370 EEJ 13 (3) (2023) 370-379 English Education Journal http://journal.unnes.ac.id/sju/index.php/eej Comparing the Effectiveness of Elsa Speak and ESP for Teaching Speaking to Students with Different Self-Confident Hafiza Namira, Suwandi Suwandi 1. Universitas Negeri Semarang, Indonesia 2. Universitas PGRI Semarang, Indonesia Article Info ________________ Article History: Accepted 30 March 2023 Approved 8 June 2023 Published 15 September 2023 ________________ Keywords: Elsa Speak platform; ESP platform, remote learning, speaking skills, Self-confidence ____________________ Abstract ___________________________________________________________________ Remote learning is a modern learning model that is a solution for people who have constraints of time, place, and human resources, especially during the pandemic who are required to learn and teach online without face-to-face. In SMA Negeri 16 Medan, the English teacher taught students with speaking material, and the teacher teaches, discusses, and practices through Zoom Meeting and assigned assignments to students via WhatsApp Group. The researcher found out the good or bad influence on remote learning through Zoom or WhatsApp Groups. This research explained how significant the students’ achievement learning by using Elsa Speak and ESP platforms conducted with high and low self-confidence of students in learning speaking. The research design was a quantitative approach with a 2x2 factorial design involving the tenth-grade students SMA N 16 Medan, as the research participants. The students’ different self-confidence was taken as a factor that might influence the platform. Two experimental classes were held on different platforms: Elsa Speak and ESP. The independent variables are Elsa Speak and ESP. Students' confidence levels influenced the platform, and data collection involved observation, questionnaires, and speaking tests. To answer the hypotheses, the data were analyzed using pair statistics, and independent statistics. Based on the analysis Elsa Speak in high and low self-confidence is a more effective in learning platform than ESP.  Graduate School Universitas Negeri Semarang, Kelud Utara III, Semarang, 50233 E-mail: hafizanmr4@student.unnes.ac.id Hafiza Namira, et al./ English Education Journal 13 (3) (2023) 370-379 372 INTRODUCTION The current study addressed a gap in previous research that found that students improve their English speaking skills and self- confidence through learning. However, due to the COVID-19 pandemic, teaching and learning activities must now be conducted remotely online. To make remote learning more engaging, online media is necessary. The researchers assumes that remote learning can effectively improve students' English speaking skills and self- confidence. In addition to remote learning, using techniques to learn speaking skills can bridge the information gap between students with high and low self-confidence. Online platforms are considered useful during the pandemic, and students find them easy to use. Electronic or online media, such as WhatsApp, Instagram, Zoom Meetings, etc can help students learn online. Previous studies have used learning techniques like roundtable, one stray two stray, and blended learning to analyze students' speaking confidence and self-confidence, recommending electronic media and platforms for remote learning. The recommendation of previous research recommended to analyze students' English speaking confidence using Elsa Speak and English Speaking Practice platforms. This approach was new, as traditional teaching methods often used Zoom Cloud Meetings, Google Classroom, or WhatsApp. The study aimed to examine students' abilities and beliefs using these smartphone-based platforms, aiming to improve their English-speaking confidence. This study focuses on two platforms, Elsa Speak and ESP, which were used for learning English through conversation exercises and artificial intelligence. The study applied these platforms to teaching and learning speaking in various academic settings. It provided the related Elsa Speak and English Speaking Practice in teaching speaking. Many studies have been conducted regarding the topic of the student’s self- confidence to learn speaking English. Rafsanjani et al. (2020) and Farista (2017) explained the significance of students’ achievement taught by 2 techniques of learning speaking skills with high and low self-confidence. Songsiri (2007), explained improving students’ motivation to speak English. Samodra (2021) investigated the correlation of verbal, gestural, and token reinforcement with speaking performance and self-confidence. Ocarina (2022) explained the importance of teaching speaking skills to students with varying levels of self-confidence. Tridinanti (2018) and Mayangsari (2021) explained whether there was a significant correlation between students’ speaking anxiety, self-confidence, and speaking achievement. Pratama (2020) explained that teachers use purposive sampling to boost students' English speaking confidence, with studies showing a correlation between critical thinking ability and self-confidence in speaking skills among teachers (Putry, 2020). Sari (2021) wanted to examine the effect of self-confidence to the students’ speaking skill. Hayati (2008) and Al- Hebaish (2012) examined the effect of self- confidence to the students’ listening and speaking skill. Alifah (2021) Studied self-confidence and its impact on English speaking proficiency. Paradewari (2020) showed that students are aware of their self-confidence in public speaking and tend to have higher levels of it. On the other hand, Riadil (2020) stated that EFL teachers should promote collaboration among students to increase their confidence in speaking. Students' self-confidence affects their speaking skills. Akbari &Sahibzada (2020) Self-confidence significantly impacts