Indonesian EFL students' views on using the cambly application to improve speaking skills
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Abstract
This study aims to evaluate the effectiveness of Cambly in improving the speaking abilities of high school students in Indonesia and to gather their perspectives on the app's usability and impact. A mixed-methods approach was used, with a sample group of 12 students who participated in one-on-one Cambly sessions over four weeks. Data was collected through pre- and post-tests measuring speaking proficiency, as well as surveys and interviews assessing user satisfaction and perceived improvements. The results indicate a significant improvement in students' speaking proficiency, with most participants reporting increased confidence and better pronunciation. However, challenges such as internet connectivity issues and subscription costs were noted. The findings suggest that Cambly can be an effective supplement to traditional English teaching methods, offering personalized and interactive language practice. Implications include the potential for schools to integrate Cambly into their language programs, with an emphasis on ensuring affordable access to digital learning tools. Future research should focus on the long-term effects of Cambly and compare its effectiveness to other language-learning platforms
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How to Cite
Hafiz, M. . and Daulay, S. H. . (2025) “ Indonesian EFL students’ views on using the cambly application to improve speaking skills”, Jurnal Mantik, 9(2), pp. 608-615. doi: 10.35335/mantik.v8i6.6590.
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Sholekhah, M. F., & Fakhrurriana, R. (2023). The Use of ELSA Speak as a Mobile-Assisted Language Learning (MALL) towards EFL Students Pronunciation. JELITA: Journal of Education, Language Innovation, and Applied Linguistics, 2(2), 93–100. https://doi.org/10.37058/jelita.v2i2.7596
Abdullah, S., Altun, M., & Hama, F. M. (2022). The Effect of Language Learning Anxiety on English Oral Performance. International Journal of Social Sciences & Educational Studies, 9(3), 337–347. https://doi.org/10.23918/ijsses.v9i3p337
Akrim, A. (2022). A New Direction of Islamic Education in Indonesia: Opportunities and Challenges in the Industrial Revolution Era 4.0. Edukasi Islami: Jurnal Pendidikan Islam, 11(01), 35. https://doi.org/10.30868/ei.v11i01.1799
Ali, J. K. M., Shamsan, M. A. A., Hezam, T. A., & Mohammed, A. A. Q. (2023). Impact of ChatGPT on Learning Motivation: Journal of English Studies in Arabia Felix, 2(1), 41–49. https://doi.org/10.56540/jesaf.v2i1.51
Azizah, N. (2022). Penerapan Metode Role Playing Untuk Meningkatkan Keterampilan Berbicara dan Motivasi Belajar Siswa dalam Menguasai Congratulations Expressions. Educatif Journal of Education Research, 4(1), 121–131. https://doi.org/10.36654/educatif.v4i1.275
Bin-Hady, W. R. A., & Al-Tamimi, N. O. M. (2021). The use of technology in informal English language learning: evidence from Yemeni undergraduate students. Learning and Teaching in Higher Education: Gulf Perspectives, 17(2), 107–120. https://doi.org/10.1108/LTHE-09-2020-0037
Daulay, S. H., Salmiah, M., & Ulfa, Z. (2019). Students’ Speaking Skill through Cooperative Learning Strategy: Time Token Arends. 279(Icalc 2018), 388–393. https://doi.org/10.2991/icalc-18.2019.55
Daulay, S. H., Siregar, D. Y., & Sulistia, N. (2023). Hello English Application to Improve the Students’ Speaking Skills. Edulitics (Education, Literature, and Linguistics) Journal, 8(2), 21–28. https://doi.org/10.52166/edulitics.v8i2.4798
Dilnoza, A., & Sevara, C. (2024). Modern Methods of Teaching a Foreign Language. European International Journal of Multidisciplinary Research and Management Studies, 4(6), 18–22. https://doi.org/10.55640/eijmrms-04-06-03
