ANALYZING USE OF TECHNOLOGY-ASSISTED LANGUAGE LEARNING AND THE EFFECT ON STUDENTS’ ENGLISH SPEAKING SKILLS

Abstract

English speaking skill is crucial, yet it's still low. One of factors contributed is teaching method. This study aims to determine: 1) how Technology-Assisted Language Learning is used to teach speaking English; and 2) how students' English speaking skills are affected both before and after Technology-Assisted Language Learning is used, 3) to determine whether using Technology-Assisted Language Learning significantly affects the students’ ability to speak English. The study used a pre-experimental design with a single group pre-test and post-test. The 295 students in the tenth grade at SMA Negeri 8 Padangsidimpuan make up the population of this study. Purposive sampling was used to select a sample of 31 students from class X-8. Tests and observation sheets are the tools used to gather data. With a mean score of 85.88%, the observation reveals that the use of Technology-Assisted Language Learning is classified as “Very Good”. When students use Technology-Assisted Language Learning, their speaking becomes “Good” from “Enough”. Asymp. Sig. (2-tailed) = 0.000 < 0.05 is the Wilcoxon Signed Ranks Test result, indicating that Ha is accepted. We may conclude that students’ English speaking is significantly impacted by Technology-Assisted Language Learning.