CHAPTER I

INTRODUCTION

A. Background of Study

The ability to communicate in English, especially the ability to speak, is

becoming increasingly important in the era of globalization. This is not only
relevant in an academic context, but also in the world of work and social
interactions. In line with the demands of the times, English language learning in
schools, including SMA Negeri 1 Panyabungan Selatan, continues to develop. One
effort that can be made is by utilizing technology, such as language learning
applications. Even though there have been various efforts to improve students'
speaking skills, there are still many challenges faced. Some of these are lack of
opportunities to practice speaking with native speakers, lack of self-confidence,
and limited time in face-to-face learning. Apart from that, conventional learning
methods are often less effective in motivating students to actively participate in
speaking activities.

Good speaking capabilities not only allow individuals to communicate effectively,

but can also increase confidence, open employment opportunities, and expand
social networks. In the context of learning English, Speaking's ability is one of the
most difficult skills to master, but also the most important. In recent years,
technology has experienced a very rapid development. The emergence of various
language learning applications, such as Speak Pal, offers innovative solutions to
overcome challenges in language learning. These applications allow students to
practice talking with native speakers anytime and anywhere, and provide instant
feedback. Theory Experience Core emphasizes the importance of direct experience
in the learning process. Technology-supported learning aligns with constructivist
theory (Nashrullah, 2022), which views learning as a process where students
construct knowledge through active interaction with personal, natural, and social
realities. Theory This explains that students can think to solve problems, looking
for ideas and making decisions (Wahab & Rosnawati 2021). In Teacher learning
must be able to create a comfortable learning atmosphere and directing students to
understand the material and guiding students directly to resolve existing problems
with find a solution to the problem. This theory is encouraging students to think in
solving problems by looking for ideas and make a decision.

According to the Harmer (2001) In the context of language learning, direct

experience can be obtained through interactions with native speakers, language use
in real situations, and reflection of the experience. The Speak Pal application has
great potential to integrate the theory of experience cores in language learning.
Through its features, such as conversations with native language tutors, speaking
exercises, and personal feedback, students can get direct experience in using
English. In addition, this application also allows students to interact with other
users of various countries, so they can learn about different cultures and expand
their horizons.

In daily life and academic pursuits, English served as a widely used

international language for communication. In Indonesia, English was taught as a
foreign language in schools from senior high school through university. It is
undeniable that until recently the first widely used international language was
English. English is widely taught in many countries around the world. According
to Richards & Rodger, 1986, many people in various countries use English as a
means of communication in various important international meetings. Mastery of
English is very important because almost all global information sources in various
aspects of life use this language. Crystal (2000; 1) states that English is a global
language. This statement represents the meaning that English is used by various
nations to communicate with nations around the world.
English, as a global language, plays a crucial role in expanding horizons, fostering
international communication, and opening opportunities in various fields. By
learning English, a person will open their horizons and knowledge internationally.
As a global language, English holds a very large function and role. One of the
visible implications is that more and more people are trying to learn to master
English well. In the field of education for example. To face global competition,
English is introduced to students early. Many elementary school (SD) and even
kindergarten (TK) students begin to learn English. The use of English is also
starting to be widely used in non-educational fields such as economics and
business. The United States is known for its products: McDonald's, Coca cola,
Nike, Ford, etc. In addition, several countries such as China, South Korea, Japan.
Germany, and the Netherlands use English as a second language so that they are
able to establish trade cooperation with countries such as the United Kingdom, the
United States, Australia, and New Zealand. So that various kinds of trade
documents also use English. This shows that English is not only useful in the field
of education, but in other fields. English was mandatory and examined as part of
the National Examination. There were so many elements in English such as
speaking.

