activities that focus on face-to-face meetings in the classroom. However, with the outbreak of the Corona virus in Indonesia, all kinds of movements must be carried out from home. Directorate General of Disease Prevention and Control (2020: 11) revealed that Coronavirus Disease (COVID-19) is a new type of virus that has never been identified in humans. Corona virus is zoonotic (can be transmitted between animals or humans). The corona virus pandemic initially appeared in the city of Wuhan, China towards the end of December 2019 and began to hit Indonesia in early March 2020.
The Minister of Education and Culture, Nadiem Anwar Makarim stated that Circular Number 4 of 2020 concerning the Implementation of Education in Emergency Coronavirus (Covid-19), one of which emphasized that online learning (distance), was carried out to provide meaningful learning experiences for students, without being burdened by the demands of completing all curriculum achievements for class and graduation. Online/distance learning is centered on developing students' understanding of the Covid-19 outbreak.
Learning activities and tasks between students may differ according to their tendencies and conditions given the gap in access or facilitation of learning at home. And according to him that E-Learning is the best choice for education in the midst of the Covid-19 outbreak. But there are a lot of problem in E-learning epecially in teaching english language. Nonetheless, in Indonesia not all students are familiar with the E-Learning system so that it becomes a new thing that requires adaptation and variety also the students' perspective on this learning system will also be different.
Accordingly, the students actually using E-learning before pandemic especially in learning english language with application. In any case, the lack of time to practice and convey words in daily activities empowers teachers not to effectively challenge the articulation of words. Normally teachers with English tendencies should be visible when they appear in class. Since English is not the main language in Indonesia, English teachers limit the opportunity to use it in their daily schedule. Therefore, innovation remains with the living individual for most of the specific reasons including virtual cooperation, labor and product transfer, exchange in business, business work and in any case. For education, technological innovations will come to support guidance in language learning.
Currently, there are many software and digital platforms that are tools for learning languages, such as the ELSA Speak software for learning to speak. The process of learning must not only be taken in the class yet the students can access it outside via online educational application (Ismail, I., Elihami, E., & Mustakim, M., 2019). This means that learning media, which are mostly digital-based, can be done anywhere. This application is supported by features such as Speech Recognition, Proven Personalized Curriculum, Free Online Dictionary and Free Assessment, is one of the intelligent artificial intelligence technologies for mastery of language, especially to measure speaking skills. For example, when students say certain words or sentences, the ELSA Speak system performs analysis and provides corrective feedback including giving their speaking scores and it can be challenging to get good grades.
From the statement above researcher interest in exploring students' abilities in learning English through the ELSA Speak application, so the
researcher will conduct a study entitled “Using the ELSA Speak application to improve students' speaking skill”.
B. Identification of Problem
Based on the research background above, the research identification of problem is formulated as follows :
1. Lack of students ability in speaking
2. Lack of interest in speaking English during online learning C. Scope of the Research
This study focused on the speaking ability of students in grade 8.3 UPT SPF SMPN 17 Makassar using the ELSA Speak application.
D. Formulation of the problem
Based on the research background above, the problem is formulated as follows “How is the impact of ELSA Speak application in students’ speaking skill?”
E. Objective of the Research
From the explanation above assume the purpose of this study is to figure out the use of ELSA Speak application to improves students' speaking skills at SMPN 17 Makassar.
F. Significances of the Research
The result from this research will be use in theoretical and practically:
1. Theoretically
The findings of this study would support and compliment the previous theories related to teaching English using ELSA Speak application for students' speaking skills.
2. Practically
The research expects that the finding of the research can be useful for:
a. For students
The ELSA Speak application is expected to be used as a way of learning to improve speaking skills
b. For teachers
This research is expected to use ELSA Speak application as a source to teaching students' speaking skills.
c. For the next researchers
This research will support and motivate other researchers to conduct research that will be a resource in involving ELSA SPEAK application as a training process to enhance speaking skills.
6
CHAPTER II
THEORITICAL OF LITERATURE
This chapter presents theoretical review, some previous research finding, and conceptual framework.
