AN ANALYSIS OF STUDENTS' RESPONSES TOWARD THE USE OF ELSA SPEAK APPLICATION IN PRACTICING ENGLISH SPEAKING SKILLS BASED ON CEFR DESCRIPTORS

Abstrak

Speaking is a crucial skill in English language learning. In the Society 5.0 era, some students still struggle with vocabulary pronunciation, which diminishes their confidence particularly when giving presentations in class. While various technology based learning tools and mobile applications offering unique speaking practice features have been developed, their actual utilization remains limited. This study aims to analyze student responses to using the ELSA Speak application to improve their English speaking skills. Employing a qualitative descriptive approach with method content, the study involved 28 tenth grade students from SMK Kesehatan Bhakti Kencana Subang, with six students selected for interviews via purposive sampling. Data were collected through classroom observations and semi-structured interviews, supplemented by pre-test and post-test results on speaking skills based on CEFR descriptors. The findings indicate that students responded positively to the ELSA Speak application, as it helped enhance their vocabulary and speaking fluency while boosting their confidence. Furthermore, the application's feedback feature enabled students to independently correct pronunciation errors. These findings demonstrate that ELSA Speak is an effective learning tool for supporting English speaking practice and increasing student engagement in the learning process.