Speaking skills are a fundamental aspect of English proficiency, particularly for
EFL learners in non-native contexts like Indonesia, where real-life communication
opportunities are limited. This study explores the effectiveness of integrating
Authentic Online Conversation (AOC) platforms, namely Episoden and Speaky, as
Assisted Language Learning Tools (ALLTs) to improve students’ speaking skills.
Using a Classroom Action Research (CAR) design over two cycles, this mixed-
method study involved 35 EFL students in structured interventions that included
pre-tests, post-tests, classroom observations, and student perception questionnaires.
Observational data served as the primary source, revealing consistent improvement
in four key areas: student engagement, use of technology, speaking performance,
and classroom interaction. These findings were supported by quantitative data, with
the Wilcoxon Signed-Rank Test showing a statistically significant improvement
between pre-test scores in Cycle I and post-test scores in Cycle II (Z = -4.946, p =
0.000), with mean scores rising from 55.36 to 81.32. The p-value below 0.05
indicates the improvement was not due to chance but directly resulted from the
intervention. Questionnaire results further confirmed positive student perceptions,
highlighting increased motivation, fluency, confidence, and initiative in using AOC
platforms. Overall, the integration of Episoden and Speaky proved effective in
fostering students’ speaking competence, learner autonomy, and intercultural
communicative ability within the EFL classroom. The study demonstrates that
AOC-based instruction offers a practical and context-sensitive solution for
enhancing spoken English in foreign language learning environments.
A. Conclusion
Based on the results of the CAR conducted in two cycles, it can be
concluded that the integration of AOC platforms specifically Episoden and
Speaky was effective in enhancing the speaking skills of Indonesian EFL senior
high school students. This improvement was evidenced by the continuous
increase in students’ mean scores from pre-tests to post-tests, supported by
statistical significance through paired sample t-tests and the wilcoxon signed-
rank test. The quantitative data confirmed that students showed enhanced
fluency, vocabulary use, interaction ability, and overall speaking performance
throughout the intervention.
Moreover, the use of AOC platforms positively influenced students’
engagement, motivation, and confidence. Questionnaire and observation data
showed that students responded well to the interactive, real-life nature of AOC
tasks, which allowed them to practice speaking in meaningful contexts. The
increased level of student participation, combined with more consistent
speaking scores and positive perceptions, indicates that AOC is a powerful
medium for promoting speaking skills in the EFL classroom. Despite some
technical and time-related challenges, the research successfully demonstrated
that AOC-based instruction can transform speaking lessons into more student-
centered and communicative learning experiences.
B. Suggestion
Based on the conclusions above, the researcher offers the following
suggestions:
1. For Teachers:
Teachers are encouraged to integrate AOC platforms into their
English speaking lessons to provide authentic and engaging speaking
opportunities. Prior to implementation, students should be given orientation
and guided practice on how to use the platforms. Teachers should also
monitor students’ progress through observation and reflective activities to
support speaking skills development effectively.
2. For Schools and Administrators:
Schools should support the use of digital tools like Episoden and
Speaky by providing adequate infrastructure, such as reliable internet access
and compatible devices. Training programs for teachers in digital pedagogy
should also be considered to enhance classroom innovation and
instructional quality.
3. For Students:
Students are advised to actively participate in AOC sessions and use
the opportunity to practice speaking without fear of making mistakes.
Repetition and reflection such as reviewing recordings can help students
identify areas for improvement and build confidence in their speaking skills.
4. For Future Researchers:
Future research may expand the use of AOC to other English skill
areas such as listening, writing, or intercultural communication.
Additionally, studies could be conducted over a longer period with diverse
student populations to explore the long-term impact and broader
applicability of AOC in EFL contexts.

STAR20250065

65/2025

Perpustakaan Pusat

Tersedia