STUDENTS' PERCEPTION OF SPEAKOMETER APPLICATION IN STUDENTS' PRONUNCIATION MASTERY AT THE ELEVENTH GRADE STUDENTS OF SMAN 4 PANDEGLANG IN THE ACADEMIC YEAR 2026/2027

Aulia Dwi Rahmawati, Ari Fajria Novari, Nur Cahya

Abstract


Penelitian ini bertujuan untuk mendeskripsikan penguasaan pengucapan siswa kelas sebelas, menganalisis peran pendukung Speakometer, dan mengeksplorasi persepsi siswa terhadap aplikasi tersebut di SMAN 4 Pandeglang pada tahun 2026/2027. Populasi penelitian adalah siswa kelas sebelas. Sampel sebanyak 10 siswa dipilih melalui purposive sampling. Data dikumpulkan dari daftar periksa pengucapan 10 kata, observasi, dan wawancara berdasarkan Model Penerimaan Teknologi (TAM) menggunakan pendekatan studi kasus deskriptif kualitatif. Hasil penelitian menunjukkan bahwa kemampuan pengucapan siswa bervariasi: kata-kata sederhana diucapkan dengan benar, sedangkan huruf bisu (Daughter) dan konsonan akhir pada kata yang lebih panjang (Allege) sulit diucapkan karena interferensi bahasa pertama. Dengan menawarkan umpan balik ASR langsung, menurunkan rasa takut berbicara, dan meningkatkan motivasi, Speakometer meningkatkan penguasaan pengucapan. Secara keseluruhan, siswa percaya bahwa Speakometer adalah alat yang mudah digunakan dan bermanfaat untuk pembelajaran mandiri di seluruh konstruksi TAM (PEOU, PU, ATU, dan BI).

Keywords


Speakometer Application, Pronunciation Mastery, Students' Perception, Technology Acceptance Model (TAM), Mobile Assisted Language Learning (MALL).

References


Abdelhalim, S. M., & Alsehibany, R. A. (2025). Integrating AI-powered tools in EFL pronunciation instruction: Effects on accuracy and L2 motivation. Computer Assisted Language Learning, 1–25. https://doi.org/10.1080/09588221.2025.2534015

Agustiani, D., Gumelar, R., & Munawaroh, T. (2022). The effect of U-Dictionary application towards students' pronunciation mastery at eleventh grade of SMAN 3 Pandeglang in academic year 2021/2022. Journal of English Education Studies, 5(2), 47–54. https://doi.org/10.30653/005.202252.102

Anggraini, A. (2022). Improving students' pronunciation skill using ELSA Speak application. Journey, 5(1), 135–141. https://doi.org/10.33503/journey.v5i1.1840

Arif, U. Q., & Kleden, E. T. (2025). The implementation of Cake English learning application in teaching pronunciation for EFL secondary school graders. English Learning Innovation (englie), 6(1), 14–24. https://doi.org/10.22219/englie.v6i1.37524

Bashori, M., Van Hout, R., Strik, H., & Cucchiarini, C. (2024a). "Look, I can speak correctly": Learning vocabulary and pronunciation through websites equipped with automatic speech recognition technology. Computer Assisted Language Learning, 37(5–6), 1335–1363. https://doi.org/10.1080/09588221.2022.2080230

Bashori, M., Van Hout, R., Strik, H., & Cucchiarini, C. (2024b). I can speak: Improving English pronunciation through automatic speech recognition-based language learning systems. Innovation in Language Learning and Teaching, 18(5), 443–461. https://doi.org/10.1080/17501229.2024.2315101

Cahya, N. (2021). The effectiveness of using communication game toward students' speaking skill. Proceeding AISELT, 6(1). http://dx.doi.org/10.30870/aiselt.v6i1.12493

Creswell, J. W., & Poth, C. N. (2018). Qualitative inquiry and research design (4th ed.).

Dai, Y., & Wu, Z. (2023). Mobile-assisted pronunciation learning with feedback from peers and/or automatic speech recognition: A mixed-methods study. Computer Assisted Language Learning, 36(5–6), 861–884. https://doi.org/10.1080/09588221.2021.1952272

Davis, F. D., & Granic, A. (2024). Book review: The Technology Acceptance Model — 30 years of TAM: The background to TAM, the evolution, revolution and future of TAM. Journal of University Teaching & Learning Practice, 21(2), 1–6.