A. Some Pertinents Idea
1. ELSA Speak Application
Each program is designed to assist users with specific processes, which may be related to productivity, creativity and/or communication. There are so many technologies or application software that can be downloaded from the internet, in terms of learning English. “ELSA Speak” (English Learning Speech Assistant) was designed by Vu Van from Vietnam in 2015, and is based in San Francisco, United States. ELSA was also listed as one of the 13 promising tech startups in Southeast Asia by the South China Morning Post. It is designed to help learners speak English clearly, fluently and confidently. ELSA is very easy to get by downloading it on the Play or App Store on your smartphone.
With the advanced ELSA technology, its main function is to train English pronunciation accurately. This means that the application can detect the user's pronunciation errors with an accuracy rate of up to 95%. ELSA has provided more than 1,200 lessons and more than 60 topics for users to practice pronunciation starting from practicing pronunciation of English words, phrases and sentences. Another feature offered is an interactive dictionary, which will help the user how to pronounce the word or phrase he
is looking for. This app makes use of Artificial Intelligence (AI) and voice recognition to help improve and perfect English pronunciation. In addition according to Lengkanawati (2016) there should be an adjustment of the instructing given students so that the subject matter can be more dynamic in the learning methods. ELSA Founder & CEO Vu Van said that pronunciation is the biggest challenge in learning English, so it becomes a barrier to speak fluently and confidently.
2. Overview of ELSA Speak
Here are the steps to use the ELSA Speak application on smartphone :
Figure 2.1
Figure 2.2
a. Open the Playstore or Appstore, search the “ELSA Speak” then download it.
b. After following the steps as shown in the pictures, it means that you have entered the ELSA Speak application.
c. On the home screen there are four menus, and the researcher will choose the
"explore" menu.
d. Select the "topic" menu. From the menu there are many topics for teaching speaking skill to students for treatment.
3. Concept of Speaking a. Definition of Speaking
Speaking is meaning tools communication to other or speaking is way to bring a message from one person to another interact with them. (Lwin, 2008: 11) “Speaking ability is the main aspect and mainly appears from verbal intelegence and linguistic intellegence”. Speaking ability can be called by verbal intellegence.
Jeremy Harmer (2002: 46) states the motivations behind why everyone needs to speak, as follows:
a. They need to say something
What is utilized here is general method for recommending that the speakers settle on clear choices to address others. Talking may obviously be constrained upon them, however we can in any case say that they want to talk, otherwise they would stay quiet.
b. They have some communicative purpose
Speakers make statements because they need something to happen as a result of what they say. They need to entice their listeners to pass on some information, to express satisfaction; they may choose to be rude or to compliment. To agree and criticize in each of these cases they want to achieve this communicative goal and what is the importance of the message they want to convey and the impact they need.
c. They select from their language store
Speakers have a boundless ability to make new sentences. To accomplish this communication reason they will choose (from their language “arsenal”) the language they think is suitable for this purpose.
People do communication for some reasons. Communication will be not running well without speaking and it is essential way which the speaker can express themselves through the language, communication is collaborate venture in which the interlocutors negotiate meaning in order to achieve their communication ends. As stated by Brown (2004: 140), speaking is an useful expertise that can be observed directly and empirically observed, those observations are invariably is always accompanied by the accuracy and effectiveness of a test-taker’s listening skill, which necessarily compromises the reliability and validity of an oral production test. Speaking is one of four language skills which needs to be mastered by students. The ability to speak English cannot be separated from the ability to listening. When we speak we produce the text and it should be meaningful.
According to Abd El Fattah Torky (2006) speaking as a two-way process including a true communication of opinions, information of emotions. In the statement from Rivers in Erwadi 2004: 7, what students need in objective language is the skill to involve language in communication demonstrations, because speaking is a very complex and different skill to be mastered, especially by foreign language students. To
be able increase speaking skills requires a lot of hands-on practice and self-confidence which certainly affects our speaking skills. Chastain (2004) argues speaking is a productive expertise since it produces thoughts, messages, and suggestion and we need to practice it.
And according to Cameron (2001) stated that speaking is the active use of language to express meaning so that the other people can make sense of them. Speaking is an interactive method for realizing meaning that involves processing information processing. Speakers require that speakers do not know how to convey certain language subjects such as sentence structure, articulation, but also understand how to create language.
