The THE EFFECTIVENESS OF TEACHING ENGLISH LANGUAGE USING ELSA SPEAK FOR ENHANCING STUDENTS’ PRONUNCIATION ABILITY

Abstract

The study aims to know whether the ELSA Speak, as a means of teaching students’ pronunciation, has significantly better results than the conventional method, and to evaluate the effectiveness of the ELSA Speak in teaching pronunciation to the second grade of junior high school students. This research is a quantitative design and uses a quasi-experimental approach. The sample of the research was 25 students of 8E for the experimental group and 25 students of 8F for the control group. The instruments in this research are a pretest, a posttest, and a questionnaire. The results after the posttest were analyzed using an independent sample t-test. With df = 48, at p = .05 of two-tailed, the critical value of t is 2.021. As the derived t = 8.514 exceeds the table of critical value of t, the null hypothesis (Ho) is rejected, and the alternative (Ha) is accepted. This means that ELSA Speak significantly gives better results in pronunciation teaching compared to the conventional method and is effective in teaching pronunciation to second grade junior high school students. The results were supported by questionnaire data. Most students gave positive responses of 80% or almost all students agreed that ELSA Speak improved their pronunciation.

Keywords: ELSA speak, pronunciation ability, teaching English.