Speaking is one of the essential elements of English learning, enabling students to

share their feelings, express opinions, and communicate ideas effectively. As
globalization progresses, the role of communication becomes increasingly
important. In an era where advances in science and technology are increasingly
rapid, international communication opportunities are increasingly widespread. The
implementation of a free market requires the Indonesian state to be competitive in
various fields. Indonesia can no longer just rely on natural resources and physical
abilities to achieve national prosperity, but must rely more on professional human
resources. One of the important requirements to achieve this is good
communication skills. The most important means of communication throughout
the world is language. Language is a system of symbols in the form of sounds that
are arbitrary and are used by humans to speak, collaborate, communicate and
identify (Keraf & Chaer, 2006; 1). Without language, humans cannot
communicate and express their thoughts and feelings. Comprehensive language
skills, including speaking, listening, reading and writing skills, are an important
part of learning. Learning a language is becoming increasingly important to be
able to communicate well. Communication means using language to understand
and express information, thoughts and emotions, as well as to develop science,
technology and culture. The ability to communicate in a complete sense at the next
level is discourse ability. Meanwhile, teaching speaking was not easy, because the
teacher had to choose an appropriate ways in order to make the learning process
fun and effectively. So, the students enjoyed and relaxed learning speaking and
they could master it.

There were many factors that made students difficult in mastering speaking.
Brown (2021) stated that lack of practice opportunities, insufficient chances to
practice speaking, especially in real-life situations, can impede fluency
development. Taylor (2017) motivation and interest, a lack of intrinsic motivation
or interest in the language can diminish students' willingness to engage in speaking
practicepractice and anxiety and fear of judgment. Students often experience
anxiety about speaking, fearing negative evaluation from peers or instructors
(Smith, 2020). These are factors that hamper students master in English speaking.

Preliminary observations at SMA Negeri 1 Panyabungan Selatan, particularly in

Class XI, revealed three major challenges 1)Low student motivation, with many
students perceiving English as a difficult subject. 2)Teachers predominantly rely
on traditional methods, such as textbook-based instruction, which students find
monotonous and disengaging. 3) A lack of modern, interactive learning tools to
support speaking practice.
 Based on those conditions, researcher assumed that English language learning
should be improved with some fun practices and could increase students' learning
motivation. The teacher had to choose an appropriate technique in teaching
Speaking, because teaching speaking is not so easy. Teaching speaking to students
must first train the students' self-confidence, also instill motivation in the students
and convince them to penetrate all the impossibilities that have been embedded in .

To address these challenges, this study investigates the use of the Speak Pal
application as a tool to actively involve students in speaking practice and enhance
their motivation and confidence. This application involves students actively by
providing a feature that can be used so that communication practice can run
pleasantly according to students' interests and talents. Using this application as a
modern learning media will encourage students to think critically to find and
practice speaking and gain direct experience. Speak Pal is a free app that helps
people learn and speak English by providing a platform for finding language
partners and practicing conversation Speak is the first and only app that lets you
get real conversational practice without needing a live tutor on the other end.

Based on the explanation above, the researcher tried to know the Students
Perception using Speak Pal application to increase Students ability at SMA Negeri
1 Panyabungan Selatan Kabupaten Mandailing Natal.

B. Formulation of the Study

Based on the background above, the researcher would like to formulate the
research questions as follow :

1. What are students’ perceptions of using the Speak Pal application for
learning English?
 2. How is students’ perceptions use of the speak Pal app?

C. Objectives of Study

Based on the research problem about the researcher aims is to find out the
improvement of students' speaking after using Speak Pal of the second years
students of SMA Negeri 1 Panyabungan Selatan Kabupaten Mandailing Natal.

D. Significances of Study

This research is expected to provide significant contributions both theoretically

and practically.

Theoretical significance

This research is hoped to contribute by providing empirical evidence on the

effectiveness of the Speak Pal application in the teaching and learning
process, particularly in teaching speaking skills.
1. Practical significance
Firstly,Teachers could use the Speak Pal application to simplify lesson
delivery and adopt a new, engaging technique for teaching speaking. "In
addition, this technique can make learning English speaking more
interesting and easier for students to understand. Secondly, students are
expected to enjoy and better understand the learning process, reducing
boredom and increasing engagement during lessons. The last, for the
researcher this research was expected to be reference for the other
researchers and give the source of information .
E. Research Systematics

This research is limited to the use of the Speak Pal application in teaching
speaking, focusing on basic and intermediate levels of English. This study will be
conducted with second-year students of SMA Negeri 1 Panyabungan Selatan,
located in Kabupaten Mandailing Natal.

