Investigating EFL Students’ Perception to Speaking Performance: A Learning Experience through Hallo Application
DOI:
https://doi.org/10.36312/jolls.v4i4.2339Keywords:
Speaking performance , Hallo application , Language learning , English proficiencyAbstract
The Hallo application, a mobile platform designed to enhance speaking skills by enabling users to connect with English speakers worldwide, has recently garnered significant attention among EFL (English as a Foreign Language) learners. This study aimed to explore EFL students' perceptions of using the Hallo application to improve their speaking performance. The research involved 15 participants from the Foreign Language Academy at Universitas Muslim Indonesia, all of whom were EFL students. A qualitative research approach was adopted, utilizing questionnaires and interviews as the primary data collection methods. The findings indicate that the students generally perceive the Hallo application as an effective tool for improving their speaking, listening, vocabulary, and pronunciation skills. They reported that the platform creates a relaxed, pressure-free environment that fosters language learning, which may contribute to greater engagement and motivation. However, the study also revealed several challenges, including the presence of excessive advertisements and encounters with inappropriate users, which could potentially hinder the overall learning experience. Based on the findings, the EFL students demonstrated a positive attitude toward the Hallo application and recognized its potential for enhancing their English-speaking performance. These results suggest that mobile applications like Hallo could be valuable tools for language learning, particularly in fostering communication practice in authentic contexts. For future research, it would be useful to explore how the integration of such applications can be further optimized to minimize user-related challenges, such as inappropriate interactions and disruptive advertisements. Additionally, investigating the long-term impact of using the Hallo application on speaking proficiency would provide more insights into its effectiveness and potential improvements.
Downloads
References
Agustina, V., Thamrin, N. R., & Oktoma, E. (2024). The Role of English Language Proficiency in the Global Economy and Business Communication. International Journal Administration, Business & Organization. https://doi.org/10.61242/ijabo.24.423
Altam, S. (2020). Influence of social media on EFL Yemeni learners in Indian university during Covid-19 pandemic. Linguistics and Culture Review, 4(1), 35–47.
Ary, D. (2006). Introduction to Research in Education. Canada: United States.
Braun, V., & Clarke, V. (2013). Successful Qualitative Research: A Practical Guide for Beginners. London: Sage Publications.
Brown, H. D. (2001). Teaching by Principles: An Interactive Approach to Language Pedagogy. New York: Pearson Education.
Burns, A. (1998). Teaching speaking: Annual review of applied linguistics. Cambridge University Press.
Chaney, A. L., & Burk, T. L. (1998). Teaching Oral Communication in Grades K-8. Boston: Allyn and Bacon.
Cohen, L., Manion, L., & Morrison, K. (2012). Research Methods in Education (6th ed.). London: Routledge.
Creswell, J. W. (2009). Research Design: Qualitative, Quantitative, and Mixed Methods Approaches. California: Sage Publications.
Creswell, J. W. (2012). Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research (4th ed.). Boston: Pearson Education.
Daflizar, D. (2024). Out-of-Class Speaking Anxiety among Indonesian EFL Students and Its Relationship with Self-Perceived Speaking Skills, Vocabulary Proficiency, and Gender. Journal of Languages and Language Teaching, 12(1), 240. https://doi.org/10.33394/jollt.v12i1.9342
Dinesh, M. (2023). English Language Teaching- A Theoretical Perspective. Shanlax International Journal of English. https://doi.org/10.34293/rtdh.v12is1-dec.51
Harmer, J. (2007). The Practice of English Language Teaching (4th ed.). United Kingdom: Pearson Longman.
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. Journal of Languages and Language Teaching, 11(4), 655. https://doi.org/10.33394/jollt.v11i4.8958
Kinasih, P. R., & Olivia, O. (2022). An Analysis of Using Movies to Enhance Students’ Public Speaking Skills in Online Class. Journal of Languages and Language Teaching, 10(3), 315. https://doi.org/10.33394/jollt.v10i3.5435
Kurniawan, I. (2024). English Language and Its Importance as Global Communication. https://doi.org/10.25078/ijoss.v2i1.3920
Maharani, R. S., & Afifi, N. (2024). Promoting Self-Directed Learning through Netflix as a Learnng Aid of Listening and Speaking: An Investigation toward EFL Students’ Voices. Journal of Languages and Language Teaching, 12(1), 212. https://doi.org/10.33394/jollt.v12i1.8377
McDonough, K., & Mackey, A. (2000). Communicative language teaching in EFL contexts: Learners’ attitudes and perceived ability. System, 28(2), 219-230.
Miles, M. B., Huberman, A. M., & Saldana, J. (2014). Qualitative Data Analysis: A Methods Sourcebook (3rd ed.). Thousand Oaks, CA: Sage Publications.
Mohajan, H. K. (2018). Qualitative research methodology in social sciences and related subjects. Journal of Economic Development, Environment, and People, 7(1), 23–48.
Nasution, F., & Tambunan, E. E. (2022). Language and Communication. International Journal Of Community Service. https://doi.org/10.55299/ijcs.v1i1.86
Nisa, R. F. (2022). The use of Ome TV application in learning speaking at MTs Muhammadiyah 27 Tlogosadang Lamongan. UMM.
Nunan, D. (2003). Practical English Language Teaching. New York: McGraw-Hill.
Quianthy, R. L. (1990). Communication is the Key. New York: Harper & Row.
Richards, J. C. (2008). Teaching Listening and Speaking: From Theory to Practice. New York: Cambridge University Press.
Salimian-Rizi, M., & Yazdani, H. (2022). The Contributions of Cognitive Individual Differences on EFL Productive Skills through Online Instruction. Journal of Languages and Language Teaching, 10(4), 519. https://doi.org/10.33394/jollt.v10i4.6133
Sharma, V. (2019). Saudi students’ perspective on social media usage to promote EFL learning. International Journal of Linguistics, Literature, and Translation (IJLLT), 2(1), 129-139.
Siniscalco, M. T., & Auriat, N. (2005). Questionnaire design: Quantitative research methods in educational planning. International Institute for Educational Planning/UNESCO.
Yuanita, S. (2019). The implementation of Hello English application as English learning media to teach speaking skills in tourism major at the tenth-grade students at SMK Negeri 1 Karanganyar. Unpublished, 1-14.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2024 Fadhilah Auliyah Suhardi, Sam Hermansyah, Isumarni
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Authors who publish with JOLLS agree to the following terms:
- For all articles published in JOLLS, copyright is retained by the authors. Authors permit the publisher to announce the work with conditions. When the manuscript is accepted for publication, the authors agree to implement a non-exclusive transfer of publishing rights to the journals.
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution-ShareAlike 4.0 International License that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