Fang, F., Zhang, L. J., & Sah, P. K. (2022). Translanguaging in Language Teaching and Learning: Current Practices and Future Directions. RELC Journal, 53(2), 305–312. https://doi.org/10.1177/00336882221114478
Fariq, W. M., Zamsiswaya, Z., & Tambak, S. (2022). Telaah Kepustakaan (Narrative, Tinjauan Sistematis, Meta-Analysis, Meta-Synthesis) dan Teori (Kualitatif, Kualitatif, Mix Method). Journal Social Society, 2(2), 75–84. https://doi.org/10.54065/jss.2.2.2022.264
Hazaymeh, W. A. (2021). EFL students’ perceptions of online distance learning for enhancing English language learning during Covid-19 Pandemic. International Journal of Instruction, 14(3), 501–518. https://doi.org/10.29333/iji.2021.14329a
Jeong, K. O. (2022). Facilitating Sustainable Self-Directed Learning Experience with the Use of Mobile-Assisted Language Learning. Sustainability (Switzerland), 14(5). https://doi.org/10.3390/su14052894
Kaste, P., & Harisma, R. (2023). Perspectives of International Apprentice Students in Teaching English as an International Language at Thammislam School , Thailand. Indonesian Journal of Education & Mathematical Science, 4(3), 122–129. https://doi.org/10.30596/ijems.v4i3.16071
Kumar, T. (2022). Technology-integration experiences in ELT classrooms as an effective tool: a theoretical study. Journal for Educators, Teachers and Trainers, 13(1), 51–60. https://doi.org/10.47750/jett.2022.13.01.006
Mahmudah, R., & Daulay, S. H. (2024). Elsa Speak Application as an Innovation to Improve English Pronunciations of Speaking Skills: Student’s Perception Beyond Boundaries: Innovations in Arabic and English Language Teaching for the Future Elsa Speak Application as an Innovation to Improve Eng. ANCOLT International Proseeding on Language Teaching, 1(1), 1–12.
Manik, P. F., Daulay, S. H., & Siregar, D. Y. (2024). Fostering Student’S Speaking Ability By Using Tiktok Application. Yavana Bhasha?: Journal of English Language Education, 7(1), 41–46. https://doi.org/10.25078/yb.v7i1.3045
Maryono, & Budiono, H. (2020). Jurnal basicedu. Jurnal Basicedu,. Jurnal Basicedu, 5(5), 3(2), 524–532. https://journal.uii.ac.id/ajie/article/view/971
Nasution, A. U., Daulay, S. H., & Dalimunte, M. (2024). The Effect of Speaking Learning through Viewing Hello Talk on Elementary Students’ Indonesian Achievement. Scope?: Journal of English Language Teaching, 9(1), 068. https://doi.org/10.30998/scope.v9i1.20726
Nematov, D., Tillaev, B., & Abduramanova, D. V. (2022). the Importance of Speaking in Language Learning. Academic Research in Educational Sciences, 3(11), 1. https://t.me/ares_uz
Pendidikan, J., Inggris, B., & Journal, E. (2024). https://journal.unismuh.ac.id/index.php/exposure. 13(May), 299–311.
Poudel, A. P. (2022). Information and Communication TechnologY in English Language Teaching: Some Opportunities and Challenges. Journal of Comparative & International Higher Education, 14(4). https://doi.org/10.32674/jcihe.v14i4.3874
Qawaqneh, H., Ahmad, F. B., & Alawamreh, A. R. (2023). Emerging Technologies in Learning. International Journal of Emerging Technologies in Learning (IJET), 18(24), 133–148. https://online-journals.org/index.php/i-jet/article/view/45647
Samosir, S. A., & Hamidah, D. S. (2023). Autonomous Language Learning Through a Mobile Application: a User Evaluation of the Cambly App. 4. https://pbijournals.ipbcirebon.ac.id/index.php/ELTConnect/article/view/64/50
Sholekhah, M. F., & Fakhrurriana, R. (2023). The Use of ELSA Speak as a Mobile-Assisted Language Learning (MALL) towards EFL Students Pronunciation. JELITA: Journal of Education, Language Innovation, and Applied Linguistics, 2(2), 93–100. https://doi.org/10.37058/jelita.v2i2.7596
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