F. Keyterms

1. Speaking

Speaking is the oral delivery of language, involving the production of sounds

through various body parts like the lungs and vocal cords. It serves as a primary
means of communication, allowing individuals to express thoughts, feelings, and
ideas in real-time interactions or planned speeches. Speaking can be formal or
informal, depending on the context and audience. It is considered a complex skill,
requiring mastery of vocabulary, pronunciation, and grammar to effectively
convey meaning and engage in dialogue.

2. Speak Pal

Speak Pal is an English-speaking companion app aimed at enhancing one's

verbal proficiency by facilitating live dialogues between non-native speakers and
those fluent in English. By engaging in these interactive sessions, users can refine
their ability to communicate confidently and accurately with native speakers or
individuals sharing similar linguistic levels. This platform supports users
worldwide by providing an accessible environment for continuous improvement
through short yet impactful practice sessions. While available without ads, some
premium features can be accessed via in-app purchases. Overall, Speak Pal seeks
to make spoken english learning enjoyable while fostering international
connections among its diverse user base.
 CHAPTER II

REVIEW OF LITERATURE

A. Review of Related Theories

1. Definition of Perception

Perception is a complex process occurring in the human mind when individuals

interpret environmental information. According to Robbins (2003), perception
involves organizing and interpreting sensory impressions to give meaning to one's
environment. Gibson, Ivancevich, and Donnelly (1997) emphasize that perception
is influenced by individual experiences and characteristics. Stenberg defines
perception as recognizing, organizing, and understanding thoughts and sensory
stimuli. Rahmat stresses that perception involves interpreting objects, events, or
relationships through inference and message interpretation. Walgito views
perception as organizing and interpreting stimuli to create meaning. Sarwono adds
that perception enables differentiation, categorization, and focus.

In education, perception plays a crucial role in shaping students' attitudes and

motivation. McLeod (2011) notes that students' perceptions of the learning process
significantly impact engagement and attention. Pereek highlights perception's role
in receiving, selecting, organizing, interpreting, testing, and reacting to sensory
stimuli. Bem's Self-Perception Theory emphasizes self-awareness in influencing
behavior and motivation. The theory's two primary postulates are:

a. Individuals can infer others' attitudes, emotions, and internal states from
observable behavior.

b. When internal cues are weak, ambiguous, or uninterpretable, individuals rely on

external signs to infer internal states.
Considering individual differences in educational settings, educators can develop
targeted learning strategies, enhancing learning quality and student motivation.

2. Process of Perception

Walgito stated that there are four stages of perception, namely: a) Physical
process, namely the process of capturing a stimulus by the senses or receptor. b)
Physiological processes, namely the stimulus received by the sense organs is
continued by sensory nerves to the brain. c) Psychological process, namely the
process of emerging individual awareness regarding stimuli received by
receptors." d) The results of the perception process, namely in the form of
responses and behavior.

In addition , Pareek stated that the process of perception occurs through six stages,
namely: a) The process of receiving stimulation, namely receiving stimulation or
data from various sources through the five senses. b) The process of selecting
stimuli, namely selecting stimuli that are accepted. c) The organizing process,
namely the stimulus received next organized in some form. d) Interpretation
process, namely giving meaning to various data and information received. e)
Checking process, namely after the data is received and interpreted, si The
recipient takes some action to check whether the interpretation is right or wrong.f)
Reaction process, namely acting in relation to what has been perceived. Based on
this opinion, the process of perception occurs namely the process of receiving,
selecting, organizing, checking and react to stimuli that hit the five senses. Apart
from that, there are physical, physiological, psychological processes and the
results of the perception process.

2. Types of Perception

According to Walgito, there are several types of perception:

a) Perception through the sense of sight, also known as visual perception.
This is the earliest perception to develop in infants and influences how
babies and toddlers understand their world.

b) Perception through the sense of hearing, also known as auditory

perception, which is obtained through the ears.

c) Perception through the sense of smell or olfaction, obtained from the

sense of smell, namely the nose. Each individual has different sensitivities
regarding the smell of scents.

d) Perception through the sense of taste, obtained from the sense of taste,
namely the tongue. The stimuli are liquids.

e) Perception through the sense of touch, obtained from the tactile sense.