Assumed from the previous theory that has been explained by several experts, the researcher concludes that speaking is an ability that must be mastered by everyone where we can express an idea, thoughts and information to the listener to be able to produce a social activity.
b. The Elements of Speaking
According to Harmer (2007: 343) Speaking is a complex skill because at least it is concerned with components of grammar, vocabulary, Pronounciation, Fluency and Comprehension.
Speaking has some important elements, there are : a) Pronounciation
Pronunciation is the production of speech sound for communication and it is very important in communication. An experts
says that pronounciation is the production and perception of the significant sounds of a particular language to achieve meaning in the context of language use, Nunan and Carter (2004: 56).
Additionally, pronunciation incorporates many viewpoints that include articulation, rhythm, intonation, and phrasing.
b) Grammar
Warriner in Ramli (2003: 6) believes that communication in speaking moves along as expected on the off chance that its sentence structure can be perceived. Consequently, the speakers should know about the grammar that they use in speaking. Specifically, structure of sentence is the standard by which we set up meaningfull and part of expressions of a language to communicate messages that are intelligible.
c) Vocabulary
Vocabulary is one of the ultimate viewpoints that assistance speaking activity. It deals with the right and appropriate words. Paul (2004: 40) argues vocabulary is one of the important elements of teaching and learning. The more we master the vocabulary, the better we can communicate in a foreign language.
d) Fluency
Speaking is an action of duplicating word orally. It intends that there is a procedure of trading thoughts between a speaker and a listener.
Furthermore, it is important to have proficiency as another component of speaking skills.
Longman in Hormailis (2003: 17) states that the fluency is the quality or condition of being fluent. This is a language skill to utilize the immediately and certainly without unnecessary stops and dithering.
e) Comprehension
In a speaking situation, comprehension refers to our capacity for understanding. Comprehension is an activity to build an understanding of the meaning of a text which can then be translated by you and through your own language. Furthermore, this understanding can be useful for others.
According to Richards (2001: 180) that speaking will successfully flow when people having interaction can obtain the message in language target.
c. Problem in Speaking Skill
During the learning process nothing goes smoothly, from a mistake we can learn repeatedly until we find the truth. One of the problems that students often experience in learning English is the lack of knowledge in vocabulary, grammar and pronunciation.
Harmer (2007: 96) states that students will not always use correct English.
The students will face problems and make mistakes when writing or speaking more freely. Talking about mistakes or problems, (Tuan &
Mai, 2015) express four problems with speaking activities, namely:
a) Inhibition
When they want to say something they are sometimes inhibited.
Speaking involves some level of audience exposure in real time, unlike reading, writing, and listening. When speaking in a foreign language in class, many students are hampered by their fear of making mistakes, of being judged or looking foolish, or just of drawing attention to themselves.
b) Lack of topical knowledge
The second issue is that students frequently lament their inability to recall their thoughts and lack of impulse to communicate. According to Baker and Westrup (2003), who also support the aforementioned notion, it is very challenging for students to respond when their teachers ask them to describe something in a foreign language because they have limited knowledge of what to say, what vocabulary to use, or how to correctly use grammar.
c) Low or uneven participation
In a large group, this means that each person will only have very little talking time because only one member can speak at a time if he or she is to be heard. The fact that certain students prefer to dominate while others talk very little or not at all makes this issue worse.
d) Mother-tongue use
Because it is simpler, speaking to one another in a foreign language feels awkward, and speaking in their mother tongue makes them
feel less "exposed," students who share the same mother tongue in a class may be more likely to utilize it. It can be challenging to get some classes, especially the less motivated or disciplined ones, to stick to the target language while they are speaking in small groups.
Xinghua in DA Fitriani (2007) states that psychological problems are those problems which often interfere your emotional and physical health, your relationship, work productivity, or life adjustment such as nervous, lack of self-confident and afraid to speak. These problems may affect students’ performance in speaking. In this case, the researcher use ELSA Speak application as a learning media that can attract their attention and make them feel comfortable in learning speaking.
