The effect of using speechling on efl students' listening comprehension: A pre-experimental Study at Junior High School In Bandung

Fadilla, Andra Mila (2025) The effect of using speechling on efl students' listening comprehension: A pre-experimental Study at Junior High School In Bandung. Sarjana thesis, UIN Sunan Gunung Djati Bandung.

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Abstract

Listening comprehension is an essential skill in EFL learning, yet many Indonesian students struggle with it due to unfamiliar accents, fast speech, and limited exposure to authentic audio. Mobile-assisted language learning (MALL) tools like Speechling offer flexible and interactive solutions to these challenges. This study explored the effect of using Speechling on junior high school students' listening comprehension in Bandung. It aimed to determine whether integrating Speechling into classroom instruction could enhance students’ listening ability, confidence, and motivation. The study used a quantitative approach with a pre-experimental one-group pre-test and post-test design. Participants were seventh-grade students at a junior high school in Bandung. Data were collected through pre-tests and post-tests, each with 20 multiple-choice questions on various listening sub-skills. Students received four Speechling-based treatment sessions under teacher supervision, focusing on tasks like greetings, introductions, and dictation. The results indicated a significant improvement in students’ listening comprehension after the treatment. The mean score increased from 51.6 in the pre-test to 70.54 in the post-test. A paired sample t-test revealed a statistically significant difference (p < 0.001) between the pre- and post-treatment scores. Additionally, the N-Gain score categorized the improvement as "moderate," demonstrating that Speechling was effective in supporting the development of listening skills among EFL learners. In conclusion, the use of Speechling had a positive effect on students’ listening comprehension, making it a beneficial tool for EFL instruction. The study recommends the integration of digital platforms like Speechling into classroom teaching to provide learners with structured, authentic, and engaging listening experiences. Teachers are encouraged to adopt MALL tools not only to supplement traditional methods but also to enhance students' exposure to real-life English usage. Further research could expand the treatment period or explore the effects of Speechling on other language skills such as speaking and pronunciation.

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