According to Irwanto, there are two types of perception:

a) Positive perception, which describes all knowledge and responses

that are in harmony with the object of perception, which is
continued with efforts to utilize it.

b) Negative perception, which describes all knowledge and responses

that are not in harmony with the object of perception. This will be
continued with the certainty to accept or reject and oppose all
efforts of the perceived object.

Based on the explanation, it can be concluded that perception originates from

the five senses. If the perception is in harmony with knowledge, then it is
called positive perception. However, if the object of perception is not in
harmony with knowledge, then it will become negative perception.

3. Aspects of Perception
According to Rokeach and Hamka in Walgito, there are three aspects of
perception:

a) Cognitive, which is related to recognition. This cognitive aspect

involves components of knowledge, expectations, ways of thinking or
acquiring knowledge, and past experiences, as well as everything
obtained from the thoughts of the individual who perceives.

b) Affective, which is related to the components of feelings and emotional

states of an individual towards a particular object and everything
related to the evaluation of good and bad based on emotional factors of
a person. Feelings are related to the needs of each individual. Objects
that can serve my needs, I will appreciate positively. While objects that
hinder will be considered negative. So, it is evaluative in nature and is
closely related to cultural values or value systems.

c) Conative, which is related to the motive or purpose of the emergence of

a behavior that occurs around which is manifested in the individual's
behavioral attitude in everyday life according to their perception of a
particular object or condition.

According to Gould in Sobur, perception and cognition of the environment are

synonymous with the term "awareness of the environment", because
consciously a person (a group of people) also images their environment as a
mental representation and interacts with the evaluation process which contains
three aspects or three components, namely the cognitive, affective, and
psychomotor components.

4. Factors influencing perception

The result of the perception process carried out by different individuals even if
the object is the same. This is due to factors influencing this perception.
Walgito pointed out that there are factors that influence individual perception,
namely:

a) Internal factors are everything that exists inside a person and this comes
from two things, namely physical and psychological conditions. Physical
condition includes physical health, while psychological conditions include
elements experiences, feelings, thinking skills and motivation.

b) External factors include stimuli and the environment or special situations

that underlie the emergence of stimuli where the perception process takes
place.

According to Rahmat, the factors that influence perception are:

a) Functional factors (Frame of Reference), namely personal factors

originating from needs, past experiences and other things. What determines
perception is not the type or form of stimuli, but the characteristics of the
person responding.

b) Situational (structural) factors, arising from the nature of physical stimuli

and the neurological effects it causes on the individual's nervous system.

According to Udai Pareek, the factors that influence perceptions are:

a) Internal factors, namely psychological needs, background, experience,

personality, general attitudes and beliefs, and self-acceptance.

b) External factors, namely intensity of stimulus, size of contrast, movement,

repetition, familiarity, something new.

 According to Tridayakisni and Sarith Uniardi, the factors are: Influence
cognition:

a) Age factor, i.e. the Muller effect occurs with age. The layer illusion
decreases and is influenced by training.

b) Educational factor, i.e. how the learning process influences the process of
human cognition. c) Culture, that is, culture influences the process of
perception People grow and live in their environment and culture, so different
people may interpret things differently. It is exactly this living environment
that shapes this culture which had a great impact on his perception. Based on
this description, it can be concluded that the factors are: Factors that influence
perception include internal factors, factors external, age factors, educational
factors, cultural factors, where These also include personal factors.

5. Students’ Perceptions of Educational Technology

Davis (1989), through the Technology Acceptance Model (TAM), states that two
primary factors influence technology acceptance: perceived usefulness and
perceived easy of use Students who find apps like Speak Pal easy to use and
effective in enhancing their speaking abilities are more likely to use them
consistently. Mosa, Naz’ri, and Shaffiei (2016) found that students' positive
perceptions of educational apps can increase their comfort and confidence in
learning. These perceptions are often influenced by aspects of the app’s interface,
the relevance of the content provided, and interactive features that support
practical language skills. After discussing perception, directly explain its relevance
to students’ engagement with Speak Pal to strengthen the connection.

