This research investigated if the Wakie mobile application could boost
the speaking confidence of students at MAN 1 Bone, who were observed
to have low confidence due to limited opportunities for oral practice. A
quantitative study was conducted with 20 eleventh-grade students using
a one-group pre-test/post-test design. Data collected from questionnaires
before and after students used the app were analyzed with a paired-
samples t-test. The analysis revealed a statistically significant increase in
speaking confidence scores after the intervention (p < .001). Post-
intervention, students reported that the app helped reduce their fear of
making mistakes, provided more opportunities for real conversation, and
made speaking English more enjoyable. The study concluded that the
Wakie application proved effective because it offered a low-anxiety,
authentic environment that allowed students to practice speaking freely
and build confidence without the fear of judgment.
A. Conclusion
This research set out to investigate the effectiveness of the Wakie
mobile application as a tool to boost the English-speaking confidence of
students at MAN 1 Bone. In conclusion, this research provides strong
empirical evidence to answer the research question affirmatively: the use of
the Wakie application is effective in boosting the speaking confidence of
the student sample at MAN 1 Bone. The primary mechanism for this
improvement is attributed to the application's ability to provide frequent,
authentic, and, most importantly, low-anxiety speaking practice
opportunities. By connecting students with anonymous partners in a low-
stakes environment, Wakie effectively mitigated the fear of judgment that
so often stifles language learners in traditional classroom settings, thereby
empowering them to speak more freely and build confidence through
practice.
B. Suggestion
1. Limitations of the Study
A critical appraisal of the research design and methodology
reveals several limitations that must be considered when interpreting the
findings. These limitations also serve as a foundation for proposing
future research.
First, the study employed a pre-experimental, one-group pre-
post-test design. As outlined in the methodology, this design lacks a
control group. Consequently, it is not possible to definitively attribute
the observed increase in confidence solely to the Wakie intervention.
Other confounding variables, such as student maturation, regular
classroom instruction, or other external factors, could have contributed
to the change.
Second, the small sample size (N=20) limits the statistical power
and generalizability of the results. The findings from this specific group
of students at MAN 1 Bone may not be representative of the entire
school population, nor can they be generalized to other Indonesian high
schools or different learning contexts without further research.
Third, the study relied exclusively on self-reported data from a
questionnaire. While valuable, self-perceived confidence may not
perfectly correlate with objective speaking proficiency. The students'
positive responses could be influenced by factors such as the novelty of
the technology or a desire to provide socially desirable answers. The
study did not include an objective measure of speaking ability.
Finally, the intervention itself operated as a "black box." The
research measured the input (use of the app) and the perceived output
(confidence) but did not collect data on the processes within the
intervention. The frequency, duration, topics, and quality of the
conversations on Wakie were uncontrolled variables,
to understand precisely which aspects of the experience were most
impactful.
2. Pedagogical Recommendations
Based on the findings and the nuanced discussion of the
application's strengths and weaknesses, the following pedagogical
recommendations are proposed for language educators at MAN 1 Bone
and in similar contexts:
a. Embrace Strategic Integration, Not Replacement: Applications like
Wakie should not be seen as a curriculum replacement but as a
powerful supplementary tool. Their primary value lies in building
fluency, motivation, and confidence. Classroom time remains
indispensable for direct instruction, error correction, and structured
learning activities that social apps cannot provide.
b. Flip the Pedagogical Focus: Educators can leverage the app to "flip"
the focus of speaking practice. The classroom should be dedicated
to activities that require a teacher's expertise: explicit instruction on
grammar, pronunciation, and providing structured, corrective
feedback. The app can then be assigned for homework to provide
what the classroom often lacks: voluminous, low-stakes, authentic
speaking practice. This approach maximizes the utility of both the
teacher and the technology.
c. Scaffold the Application Experience: To maximize benefits and
mitigate the risks of unstructured practice, teachers should scaffold
the use of the app. This can be done through:
 Pre-Task Activities: Before using the app, provide students
with potential conversation topics, key vocabulary, useful
phrases, or specific communication strategies to look for or
try out.
 Post-Task Activities: After using the app, have students
engage in reflective tasks. This could involve writing a
journal entry about their conversations, sharing interesting
cultural insights with the class, or discussing communication
challenges they faced. This links the informal practice back
to the formal curriculum and encourages metacognitive
awareness.
3. Directions for Future Research
The limitations of the present study illuminate several clear paths
for future inquiry in this area:
a. Employ a Stronger Research Design: To establish a more definitive
causal link, future studies should employ a quasi-experimental or
true experimental design that includes a control group. Comparing a
group using Wakie to a group engaged in traditional speaking
activities or a group using a different application would yield more
robust and conclusive evidence.
b. Adopt a Mixed-Methods Approach: Future research would benefit
immensely from a mixed-methods design. Complementing
quantitative surveys with qualitative methods such as semi-
structured interviews, focus groups, or student diaries would help to
"open the black box" of the intervention. This would provide rich,
detailed data on students' actual in-app experiences, the strategies
they employ, and the specific reasons behind the varying levels of
success among participants.

STAR20250295

295/2025

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