Based on explanation above, lack of grammar, vocabulary and pronunciation, psychological problems can affect problems in learning to improve their speaking skill. As researchers we want to make a learning process in using media to be able to attract their attention.
d. Functions of Speaking
Michelle (2009: 183), says that speaking is the most important skill in English language teaching. Teaching speaking is the main part in the process of learning a foreign language. Not only the origin of the sound but must contain a meaning from the sentence spoken so that it can be said to be a proficient foreign language speaker.
According to Richards (2007: 2) in Jondeya (2011:16), the functions of speaking are classified into three :
1) Talk as interaction refers to our daily life of communicating spontaneously with other people. What we want to convey in our minds, spontaneous speaking skills is how to convey messages when interacting with other people. The main goal in this function is social relations.
2) When talking as a transaction, the emphasis is more on the message that is communicated and on helping the other person comprehend what we are trying to say, clearly and precisely. Students and teachers typically concentrate on meaning or talking what they understand while using this sort of spoken language.
3) Public speaking is referred to as "talk as performance." This indicates that the emphasis in speaking activities is more on monologue than dialog.
Speaking as a performance took place during speeches, announcements in public, story retelling, and other situations.
The proficiency to communicate in a foreign language, especially English, clearly and understandably has an impact on the success of students in future life. Therefore, the role of a teacher is very important to pay great attention to teaching speaking. With this, the researcher wants to provide speaking activities such as retelling a story with the hope that students can contribute to developing interaction skills while making their learning process more meaningful and fun. Every student has intentions and goals to be achieved in a process.
4. The Advantages of ELSA Speak
Based on the articles that researcher have found, here are some of the advantages of using ELSA Speak application :
a. Simple and provides navigation between topics and skills, levels, reports and other features.
b. Users can set the display language according to the user's needs of this application.
c. There are various conversation topics that are good for practicing speaking skills.
d. Not only for schools, students can access the application at any time, which makes a commitment to practice regularly
e. This app helps students with word and sentence stress, intonation, fluency, vocabulary development as well as pronunciation. Students will get immediate feedback and know exactly where the problem is and where it needs improvement.
5. Teaching Speaking Through Technology
Spoken language is considered to be one of the most important language skills for learning a second or foreign language. As stated by Putri et al. (2020: 15) to be clear, speaking is an action that allows for the use of the mother tongue. Speaking is a means by which we can interact with the rest of the world's population, and speaking serves to inform, entertain, inspire, and encourage. Good speaking skills are the demonstration of creating words that the listener understandable. More people still hesitate to express their ideas because the feel unconfident. This unconfident it could be one of them caused by lack of pronunciation. It is an important part of daily interaction. Usually, a person's first impression is based on their ability to speak fluently and with understanding. In especially when teaching English as a foreign language,
using technology to teach speaking has become a necessary technique (Hong, 2006). Additionally, Bahadorfar and Omidvar (2014) noted that using technological tools like the internet, podcasts, video conferencing, videos, and speech recognition software has been seen as a way to help students improve their language skills. These tools are also thought to be the best for teaching speaking skills. So, in this study the researcher have a responsibility to prepare students as much as possible to be able to speak English in the real world.
Technology helps and encourages students' interest and engages them in a different ways of learning. The use of applications that can access the internet has proven to be very effective for teaching centered on collaborative learning (Nah, White, & Sussex, 2008; Osifo, 2009). Nowadays learning using technology has advantages, one of which is that students can learn to speak anywhere and anytime. In this case, teachers provide tools to support technology-based teaching so that they can better build their speaking skills.
The use of the Internet has brought great changes to the teaching of English and has improved the learning of English.
B. Some Previous Research Findings
Talking about research, the function of some previous research findings is very important because it can influence researcher how to approach a topic. In this regard, the researcher has found several relevant studies related to this research.
There are several previous research findings related to teaching speaking using
“ELSA Speak” or app-based learning while the difference is the research method,
scope of research and student level. Several studies were conducted using classroom action research and other methods. Some of the findings of previous related studies are described as follows:
The first, Maria Lidya Gelu (2020) conducted a study entitled “The Benefit of Using Elsa Speak in Role Play Class of SMA Negeri 9 Yogyakarta”.