6. Technology-Based English Language Learning

a. Definition and Importance of Technology in English Language Learning

Chapelle and Jamieson (2008) define technology-based language learning as the

use of digital devices and applications to facilitate language learning interactively.
Digital technology, especially language-learning apps, offers students the
opportunity to study more flexibly, at any time and from any place.

According to Warschauer and Healey (1998), technology enhances student

motivation in language learning by presenting interactive and visual methods.
Technology also provides easy access to learning resources such as videos and
audio, allowing students to listen to and mimic native speakers’ pronunciation.
Beatty (2010) explains that technology also enables self-paced learning, allowing
students to learn at their own speed, a benefit compared to conventional methods
that are more structured and time-bound.

b. Language Learning Apps and Mobile Assisted Language Learning

(MALL)

Model Assisted Language Learning (MALL) is a language learning approach

that utilizes mobile devices, such as smartphones or tablets, as learning media.
Kukulska-Hulme and Shield (2008) explain that MALL provides students the
freedom to learn languages anytime and anywhere, adding flexibility and
convenience to learning. This enables students to gradually improve their speaking
skills through continuous independent practice. Alm (2013) notes that MALL-
based apps, like Speak Pal, not only allow students to practice speaking but also
provide immediate feedback. This feature enables students to see the results of
each exercise and correct their mistakes. This is important because direct feedback
helps students more easily identify and correct their errors, thereby accelerating
their speaking skills development.
In this part the research tries to explain about the definition of speaking, level of
speaking, function of speaking, teaching and learning speaking.

1. Speaking Ability

Speaking is a complex and multifaceted communication skill, serving as an

effective way to share feelings and ideas while according to Bygate (1987)
explains that speaking is a productive skill that allows individuals to convey ideas
and emotions verbally, emphasizing the importance of self-expression in
interaction.

According to Brown (1994) adds that speaking relies not only on linguistic
knowledge but also on sociolinguistic competence, where social context plays a
crucial role in how we communicate. Hedge (2000) lights that speaking is a
process of meaning construction involving direct interaction between the speaker
and listener, requiring real-time responses and adaptation. According to Ur (2000)
elaborates that speaking involves a range of sub-skills, including pronunciation,
grammar, and vocabulary, all contributing to effective communication. Nunan
(2003) emphasizes that speaking can encompass spontaneous conversation as well
as more planned and formal discourse, indicating variation in how we
communicate depending on the situation. Additionally, Richards and Schmidt
(2002) state that speaking is often viewed as a primary indicator of a person's
language ability, as it involves the direct use of language in social contexts. Also ,
McDonough and Shaw (2003) stress the importance of practice and experience in
developing speaking skills, showing that interaction-based learning can enhance
confidence and fluency.

Recent expert opinions on speaking emphasize its complexity and the

multifaceted nature of the skill. Goh and Burns (2012) argue that speaking
involves mastering vocabulary, grammar, and listening abilities, advocating for
interactive practice to build confidence in learners. Celce-Murcia (2014) highlights
speaking as a process of meaning negotiation, where speakers and listeners
collaborate to achieve understanding, while also emphasizing the influence of
cultural context on communication styles. Skehan (2014) expands the discussion
by asserting that effective speaking encompasses not only fluency and accuracy
but also complexity, urging the development of diverse speaking skills in language
education.

While ,Tuan and Nhu (2019) underscore the importance of communication

strategies, such as body language and tone of voice, in effective speaking,
suggesting that a deep understanding of social interaction is essential. Lastly,
Thornbury (2020) focuses on the significance of contextual and authentic learning
experiences, asserting that real-life conversations are crucial for developing
effective speaking skills. Through these various perspectives, it is clear that
speaking is a skill requiring a deep understanding of language, context, and social
interaction. In this research speaking is related in McDonough and Shaw
defenition (2003) that stated speaking is the importance of practice and
experience in developing speaking skills, showing that interaction-based learning
can enhance confidence and fluency.

Goh and Burans (2012) defines that interaction-based learning can enhance
confidence and fluency in speaking. It also means speaking having been seen even
though not produced by individual himself to communicate with others.

