Learning Pronunciation Using Record, Listen, Revise (RLR) Method in Dictionary Speech Assistant–ELSA Speak Application: How the Flow of Thinking Goes

Authors

  • Senowarsito Senowarsito Universitas PGRI Semarang, Indonesia
  • Agnesia Stefanny Susanto Universitas PGRI Semarang, Indonesia
  • Sukma Nur Ardini Universitas PGRI Semarang, Indonesia

DOI:

https://doi.org/10.33394/jollt.v12i2.11048

Keywords:

Learning pronunciation Dictionary speech assistant, Critical thinking, ELSA speak application,

Abstract

Dictionary Speech Assistant is a combination of Record, Listen, Revise (RLR) method of ELSA Speak Application to help students improve their pronunciation. The aims of the research were to describe the effectiveness as well as to explore how the flow of thinking of the junior high students in improving their pronunciation using RLR method in ELSA Speak Application. An explanatory sequential mixed-method design was utilized to collect quantitative and qualitative data. The data gained from pre-test, post-test, and documentation of single words which were collected from 34 students of SMA N 6 Semarang. Then, they were analyzed using SPSS program quantitatively and descriptive qualitative. The quantitative result outlined that there was significant difference on students’ pronunciation skill with t-test value was higher than t-table (9.117>2.035). The effectiveness was qualitatively proven using RLR method; Record phase with the score of 23%, Listening phase which was followed by imitating process. In the Revise phase, after two to five attempts the students got the score of 96%, which was an increase from the first attempt. It is concluded that Dictionary Speech Assistant is beneficial for students in learning pronunciation. The majority of students believed that Dictionary Speech Assistant creates a new environment to help students improve their pronunciation skills.

Author Biographies

Senowarsito Senowarsito, Universitas PGRI Semarang

English Language Education Study Program, Faculty of Languagesand Arts Education Universitas PGRI Semarang, Semarang City, Indonesia

Agnesia Stefanny Susanto, Universitas PGRI Semarang

English Language Education Study Program, Faculty of Languagesand Arts Education Universitas PGRI Semarang, Semarang City, Indonesia

Sukma Nur Ardini, Universitas PGRI Semarang

English Language Education Study Program, Faculty of Languagesand Arts Education Universitas PGRI Semarang, Semarang City, Indonesia

References

Anggraini, (2022). Improving students’ pronunciation skill using ELSA Speak application. Journal of English Language and Pedagogy.

Aratusa, Z.C. (2019). Using accent reduction software to improve English beginners’ pronunciation. 188 (Eltlt 2018), 112-116.

Ardini, S. N., Sunarya, S., & Latifah, K. (2024). Development of mobile application through the concept of artificial intelligence to enhance pronunciation skill in EFL. KnE Social Sciences, 56-66.

Ardini, S. N. (2024, March). An acoustic study of Jonglish Communiy: Javanese-accented speech. Forum for Linguistic Studies. Vol. 6(2), 1167-1167.

Bafadal, M.F. & Muslimin. (2020). The analysis of students’ speaking ability on specific purpose learning. Linguistic and English Language Teaching Journal. ISSN: 2614-8633.

Cakmak, F. (2019). Mobile learning and mobile assisted language learning in focus. Language and Technology Book. Dergi Park Academic.

Cavus, N. (2016). Development of an intellegent mobile application for teaching English pronunciation. Procedia Computer Science, 102, 365-369. https://doi.org/10.1016/j.procs.2016.09.413.

Connolly, M. (2000). What we think we know about critical thinking. CELE Journal, 8, 120-134.

Creswell, J. (2012). Educational research: planning, conducting, and evaluating quantitative and qualitative research. http://nuir.nkumbauniversity.ac.ug/handle/20.500.12383/985

Creswell, W. J. and, & Creswell, D. J. (2018). Research design: qualitative, quantitative, and mixed methods approaches. Journal of Electronic Resources in Medical Libraries: Vol. 19(1-2). https://www.tandfonline.com/doi/full/10.1080/15424065.2022.2046231

Davidson, B. (1998). A case for critical thinking in the English language classroom. TESOL Quarterly, 32, 119-123.

Davidson, B., & Dunham, R. (1997). Assessing EFL student progress in critical thinking with the Ennis-Weir Critical Thinking Essay Test. JALT Journal, 19(1), 43-57.

Edmons, W.A., & Kennedy, T.D. (2016). An applied guide to research designs: Quantitative, qualitative, and mixed methods. Sage Publications.

Fraenkel, J. R., & Wallen, N. E. (2012). How to design and evaluate research in education.

Heil, C. R., Wu, J. S., Lee, J. J., & Schmidt, T. (2016). A review of mobile language learning applications: Trends, challenges, and opportunities. The EuroCALL Review, 24(2), 32-50.