The researcher study at Universitas Sanata Darma. The researcher state that this research was aimed to answer research question which is what are the advantages of using “ELSA Speak” application in role play class of SMA Negeri 9 Yogyakarta? And the researcher answer the research question, the researcher used a mixed method and the instrument that were used are research questionnaire and test. In the end, the result of the research shows that “ELSA Speak” application gave positive impact for students, such as improving students’ pronounciation, improving students’ motivation in speaking English. The test also showed the improvement from the result of pre-test and post-test. Moreover, students’
responses in the questionnaire also showed a positive impact as well. The researcher also gave a conclusion that “ELSA Speak” can be simple, fastinacing and motivational way to learn pronunciation. Therefore, “ELSA Speak” can be used as one of the media resources in learning pronunciation.
The second, a study was conducted by Poppy Sofia in 2020 with titled
“Toward “ELSA Speak” Application in Learning English Pronounciation:
Potentials and Pitfalls”. The researcher stated that using mobile technology in language learning would give a opportunity to learn outside the conventional class and decrease english learning program. The learners can get information and develop it across space by using a mobile phone. The purpose of the study was to
look into how ELSA is used to teach English pronunciation. 30 students who were enrolled in an English education study program participated in this qualitative research study. The information is acquired through observation, a questionnaire, and focus groups. Finally, the results demonstrate that ELSA has helped students improve their English pronunciation skills.
The third a research studies was conducted by Endang darsih (2018) entittled “Using ELSA Application in Speaking Classes : Students’ Voices”. In her study, she stated that Covid – 19 has caused a sudden shift from face to face teaching method to online learning that requires teacher and lectures as well to utilize technology. The goal of this study was to use the English Language Speech Assistant (ELSA) Speak App to help higher education students in the English Department at Nahdlatul Ulama University of Yogyakarta enhance their English language pronunciation skills (UNU). The data were collected using a test of pronunciation and interview. The researcher also taught in the classroom. Data were gathered through interviews and a pronunciation exam. The researcher was a classroom teacher as well. The outcomes demonstrated that "ELSA Speak" can improve pupils' pronounciation abilities. The average test scores from the second through fourth grade teaching cycles demonstrate this. Clearly, "ELSA Speak"
assisted the kids in pronouncing a variety of words more fluently and readily.
Additionally, this app's features, such rapid feedback, helped the children pronounce words clearly. In conclusion, "ELSA Speak" can successfully and efficiently improve the pupils' pronounciation skills. Yes, it can encourage pupils to practice pronouncing words.
The fourth a skripsi entitled “Applying “ELSA Speak” Software in the Pronounciation Class: Students’ Perception” conducted by Ita Sarmita Samad from STKIP Muhammadiyah Enrekang and published in 2019. The result of study based on the research findings and discussion, it be concluded that the students’
perception towards the use of “ELSA Speak” software in pronounciation class is very good. Thus, it is suggested to use this application in pronounciation practice.
C. Conceptual of Framework
The conceptual framework underlying this research was given in the following diagram in the next page:
Figure 2.3 : Conceptual Framework
The use of the ELSA Speak application at UPT SPF SMPN 17 Makassar is used to assist teachers and students in learning to speak, especially English. In this study, the researcher taught a little theory about the basics of speaking. It starts with the Researcher analyzed by giving the pre test. From the pre test the Researcher collection of data and analyzed studentsspeaking skill. After given the pre test, the Researcher provide treatment by giving students the opportunity to access the ELSA Speak application during four meetings. The last meeting, the Researcher gave a post test to determine the improvement of students' speaking ability from the use of the ELSA Speak application.
ELSA Speak Application
Analysis Teaching Speaking
Findings
D. Hypothesis
The hypothesis of the research is formulated as follows:
H0: Using ELSA Speak does not effective technique to improve students’
speaking skill
H1: Using ELSA Speak is an effective technique to improve students’
speaking skill.
24 CHAPTER III
METHOD OF THE RESEARCH
This chapter deals with description of research method, time and location of the research, population and sample, research variables and operational defenition, research intrument, data collecting procedure, and techniques of analysis data.
