Muhammad Luqman Arrasyid, Siti Ithriyah

The Use of the "Cake - Learn English" Application in Teaching Speaking Skills to Senior High School Students

Introduction

The use of the "cake - learn english" application in teaching speaking skills to senior high school students . Explore how the 'Cake - Learn English' app enhances speaking skills for senior high school students. This research shows it's an effective tool for engagement and confidence in English language learning.

Abstract

Abstract In the midst of the ongoing Industrial Revolution 4.0, students are increasingly surrounded by rapid technological advancements. Instead of focusing solely on rote memorization, educators are encouraged to design engaging and effective teaching strategies that incorporate technology as a learning tool. Consequently, it is crucial for modern educators particularly English teachers to seamlessly integrate suitable digital media into their classroom practices to support meaningful and enjoyable teaching and learning outcomes. This research investigates the implementation of the Cake application as a tool for enhancing high school students’ speaking abilities and examines their perceptions of the platform. Employing a mixed methods approach, combining both quantitative and qualitative data. The quantitative data were gathered through pre- and post-questionnaires with Likert-scale items, while qualitative data were obtained from open-ended questions to explore students’ perceptions and experiences. The participants consisted of students from class XI Social I at SMAN 19 Bekasi. The findings reveal that the Cake application proved to be an effective medium for supporting speaking skill development, increasing student engagement, and fostering self-confidence in English language learning. Keywords*: cake application, teaching tool, speaking skill

Review

This paper addresses a highly pertinent topic in contemporary language education, exploring the integration of the 'Cake - Learn English' application to enhance speaking skills among senior high school students. In an era increasingly shaped by Industrial Revolution 4.0 and pervasive technological advancements, the study's premise—that educators must leverage digital tools to create engaging and effective learning experiences—is particularly timely and commendable. The research clearly articulates its dual objective: to investigate the practical implementation of the Cake application and to gauge students' perceptions of its utility and impact on their speaking proficiency. This focus on both application and perception offers a holistic view of technology-assisted language learning. Methodologically, the study employs a robust mixed-methods approach, combining quantitative and qualitative data collection, which is a significant strength. The use of pre- and post-questionnaires with Likert-scale items for quantitative assessment, complemented by open-ended questions to delve into students' nuanced perceptions and experiences, promises a comprehensive understanding of the intervention. The identification of participants from Class XI Social I at SMAN 19 Bekasi provides a clear context for the research. However, for a complete picture, the full paper would ideally elaborate on the sample size, the duration and intensity of the intervention using the Cake application, and the specific statistical analyses applied to the quantitative data, which would further solidify the claims of effectiveness. The reported findings indicate that the Cake application emerged as an effective medium for fostering speaking skill development, notably increasing student engagement and boosting self-confidence in English language learning. These positive outcomes align well with the study's initial hypothesis regarding the potential of digital tools to transform language instruction. While the abstract presents promising results, a deeper discussion in the full manuscript regarding the specific metrics of 'effectiveness' and 'skill development' (e.g., improvements in fluency, pronunciation, vocabulary use) would be beneficial. The implications of these findings are substantial, suggesting that applications like Cake can play a crucial role in modern English language classrooms, potentially informing pedagogical practices and curriculum design for educators seeking innovative, technology-driven approaches to cultivate communicative competence among students.

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