Dja'far, V. H., & Hamidah, F. N. (2024). Improving English pronunciation skills through AI-based speech recognition technology. Ethical Lingua: Journal of Language Teaching and Literature, 11(2). https://doi.org/10.30605/25409190.747

Elsani, E., Salsabila, R., Putra, M. F. I., Nabila, N. K., & Nahartini, D. (2023). The effect of using ELSA Speak app for first-semester students' English speaking proficiency. Edukatif: Jurnal Ilmu Pendidikan, 5(6), 2644–2655. https://doi.org/10.31004/edukatif.v5i6.5976

Evers, K., & Chen, S. (2022). Effects of an automatic speech recognition system with peer feedback on pronunciation instruction for adults. Computer Assisted Language Learning, 35(8), 1869–1889. https://doi.org/10.1080/09588221.2020.1839504

Fazri, M., Siswanto, P., & Jambari, O. (2026). Students' perception on the use of ELSA Speak application in pronunciation. English Education: Journal of English Teaching and Research, 11(1). https://doi.org/10.29407/jetar.v11i1.26805

Hwang, G. J., & Fu, Q. K. (2019). Trends in the research design and application of mobile language learning: A review of 2007–2016 publications in selected SSCI journals. Interactive Learning Environments, 27(4), 567–581. https://doi.org/10.1080/10494820.2018.1486861

Indrayani, L., Pratiwi, N. P. A., & Arthana, I. K. R. (2025). ELSA Speak as a speaking partner: A mixed-methods study in an Indonesian higher education context. Journal of Education and Teaching (JET), 6(2), 518–533. https://doi.org/10.51454/jet.v6i2.649

Karim, S. A., Hamzah, A. Q. S., Anjani, N. M., Prianti, J., & Sihole, I. G. (2023). Promoting EFL students' speaking performance through ELSA Speak: An artificial intelligence in English language learning. JOLLT Journal of Languages and Language Teaching, 11(4), 655–668. https://doi.org/10.33394/jollt.v%vi%i.8958

Khubyari, L., & Narafshan, M. H. (2016). A study on the impact of MALL (Mobile Assisted Language Learning) on EFL learners' reading comprehension. International Journal of English Language Teaching, 4(2), 58–69.

Kurt, S. (2022). Speakometer: English pronunciation coach. TESL-EJ. https://doi.org/10.55593/EJ.26101M2

Luthfianda, S., Irawan, Y., Rahayu, R., & Hidayat, S. (2024). Exploring pronunciation challenges: Indonesian university students' production of English fricative sounds. English Review: Journal of English Education, 12(1), 85–94. https://doi.org/10.25134/erjee.v12i1.7606

Maningas, J. M. S., & Opina, A. S. (2025). Mobile Assisted Language Learning (MALL) applications and their effectiveness in the speaking skills of high school students. GEO Academic Journal, 6(2). https://doi.org/10.56738/issn29603986.geo2025.6.122

Mauralia, R. R., & Musdizal, M. (2025). Students' perception of using ELSA Speak to improve pronunciation skills. Journal of English Language and Education, 10(5), 635–643. https://doi.org/10.31004/jele.v10i5.845

Metruk, R. (2024). Mobile-assisted language learning and pronunciation instruction: A systematic literature review. Education and Information Technologies, 29(13), 16255–16282. https://doi.org/10.1007/s10639-024-12453-0

Miles, M. B., & Huberman, A. M. (2014). Qualitative data analysis: A methods sourcebook.

Mukhtazar, M. P. (2020). Prosedur penelitian pendidikan. Absolute Media.