A. Design of the Research
This research method used an pre-experimental method, specifically pre- test and post-test. This study aims to use ELSA Speak application as an effective application to train students' speaking skills.
Before giving treatment, students was given a pre-test (speaking test), in the pre-test the researcher was given a topic about to speak. Then post test was given after treatment. The research design can illustrate as follow :
Pre-test Treatment Post-test
O1 X O2
(Gray 2000: 389) The design involved a class in which the researcher administers the pre- test, treats students to use ELSA Speak application and administers the post-test.
The success before and after the use of ELSA Speak application determined by comparing the results of the pre-test and post-test.
B. Time and Location of the Research 1. Time of the Research
This research conducted at UPT SPF SMPN 17 Makassar in academic year 2021/2022. The researcher took four meetings for the research.
2. Location of the Research
This research conducted at UPT SPF SMPN 17 Makassar. This school is located on Jl. Tamangapa Raya V/5 Makassar city.
C. Population and Sample of the Research 1. Population of the Research
The population in this research is the second grade students of UPT SPF SMPN 17 Makassar in academic year 2020/2021, which consist of 396 students and divided into eleven classes which each class consists of approximately 36 students.
2. Sample
The researcher took samples from the second grade students of SMPN 17 Makassar. They come from class students of UPT SPF SMPN 17 Makassar. It consist of students of UPT SPF SMPN 17 Makassar.
The Researcher will choose 33 students as representative of second years of UPT SPF SMPN 17 Makassar.
D. Research Variable
This study has two kinds of variables, namely the independent variable and the dependent variable. In this study, the independent variable is the ELSA Speak application, while the dependent variable is speaking skill.
E. Instrument of the Research
This study used an oral test in the form of pre-test and post-test as research instruments.
1. Pre test : The researcher would gave a question about “someone who inspires”. Students talked about the topic
2. Post test : The researcher would gave post test after treatment to know the students’ speaking skill.
F. Procedure of Collecting Data
In collecting data, the researcher conducted step, as follows : 1. Pre-Test
At the first meeting, the researcher introduced the ELSA Speak application and explained some of information about speaking skills in English. Students were given a pre-test in the form of the topic about
“someone who inspires”. Students were given time to prepare and then tell a story for 2 minutes.
2. Treatment
The researcher would conducted in twice treatment.
a) The researcher would explain about ELSA Speak application then the researcher gave some question from ELSA Speak application. It took 90 minutes in this treatment.
b) The second treatment, the researcher would be distributed different question from ELSA Speak application.
Figure 3.1
Figure 3.2
Figure 3.3 3. Post-Test
Post test is a measure in the form of an assessment for participants in an experiment after treatment. The Researcher conducted a post test at the last meeting to determine the improvement of students' speaking skill in English. Post test is used to measure the level of success in a research conducted after the treatment process, to know their knowledge after receiving treatment. In the post test, the questions given are the same as the pre test.
G. Technique of Data Analysis
This analysis compared student achievement at the time of pre-test, treatment, and post-test to determine students' speaking ability. The researcher would evaluate grammar, content, pronunciation, vocabulary and fluency.
The following is an analysis of the assessment rubric adopted from the Kemendiknas 2013 below :
Table 3.1. Rubric of Analyzing Speaking The
Description
Need Improvements
(10)
Satisfactory
(20) Good (25) Excellent (30)
Grammar
Students were difficult
to understand and had a
hard time to communicating their
ideas and
responses
because of
grammar mistakes.
Students were able to express their ideas and responses adequately but often
displayed inconsistencies with their sentences structure and tenses.
Students were able to express their ideas and responses fairly well but makes mistake with their tenses, however is able to correct themselves.
Students were able to express their ideas an responses with case in the proper
sentence structure and tenses.
The Description
Need Improvements
(10)
Satisfactory
(15) Good (20) Excellent (25)
Content
Students had many
problem observed that the message be
understandable.
Students were difficulties to get ideas, the message need to
be guessed from
other sources but not actual production.
Students have not many difficulties to get
the ideas is most of the time understandable.
Students were easy to get ideas
from the connector used,
the speaker gives
alternative option
to be
understood
and the
message is completely understandable .