2. The level of Speaking

Here are three levels of speaking according to experts, there are

a. Basic Level (Beginner).

 According to Bygate (1987) it refer to, speakers can use simple phrases and
short sentences to communicate. Their vocabulary and grammar are
limited, making it challenging to express complete ideas. b). Intermediate
Level . Brown (1994) states that at this stage, speakers can form more
complex sentences and discuss everyday topics, though they still make
frequent grammatical errors that may hinder comprehension. c). Advanced
Level . Nunan (2003) emphasizes that advanced speakers can communicate
fluently in various situations and possess a good understanding of language
nuances, allowing them to express opinions and arguments effectively.
Linguist Leggett (2010) divided levels of speaking into three partsparts,
namely;

b. Novice Level

At this level, speakers can use basic phrases and vocabulary for simple
interactions. Their ability to communicate is limited, often relying on
memorized expressions.

c. Intermediate Level

Speakers can handle a wider range of topics and produce more complex
sentences. They can express opinions and engage in conversations but may
still struggle with fluency and accuracy.

d. Advanced Level : Advanced speakers communicate fluently and

confidently, using sophisticated vocabulary and grammatical structures.
They can discuss abstract concepts and participate in detailed discussions
on various subjects.

According to Brown (2004), speaking is a verbal skill that enables

individuals to express ideas, information, and feelings in a particular language.
Richards (2008) emphasizes that speaking skills encompass several key
components, such as;

a. Fluency : The ability to speak smoothly without frequent pauses or

errors.

b. Accuracy : The use of correct grammar in communication.

c. Vocabulary: Mastery of words relevant to the context.

d. Intonation: Appropriate use of tone and stress according to context.

These components are indicators of proficient speaking ability. In the

Speak Pal app, features such as conversation practice and pronunciation correction
can help students improve these components.

3. Strategies and Methods for Practicing Speaking

Bailey (2005) mentions that main strategies for teaching speaking include
conversation simulation, role-playing, and group interaction. Meanwhile, Levy
(2009) suggests the use of technology-based apps, like Speak Pal, as tools that can
complement speaking practice by offering direct feedback. Practicing with apps
gives students the opportunity to practice independently in a more comfortable and
flexible setting, free from the pressure that may arise in a classroom environment.
The Relationship Between Students’ Perceptions, Use of Speak Pal, and Speaking
Skills Improvemen. Based on Davis's (1989) TAM theory, the conceptual
framework of this study focuses on the relationship between students’ perceptions
of the Speak Pal app. and the improvement of their speaking skills. Positive
perceptions of the app’s ease of use and benefits are expected to increase its usage
frequency, which ultimately enhances students' speaking skills. Positive
perceptions of Speak Pal may form from enjoyable learning experiences, user-
friendly features, and the app’s relevance to students’ needs. According to
Fishbein and Ajzen (1975), individuals' perceptions are shaped by the experiences
and information they acquire. If students find that Speak Pal aids them in
improving their speaking, a positive perception will form and motivate them to use
the app consistently. The utilization of modern learning media and mobile
application technology can enhance language learning through increased flexibility
and accessibility (Kukulska, 2005).

B. Review of relevant Previous Studies

According to Hofstede and McCrae (2004), students' perceptions of an app or

technology are influenced by cultural aspects, comfort with technology, and the
app’s relevance to their learning needs.