Mutia, M. (2025). Developing an English pronunciation assessment tool for 10th grade students: A case study at Jabal Rahmah Mulia High School. ELP (Journal of English Language Pedagogy), 10(1), 45–53. https://doi.org/10.36665/elp.v10i1.992

Mutiara, A., Wakhda, S. C., Alfidariyani, I. M., & Indriani, L. (2024). The effectiveness of Speech-Ace website on students' pronunciation. English Education: Journal of English Teaching and Research, 9(1), 92–104. https://doi.org/10.29407/jetar.v9i1.22372

Novari, A. F., & Munawaroh, T. (2024). The effect of shadowing application towards student speaking skill at the tenth grade students of SMAN 6 Pandeglang in academic year 2023/2024. Aisyah Journal of English Language Teaching (AIJELT), 3(1), 172–181. https://doi.org/10.30604/aijelt.v3i1.1601

Noviyenty, L., & Putri, M. I. (2021, March). Mother tongue interference towards students' English pronunciation: A case study in IAIN Curup [Conference presentation]. International Conference on Educational Sciences and Teacher Profession (ICETeP 2020). https://doi.org/10.2991/assehr.k.210227.049

Pacheco, A. (2025). The role of phonetics and phonology in teaching English pronunciation to non-native speakers. Revista G-ner@ndo, 6(1), 3392–3409. https://doi.org/10.60100/rcmg.v6i1.570

Pakpahan, M. (2023). Types of erroneous sounds in pronouncing speech segments of the English consonant phonemes (evidence from Indonesian native speakers as EFL learners). Multiverse: Open Multidisciplinary Journal, 2(2), 228–240. https://doi.org/10.57251/multiverse.v2i2.1138

Palomo Martín, M., & Romero Gallego, J. (2025). Exploring AI as a tool to improve the English pronunciation of Spanish-Catalan teenagers. The EuroCALL Review, 32(2), 49–62. https://doi.org/10.4995/eurocall.2025.23948

Phuong, D., & Quynh, L. (2025). Developing pronunciation skills for high school students through the Duolingo application. International Journal of Education Humanities and Social Science, 8, 672–681. https://doi.org/10.54922/IJEHSS.2025.0948

Rakhmat, J. (2018). Psikologi komunikasi (Rev. ed.). Remaja Rosdakarya.

Ramadyanti, A. N., & Kurniasih, E. (2026). The effectiveness of the English language speech assistant Speak application in improving students' pronunciation. Journal of English Language and Education, 11(2), 198–205. https://doi.org/10.31004/jele.v11i2.2073

Robbins, S. P., & Judge, T. A. (2017). Organizational behavior (17th global ed.). Pearson.

Rusmawaty, D., Limbong, E., Ahada, I., Hafizh, M. I. F., & Rahmatullah, A. N. (2024). Unlocking phonological proficiency: Exploring allophonic variation using ELSA Speak app in early semester EFL students at Mulawarman University. Indonesian Journal of EFL and Linguistics, 9(2), 337–348. https://doi.org/10.21462/ijefl.v9i2.828

Sun, W. (2023). The impact of automatic speech recognition technology on second language pronunciation and speaking skills of EFL learners: A mixed methods investigation. Frontiers in Psychology, 14, 1210187. https://doi.org/10.3389/fpsyg.2023.1210187

Tejedor-García, C., Escudero-Mancebo, D., Cámara-Arenas, E., González-Ferreras, C., & Cardeñoso-Payo, V. (2020). Assessing pronunciation improvement in students of English using a controlled computer-assisted pronunciation tool. IEEE Transactions on Learning Technologies, 13(2), 269–282. https://doi.org/10.1109/TLT.2020.2980261

Tseng, W. T., Chen, S., Wang, S. P., Cheng, H. F., Yang, P. S., & Gao, X. A. (2022). The effects of MALL on L2 pronunciation learning: A meta-analysis. Journal of Educational Computing Research, 60(5), 1220–1252. https://doi.org/10.1177/07356331211058662

Wahyuni, A., & Rosyid, A. (2025). The use of Mobile Assisted Language Learning on students' pronunciation. Journal of English Teaching and Linguistics Studies (JET Li), 7(1), 1–6. https://doi.org/10.55215/jetli.v7i1.3

Warsah, I., & Daheri, M. (2021). Psikologi suatu pengantar.

Winzky, T., & Aswir, A. (2022). English as an international language in daily life.

Zahro, N., et al. (2025). Students' segmental pronunciation accuracy in EFL classrooms.




DOI: https://doi.org/10.31004/jele.v11i5.3214

Refbacks

  • There are currently no refbacks.


Copyright (c) 2026 Aulia Dwi Rahmawati, Ari Fajria Novari, Nur Cahya

Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.