THE EFFECT OF USING THE ELSA SPEAK APPLICATION ON STUDENTS' SPEAKING SKILLS AT SMKN 3 PALANGKA RAYA

ABSTRACT
Victori, Okta Ricky. 2024. The Effect of Using The Elsa Speak Application On Students' Speaking Skills At Smkn 3 Palangka Raya. (Advisors: (1) Sulamit Syeba, M.Pd. (2) Dr Bahing, S.Pd, M.Pd).
Key Words: Speaking Skills, ELSA Speak Application

This study investigates the impact of ELSA Speak at SMKN 3 Palangka Raya on students' speaking ability in English. By focusing on this particular context, this study seeks to uncover how a technology-supported language learning tool such as ELSA Speak can contribute to improving students' confidence and competence in speaking English. This study aims to explore the effect of using the ELSA Speak application on students' speaking Skills at SMKN 3 Palangka Raya. To ensure the research is conducted effectively, a research design is needed as a framework for data collection, measurement, and analysis.
Data analysis was conducted using SPSS version 22, following these steps: Statistical Analysis: The researcher analyzed the students' scores to determine the effect of ELSA Speak application on speaking skills. Normality Test: The Shapiro-Wilk test was used to assess the normal distribution of the scores. If the data were normally distributed, the Paired Samples T Test was applied; otherwise, the Wilcoxon Signed-Ranks Test was used. Interpretation of Results: Hypotheses were evaluated based on the level of significance. If the significance value was less than 0.05, the null hypothesis was rejected, indicating a significant effect of the ELSA Speak application. Research Instruments: Test: Tests were used to measure students' ability to ask questions and give opinions, along with a scoring rubric to evaluate performance Validity: The study ensured content validity by aligning the test content with the syllabus and using relevant themes. Construct validity was assessed to ensure that the test measured the intended skills effectively.
The results of the pre-test scores of 33 students, 20 students (60.6%) received a poor classification, 9 students (27.3%) received a sufficient classification, and 4 students (12%) received a good classification. The results of student scores on the post-test showed that there were 4 students (14.1%) with excellent classification, 6 students (18.2%) with very good classification, 15 students (52.4%) with good classification, 7 students (21.2%) with fair classification, and there was only 1 student (3.0%) who had a poor classification. It can be seen that there is a very significant difference between the pre-test and post-test scores. In the pre-test, there were 20 students who had a poor classification, then there were no students who had good and very good classifications. While in the post-test there was an increase in scores, there were 4 students who were classified as good, and the classification was reduced to 1 student. The result of Sig. (2-tailed) results are at 0.000 which indicates that the alternative hypothesis (Ha) can be accepted and the null hypothesis is rejected. From the results of the research and also the topic of discussion, it can be concluded that the ELSA Speak application can improve English speaking skills in class XI students of SMKN 3 Palangka Raya.