The Description
Need Improvements
(5)
Satisfactory
(10) Good (15) Excellent (20)
Pronunciati on
Students were difficult to
understand, quite in
speaking, unclear in
pronunciation.
Students were slightly unclear with
pronunciation at
times but generally are fair.
Students pronunciation was good and did not interfere with
communication.
Students pronunciation was
very clear and easy to understand.
The Description
Need Improvements
(5)
Satisfactory
(10) Good (12) Excellent (15)
Vocabulary
Students had inadequate vocabulary words to express his/her ideas properly, which hindered the
students in responding.
Students were able to use board
vocabulary words but was lacking, making him/her repetitive and cannot expand on his/her ideas.
Students utilized the words learned in class, in accurate manner for the situation given.
Students had rich,
precise and impressive usage
of vocabulary words learned in
and beyond of class.
The Description
Need Improvements
(4)
Satisfactory
(6) Good (8) Excellent (10)
Fluency
Students had many
paused and long of
duration.
Students had many paused but not long duration.
Students had many paused but not long duration.
Students had little
paused and not long duration.
(Kemendiknas 2013)
Used formula as follows :
Then, classifying the students score based on the following class classification :
Scoring Classification
Score Classification
90-100 Excellent
80-89 Very good
70-79 Good
60-69 Fair
0-59 Poor
(Depdikbud in Rosmiati, 2010:31)
Then, to measure the data from speaking test’ result of pre test and post test, mean score, standart deviation, will analyzed by using percentage in SPSS (Statistik product and statistic solution) version 22.0 program, the researcher will applying the formula as follows:
Where:
P = Percentage
F = Frequency of Item N = Total Sample
And to calculate the mean score the result of pre test and post test the students ability in speaking skill with using ELSA Speak application, the researcher will use the formula as follows:
̅ ∑
Where:
̅
: Mean Score∑
: Total of raw score : The number of sample(Sugiyono, 2014: 45)
33
CHAPTER IV
FINDINGS AND DISCUSSION
The findings presented the results of data collected through tests to see the comparison of students after being given treatment using the ELSA Speak application. In the discussion section, the researchers presented their findings.
A. Findings
The findings of this study related to the students' pre-test and post-test results. Pre-test is given to students by preparing dialogue texts to test students' speaking skills before being given treatment using the ELSA Speak application.
While the post test is given after receiving treatment to be able to find out the comparison of students' speaking abilities. Student scores were obtained after conducting pre-test and post-test. The assessment of student scores includes vocabulary, grammar, fluency, content and pronunciation. Data analysis was obtained based on the results of the pre-test and post-test.
The results of the students' speaking scores on the pre-test and post-test are as follows.
Table 4.1. The Students’ Score and Classification in Pre Test
No. Students’
Initial Grammar Content Pronounci-
ation Vocabulary Fluency Score Classification
1. HAF 20 15 10 12 4 61 Fair
2. CR 10 15 5 10 4 44 Poor
3. AFH 10 15 5 10 4 44 Poor
4. DMT 10 15 10 10 4 49 Poor
5. ADM 20 15 10 10 4 59 Poor
6. BM 20 15 15 10 6 66 Fair
7. AMNRH 10 10 5 10 4 39 Poor
8. AFB 25 15 15 12 6 73 Good
9. AMA 10 10 10 5 4 39 Poor
10. DA 10 10 5 5 4 34 Poor
11. AT 20 20 10 12 4 66 Fair
12. AQCP 25 20 15 12 6 78 Good
13. AAAR 20 15 15 10 6 66 Fair
14. KBL 20 15 15 10 4 64 Fair
15. KFA 20 10 10 10 4 54 Poor
16. ADA 25 15 15 10 6 71 Good
17. MAA 20 15 10 10 6 61 Fair
18. SCT 10 15 10 10 4 49 Poor
19. MAR 25 20 15 10 6 76 Good
20. SKPA 20 15 10 10 6 61 Fair
21. NSS 10 15 5 10 4 44 Poor
22. NZ 20 15 10 10 4 59 Poor
23. T 10 10 10 10 4 44 Poor
24. MR 10 10 5 5 4 34 Poor
25. SNH 10 10 10 5 4 39 Poor
26. MJ 20 15 10 12 4 61 Fair
27. SNR 20 10 15 10 4 59 Poor
28. MFS 10 10 5 10 4 39 Poor
29. MPW 10 10 5 5 4 34 Poor
30. MFN 10 10 15 10 4 49 Poor
31. NKS 20 15 5 10 4 54 Poor
32. SAA 20 10 15 10 4 59 Poor
33. KA 20 15 10 12 4 61 Fair
Total 1.790
Mean Score 54.2
Based on table 4.1 it can be seen that the accumulative for the students. In the pre test scores, there were 20 students classified as poor, 9 students classified as fair, 4 students classified as good, and there are none of the students got very good and excellent classification. Table 4.1 shows that the average score is about 54.2 out of 33 students who took the pre-test and was categorized as poor.
