This study investigates the effectiveness of the Weelife online simulation game
in reducing English-speaking anxiety among students of an Islamic Junior High School
in Indonesia. The study used a quantitative approach with a pre-experimental design
(one- group pretest–posttest), involving 24 students as participants. Data were collected
through a questionnaire adapted from the Foreign Language Classroom Anxiety Scale
(FLCAS) and analyzed using the Wilcoxon Signed Ranks Test, as the data did not meet
the normality assumption. The results showed a significant reduction in students’
speaking anxiety after the treatment, with post-test scores indicating higher confidence
and more consistent responses compared to the pre-test. These findings suggest that
Weelife provides an interactive, enjoyable, and low-pressure learning environment that
enables students to practice English more confidently and gradually overcome their
anxiety. The study highlights the potential of integrating online simulation games into
English language teaching as a complementary strategy to traditional learning methods
A. Conclusion
Based on the results of the research and discussion, it can be concluded
that the use of the online simulation game Weelife is effective in reducing
speaking English for Islamic junior high school students. This media is able to
create a fun, interactive, and low-pressure learning atmosphere, thus
encouraging students to be more courageous in speaking, enriching vocabulary,
and reducing the fear of making mistakes. The increase in students' confidence
and consistency in speaking shows that Weelife can be an alternative learning
media that supports the mastery of English speaking skills more optimally.
B. Suggestion
1. For students, it is recommended to utilize online simulation games such as
Weelife regularly, both at school and at home, as a means of practicing
speaking English without fear of making mistakes. Students should dare to
try speaking on various occasions, both online and offline, so that speaking
skills are honed and self-confidence increases.
2. For teachers, the use of this media can be a variation of learning methods
that can increase student motivation and participation. Teachers should
provide assistance and feedback while students are using the game,
directing them to use the right vocabulary and language structure, and
combining the game with live speaking practice so that students get used
to communicating in real situations.
3. For future researchers, the same aspect of reducing English-speaking
anxiety can be investigated in broader and more varied contexts. They may
increase the number of participants to obtain stronger statistical power,
extend the treatment period to observe long-term effects, and include a
control group for more reliable comparisons. Furthermore, they can explore
different types of simulation games or digital platforms to see whether the
reduction of anxiety is unique to Weelife or also applicable to other tools.
By doing so, future studies can enrich the understanding of how various
online simulations or digital media contribute to lowering speaking anxiety
and improving learners’ confidence in using English.

STAR20250324

324/2025

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