A study by Ehsani and Knodt (1998) found that using digital apps for foreign
language learning can help students improve their speaking skills through
immediate feedback. In their research, Walker and White (2013) found that
technology-based apps provide students with the opportunity to practice speaking
independently and develop their abilities through interactive learning. Mahmudah,
R., & Daulay, S. H. (2024). ELSA Speak Application as an Innovation to Improve
English Pronunciations of Speaking Skills: Student’s Perception. This study
discusses the ELSA Speak app as a tool to enhance pronunciation in English. The
findings reveal that such applications positively impact the speaking abilities of
EFL (English as a Foreign Language) learners. (Source: ANCOLT International
Proceeding on Language Teaching). Huang, X., & Zhang, Y. (2023). Using
English Learning Apps to Enhance Speaking Skills: A Case Study on Multimodal
Learning. This research investigates technology-based applications for improving
speaking skills, using qualitative and quantitative analysis. It demonstrates that
tools like Speak Pal and English Fluency effectively support speaking practice.
(Source: Journal of Education, Humanities and Social Sciences). Riswandi, D.
(2016). Learning English Speaking through YouTube as Media. This study
highlights the effectiveness of online platforms such as YouTube in teaching
English speaking. While not specific to Speak Pal, its technological approach is
highly relevant. (Source: e-Journal Hamzanwadi). Ellis, R., & Bliuc, A. (2019).
Student Perceptions of Online Media in Language Learning. This article explores
students' views on online media, including language learning apps, in supporting
speaking skills development. (Source: ResearchGate). Moghavvemi, S., et all
(2018). The Effectiveness of Online Tools in Enhancing English Speaking
Competence. This study demonstrates the effectiveness of online tools and
platforms, such as Zoom and Google Hangouts, in English language learning.
(Source: Journal of Language Learning.

Liu et al. (2012) conducted a study to analyze the impact of perception on

technology adoption in language learning. Their online survey involved 500
students. The findings indicated that positive perceptions significantly influence
learning motivation. This study's results are relevant to my research, highlighting
perception's crucial role in language learning, particularly regarding Speak Pal app
usage for enhancing English speaking skills.
 CHAPTER III

RESEARCH METHODOLOGY

A. Research Design

This research adopts a qualitative approach aimed at exploring students'

perceptions of using the Speak Pal application to enhance their speaking skills. A
qualitative approach was chosen because the nature of this research emphasizes a
deeper understanding of individual experiences and perceptions rather than
measuring or quantifying data in numerical form.

The research design employed in this study is a analysis study, which allows an in-
depth exploration of a phenomenon within a specific context, in this case, the use
of the Speak Pal application among students at SMAN 1 Panyabungan Selatan.
Through this case study, the researcher hopes to gain a clear picture of how this
application is used, the benefits students perceive, and the challenges they face
during the learning process.

This case study involves a detailed analysis of a group of students who have used
the Speak Pal application in their English language learning. The study is
descriptive as it aims to provide a detailed account of students' perceptions of the
application without attempting to compare or test specific variables.

B. Location and Time

This study was conducted at SMAN 1 Panyabungan Selatan located in Mandailing

Natal Regency, North Sumatera Province. The choice of this school was based on
the availability of students who use the Speak Pal application in their English
language learning. The research will be conducted from March to April 2025,
spanning approximately two months, providing sufficient time to observe students'
interactions with the application in the classroom context.

Data collection took place during English language lessons, specifically during
sessions where the Speak Pal application was used as a learning medium. The
researcher observed the interactions between students and the application during
class activities, both in-class and during independent practice outside of class. The
study also notes the impact of using the application on students' speaking skills in
the classroom context.

C. Source of Data

The subjects of this research were 30 students from grade second year at
SMAN 1 Panyabungan Selatan, who had used the Speak Pal application to
improve their speaking skills in English. The selection of students was done using
purposive sampling. Purposive sampling was chosen because the researcher
wanted to ensure that all selected subjects had experience using the application for
at least one month prior to the study.

The students selected as subjects for the research were those who had become
accustomed to using the application during English learning sessions at school. As
a result, these students had sufficient experience with the application, enabling
them to provide in-depth insights into the benefits and challenges they encountered
while using the app to improve their speaking skills.

D.Technique of Data Collection

Data collection for this research was done using a combination of three main
techniques in-depth interviews, questionnaires, and observations. The combination
of these techniques was employed to gather comprehensive and accurate data
regarding students' perceptions of the Speak Pal application.
1. In-depth Interviews

In-depth interviews were conducted with 10 students, randomly selected from

the group of 30 students. These interviews were semi-structured, using an
interview guide that included open-ended questions designed to explore students'
perceptions of using the Speak Pal application.