Hidayati, T., & Husna, F. (2020). Learning English from home during the COVID-19: Investigating learners’ experience for online and autonomous learning. Langkawi: Journal of The Association for Arabic and English, 6(2), 202-217.

Kholis, A. (2021). Elsa Speak App: Automatic Speech Recognition (ASR) for supplementing English pronunciation skills. Pedagogy: Journal of English Language Teaching. ISSN 2580-1473.

Liaw, M. L. (2007). Content-based reading and writing for critical thinking skills in an EFL context. English Teaching and learning, 31(2), 45-87.

Luckin, R., & Holmes, W. (2016). Intelligence unleashed: An argument for AI in education.

Meisarah, F. (2020). Mobile-assisted pronunciation training: the google play pronunciation and phonetics application. Script Journal: Journal of Linguistics and English Teaching, 5(2), 70-88.

Naninggia R. (2017). Attitudes toward using mobile devices in language learning among English Education Department students at Muhammadiyah University of Purwokerto. (Doctoral dissertation). Universitas Muhammadiyah Purwokerto.

Pally, M. (2000). Sustained Content Teaching in Academic ESL/EFL: A Practical Approach. Houghton Mifflin Company, 222 Berkeley Street, Boston, MA 02116-3764.

Pokricakova, S. (2019). Preparing teachers for the application of AI-powered technologies in foreign language education. Journal of Language and Cultural Education, 7(3), 135-153.

Saleh, S. E. (2019). Critical thinking as a 21st century skill: Conceptions, implementation and challenges in the efl classroom. European Journal of Foreign Language Teaching, 4(1), 1–16. doi: 10. 5281/zenodo.2542838

Samad, I.S., & Ismail, I. (2020). ELSA Speak application as a supporting media in enhancing students’ pronunciation skill. Majesty Journal. 2(2), 1-7.

Senowarsito, S. & Ardini, S.N. (2023). The use of artificial intelligence to promote autonomous pronunciation learning: Segmental and suprasegmental features perspective. Indonesian Journal of English Language Teaching and Applied Linguistics, 8(2), 133-147.

Shalova, N. S. (2015). Critical thinking as a tool for teaching listening in the English classroom at the universities. Journal of the National Technical University of Ukraine “KPIâ€: Philology and Educational Studies, 6, 100-104.

Simon, S. K. (2015). Strategies for improving the English pronunciation of the 1st year "Translation-interpreting" students. Procedia - Social and Behavioral Sciences, 2157-2160.

Susanto, A. S., Ardini, S. N., & Sukmaningrum, R. (2024). Dictionary Speech Assistant to improve students’ pronunciation. Allure Journal, 4(1), 14-22.

Tussa’adah, N. (2018). The correlation between students’ pronunciation mastery and their speaking ability at the first semester of the eleventh grade of SMA N 1 Adung Pekurun Kotabumi North Lampung in the academic year of 2017/2018. (Doctoral dissertation). UIN Raden Intan Lampung.

Downloads

Additional Files

Published

2024-04-22

How to Cite

Senowarsito, S., Susanto, A. S., & Ardini, S. N. (2024). Learning Pronunciation Using Record, Listen, Revise (RLR) Method in Dictionary Speech Assistant–ELSA Speak Application: How the Flow of Thinking Goes. Journal of Languages and Language Teaching, 12(2), 883–894. https://doi.org/10.33394/jollt.v12i2.11048

Issue

Vol. 12 No. 2 (2024)

Section

Articles

Citation Check

License

License and Publishing Agreement
In submitting the manuscript to the journal, the authors certify that:

  1. They are authorized by their co-authors to enter into these arrangements.
  2. The work described has not been formally published before, except in the form of an abstract or as part of a published lecture, review, thesis, or overlay journal.
  3. That it is not under consideration for publication elsewhere,
  4. That its publication has been approved by all the author(s) and by the responsible authorities – tacitly or explicitly – of the institutes where the work has been carried out.
  5. They secure the right to reproduce any material that has already been published or copyrighted elsewhere.
  6. They agree to the following license and publishing agreement.

Copyright
Authors who publish with JOLLT Journal of Languages and Language Teaching agree to the following terms:

  1. Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License (CC BY-SA 4.0) that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal. 
  2. 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.
  3. 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.

Licensing for Data Publication

JOLLT Journal of Languages and Language Teaching uses a variety of waivers and licenses, that are specifically designed for and appropriate for the treatment of data:
Other data publishing licenses may be allowed as exceptions (subject to approval by the editor on a case-by-case basis) and should be justified with a written statement from the author, which will be published with the article.

Creative Commons License

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