ENGLISH DEPARTMENT STUDENTS’ PERCEPTIONS OF USING CLASSPOINT IN ACADEMIC SPEAKING CLASSES AT UNIVERSITAS LANCANG KUNING

Abstract

This study examines English Department students’ perceptions of using ClassPoint in Academic Speaking classes at the Faculty of Education and Vocational Studies, Universitas Lancang Kuning. The incorporation of interactive technology in language education, especially in speaking classes, has been progressively adopted to boost student engagement and participation yet, its efficacy is predominantly contingent upon students' perceptions of its application in the learning process. Therefore, this study aims to investigate students’ perceptions based on three key indicators self efficacy, outcome expectations, and attention. This study utilized a descriptive quantitative approach with 36 students from a single class in the English Language Education Study Program. We used a 20 item Likert scale questionnaire to collect data and descriptive statistics, such as mean and standard deviation, to find out how students tended to respond overall. The results showed that the overall mean score was 4.23 out of 5, which is in the positive range. This means that students usually think that using ClassPoint in Academic Speaking lessons is a good idea. Specifically, students showed that they believed they could utilize the tool self efficacy, that they thought it would help them learn better, and that they paid more attention during class activities. In conclusion, ClassPoint is seen as a useful and helpful tool that keeps students interested and makes it easier for them to talk, which suggests that adding interactive technology can help students participate more and stay focused in speaking sessions.