ThesisOpen AccessMetadata saja
2026•Skripsi, Thesis, Disertasi, dan Tugas Akhir
The development of digital technology has significantly influenced the way English is taught and learned, particularly in pronunciation practice. One of the applications that can assist students in improving their pronunciation is ELSA Speak, which provides automatic feedback on spoken English. This study aimed to examine the implementation of ELSA Speak in English pronunciation learning and to explore students’ responses to its use in the classroom. This study used a qualitative case study design conducted at SMP Negeri 4 Batanghari Nuban. The participants consisted of one English teacher and 31 eighth-grade students, with five students selected for in-depth interviews. The data were obtained through interviews and analyzed using descriptive qualitative analysis. The results showed that the application supported students in practicing pronunciation more regularly and helped them recognize and correct their pronunciation errors through instant feedback. In addition, students responded positively because the application made the learning process more interactive and engaging. However, several obstacles were also identified, such as unstable internet connections and students’ difficulties in pronouncing certain English sounds. The findings also indicate that the teacher plays an important role in guiding students in using the application effectively during the learning process. The teacher’s guidance helps students understand how to use the feedback provided by the application to improve their pronunciation. Therefore, the integration of technology-based applications such as ELSA Speak can be considered as an alternative tool to support pronunciation learning in English classrooms. This study also suggests that the use of digital pronunciation applications can enhance students’ engagement and provide additional opportunities for independent pronunciation practice.
ThesisOpen AccessMetadata saja
2025•Skripsi, Thesis, Disertasi, dan Tugas Akhir
. This study aims to determine the effectiveness of gamification in English learning among grade X students at SMA Negeri 01 Padang Ratu. Gamification, which involves the use of game elements in an educational context, is expected to increase student motivation and engagement. Through a quantitative approach, data were collected from 66 students using a pretest and posttest. The results showed that there was a significant influence between gamification in English subjects on the communication skills of grade X students of SMAN 01 Padang Ratu in the 2024/2025 Academic Year. Gamification not only increases students' confidence in speaking English, but also helps them understand the material better. This study concludes that gamification is an innovative method that is effective in improving the quality of English learning at the high school level.
ThesisOpen AccessMetadata saja
2025•Skripsi, Thesis, Disertasi, dan Tugas Akhir
Vocabulary learning is a fundamental aspect in mastering English. However, there are still many students who experience difficulty in understanding and remembering new vocabulary. This research aims to test the effectiveness of using animated film media in increasing the English vocabulary acquisition of class VIII students at MTs Nurul Falah. The method used in this research is a quantitative method with a Time Series Design, where data is collected through pretest and posttest which are analyzed using statistical tests. The research sample consisted of 45 students who were divided into two groups: an experimental group that used animated film media and a control group that used conventional learning methods. The results of data analysis show that there is a significant increase in the posttest results of the experimental group compared to the control group. The t test produced a calculated t-value of 6.85 with a significance of 0.001 (0.05), which shows that the use of animated films is effective in increasing students' vocabulary acquisition. Apart from that, the results of observations show that students are more active, enthusiastic and motivated during learning when using animated films. This research supports the theory that visual-based media can improve students' memory and understanding of lesson material. Thus, the use of animated films can be recommended as an innovative teaching strategy in learning English vocabulary