2. Questionnaires

Questionnaires were used to collect quantitative data regarding students'

perceptions of the Speak Pal application. The questionnaire consisted of 10 closed-
ended questions with a Likert scale, asking students to rate various aspects of the
application, such as ease of use, effectiveness in improving speaking skills, and the
features they liked the most. The questionnaire provided an overview of students'
perceptions and allowed the researcher to identify patterns in their responses.

3. Observations

This study employs observational research to investigate students' perceptions of

using Speak Pal to enhance English speaking skills. I opted for this method as it
enables direct observation of students' behavior while using the app, yielding more
accurate and in-depth data. Through observation, I can identify behavioral
patterns, habits and contextual factors influencing app usage. This approach
minimizes bias, providing a comprehensive understanding of students' perceptions.
Consequently, participatory observation is an ideal choice for achieving this
study's objectives and contributing to the understanding of Speak Pal's
effectiveness in improving English speaking skills.

Observations were conducted to observe the use of the application in the

classroom context. The researcher observed how students interacted with the
application during English lessons. The observations focused on aspects such as:
 a. How students accessed and used the application.

b. Whether there were any technical difficulties or confusion in using the

application.

c. The level of student engagement in the learning process using the application.

These observations provided direct data on how students used the application
and interacted with it during the learning process.

E. Research Instruments

The instruments used in this study consist of several tools designed to collect
data from various sources. These instruments include:

1. Interview Guide

The interview guide contains 12 open-ended questions designed to explore

students' perceptions in depth. These questions address their experiences with the
Speak Pal application, the benefits they perceive, and the challenges they face
while using the application.

2. Student Perception Questionnaire

This questionnaire contains 10 closed-ended questions asking students to rate

various aspects of the Speak Pal application. Each item in the questionnaire uses a
Likert scale, ranging from "Strongly Disagree" to "Strongly Agree." Aspects
measured include ease of use, the effectiveness of the application in enhancing
speaking skills, and student satisfaction with the app.

3. Observation Sheet

The observation sheet is used to record details during classroom sessions when
students are using the Speak Pal application. This sheet notes various aspects, such
as student engagement, any technical issues encountered, and how the application
was used during the learning activities.

The data obtained through interviews, questionnaires, and observations will be

analyzed using thematic analysis for qualitative data and descriptive statistics for
quantitative data. The following steps will be taken in analyzing the data:

1. Interview Transcription

All interviews will be transcribed verbatim to ensure that the information

gathered can be analyzed thoroughly. Every word and expression spoken by the
participants will be recorded to ensure the data collected is complete and accurate.

2. Data Coding

After transcription, the interview data will be coded using thematic codes. This
process involves grouping responses into main themes that emerge, such as ease of
use, benefits of the application, and challenges faced by students.

3. Identifying Themes and Patterns

The researcher will identify key themes that emerge from the interview and
observation data. These themes will be grouped and analyzed to provide a clear
picture of how students perceive the Speak Pal application and its impact on their
speaking skills.

4. Questionnaire Analysis

Data from the questionnaires will be analyzed using descriptive statistics to

calculate frequencies and percentages of students' responses. These results will
provide an overall picture of students' perceptions of the Speak Pal application.

B. Technique of Validating The Data

 To ensure validity and reliability of the data obtained, the following steps will
be taken.

1. Data Triangulation

Data from the interviews, questionnaires, and observations will be compared to

verify the research results. This triangulation process helps ensure that the data
collected is trustworthy and consistent.

2. Member Checking

After the interviews, the interview transcripts will be given to several

participants to check whether the interpretation of the researcher matches their
understanding.

3. Peer Review

The research instruments and collected data will be reviewed by peers to ensure
the validity and reliability of the research.

C. Research Ethics

This research will be conducted with strict adherence to ethical principles. The
following measures will be taken to maintain the ethics of the research:

1. Informed Consent

Before the research begins, students will be provided with an explanation of the
research's purpose and benefits, as well as how their data will be used. They will
be asked to sign a consent form to participate in the research.

2. Confidentiality
 All data collected during the research will be kept confidential. Students'
identities and other personal information will be kept private to protect their
privacy.

3. Right to Participate

Students have the right to withdraw from the research at any time without any
consequences. They also have the right to refuse to answer any questions they do
not wish to answer.

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