Table 4.2 The Percentage of Student’s Pre-test Score
Pre_Test
Frequency Percent Valid Percent Cumulative Percent
Valid 34 3 9.1 9.1 9.1
39 4 12.1 12.1 21.2
44 4 12.1 12.1 33.3
49 3 9.1 9.1 42.4
54 2 6.1 6.1 48.5
59 4 12.1 12.1 60.6
61 5 15.2 15.2 75.8
64 1 3.0 3.0 78.8
66 3 9.1 9.1 87.9
71 1 3.0 3.0 90.9
73 1 3.0 3.0 93.9
76 1 3.0 3.0 97.0
78 1 3.0 3.0 100.0
Total 33 100.0 100.0
Table 4.2 shows the pre-test scores of 33 students, 20 students (60,6%) got poor classification, 9 students (27,3%) got fair classification, 4 students (12%) got good classification. There are none of students who get very good and excellent classiciation.
Table 4.3 The Students’ Score and Classification in Post Test
No. Students’
Initial Grammar Content Pronuncia
tion Vocabulary Fluency Score Classification
1. HAF 25 20 15 12 6 78 Good
2. CR 20 15 10 10 6 61 Fair
3. AFH 25 25 20 12 8 90 Excellent
4. DMT 20 20 20 10 6 76 Good
5. ADM 20 15 15 10 6 66 Fair
6. BM 20 20 15 10 6 71 Good
7. AMNRH 20 15 15 10 6 66 Fair
8. AFB 30 20 20 12 8 90 Excellent
9. AMA 20 15 15 10 6 66 Fair
10. DA 20 15 10 10 4 59 Poor
11. AT 25 25 20 12 6 88 Very Good
12. AQCP 30 25 20 12 8 95 Excellent
13. AAAR 25 20 20 12 6 83 Very Good
14. KBL 25 15 15 12 6 73 Good
15. KFA 25 20 15 10 6 76 Good
16. ADA 30 20 20 12 8 90 Excellent
17. MAA 25 20 15 12 6 78 Good
18. SCT 25 20 15 12 8 80 Very Good
19. MAR 25 25 20 15 8 93 Excellent
20. SKPA 20 25 20 12 8 85 Very Good
21. NSS 25 20 15 10 6 76 Good
22. NZ 25 20 15 12 6 78 Good
23. T 20 20 15 12 6 73 Good
24. MR 20 20 10 10 4 64 Fair
25. SNH 25 20 15 12 6 78 Good
26. MJ 25 20 20 12 6 83 Very Good
27. SNR 25 20 15 10 6 76 Good
28. MFS 20 20 10 10 4 64 Fair
29. MPW 20 20 10 10 4 64 Fair
30. MFN 20 20 15 10 6 71 Good
31. NKS 25 20 20 12 8 85 Very Good
32. SAA 25 15 15 12 6 73 Good
33. KA 20 20 15 10 6 71 Good
Total 2.520
Mean 76.3
From table 4.3 it can be seen that the students' scores in the post-test after being given treatment showed results with an increase in scores. There are 5 students classified as excellent, 6 students classified as very good, 14 students classified as good, 7 students classified as fair and 1 student classified as poor. We can see the average value of the post test is 76.30 which is higher than the pre-test section.