students' learning, participation, goal-setting, anxiety reduction, comfort, and opinion sharing, but not English language achievement achievement (Utama, 2013). Teaching English as a Second Language is crucial in Indonesian context, but effective and confident oral communication remains a challenge (Irawati, 2016) and the use of Hafiza Namira, et al./ English Education Journal 13 (3) (2023) 370-379 373 multimedia teaching materials in teaching speaking skills are practical and effective (Ampa et al., 2013). The teacher is speaking English using effective social and affective strategies to develop students' oral skills aimed for students to be able to communicate in using English not only in written form but also orally (Shofwani et al., 2019). Bakhtiar (2022) and Shintasiwi & Anwar (2021) stated that student learning strategies for speaking are influenced by psychological, teacher roles, assignments, environment, and social factors, with linguistic errors, lack of motivation, and English knowledge contributing to anxiety. Debreli (2016) found that there is no significant differences in anxiety levels, but identified factors causing it, including pronunciation difficulties, direct teacher questions, and unclear understanding. Tuyen (2022) analyzed challenges faced by remote learners in speaking, evaluated Project-Based Learning's effectiveness, and gathered learners' opinions on project implementation. This has resulted in ineffective and unconfident communication skills (Pasarlay, 2020). The Covid-19 pandemic has intensified English speaking challenges, prompting online learning using electronic devices (Atmojo & Nugroho, 2020). However, technology can enhance learning, especially during exceptional times (Ali, 2020). Tusino (2022) explained that online learning involves traditional and e- learning methods, with regular oral activities for practice, English exchange, task-based teaching, and online speaking for support. Limbong (2017) and Isda (2021) recommend blended learning for improving students' speaking skills, incorporating Learning Speaking in English classes to enhance both online and offline activities. Ali (2020), Daniel (2020), and Liu (2020) Schools worldwide are transitioning to online learning, leveraging technology to align educational goals and interests, benefiting institutions and continuing education during crises. Hamida and Takfif (2021) found that Digital media, such as Zoom Meeting and WhatsApp, improves English proficiency and distance learning experiences, necessitating adaptation among parents, students, and educators (Kusuma & Suwartono, 2021). Purwantoro (2021) suggests electronic media for effective Covid-19 teaching, while Fitriani et al. (2020) advocate for face-to-face learning for convenience despite challenges like poor internet connection and anxiety. Muslimin et al. (2020) suggest students address challenges by preparing credit, praying for the end of the pandemic, studying extensively, finding the best internet signal, setting alarms, and creating motivation. Researchers highlight social media's potential as a teaching medium during COVID- 19, suggesting schools and colleges utilize asynchronous learning in digital formats for remote teaching capacity, Nurulhaq (2021) and Mahmudah and Ardi (2020) researched the effectiveness of students in using Instagram in English speaking skills. As a result, in using the Instagram platform, students experienced problems in writing scripts and in the video recording process. Bawanti and Arifani (2021) and Hartono, et al. (2023) utilized Zoom application to assess students' perceptions and attitudes in online English speaking, resulting in very good performance scores. Rahayu (2021) analyzed Learn Social's effectiveness on English speaking skills, finding three of four indicators effective, except for the instruction indicator, which is not effective. Aryani et al. (2021) studied senior high school teachers in Semarang's Semarang using mobile apps for English teaching, focusing on multimedia learning and TPACK theory. Hirawati (2021) recommended using voice messages on WhatsApp for easy speaking, despite challenges during the pandemic. Cakrawati (2017) and Zakarneh (2018) both suggest that online learning platforms like Edmodo and Quipper can enhance English language skills, vocabulary acquisition, and understanding of lesson content, surpassing traditional classroom methods in improving English performance. Hafiza Namira, et al./ English Education Journal 13 (3) (2023) 370-379 374 METHOD The objectives of the study were explaining the different effectiveness of using Elsa Speak platform to teach speaking skills to students with high and low self-confidence and explaining the effectiveness of using Elsa Speak platform to teach speaking skills to students with low self- confidence. To explain the effectiveness different of using ESP platform to teach speaking skills to students with high and low self-confidence. Also this study find out the similarities between Elsa Speak and ESP to teach speaking skills to students with different self-confidence. This study used a quantitative approach with a 2x2 factorial design. Two experimental classes were held on different platforms: Elsa Speak and ESP. The independent variables are Elsa Speak and ESP. The dependent variable in this study is the result of the speaking test on the platform of the tenth-grade student in SMAN 16 Medan. The moderating variable was high and low self-confidence students. Elsa Speak was used as the experimental class 1 and ESP as the experimental class 2. The population of this study was the tenth grade of SMA N 16 Medan. Class one was taught using Elsa Speak, and class two was taught using ESP. There were four meetings, each meeting lasting 45 minutes. Three types of instruments used in this study. They were speaking tests, questionnaires, and online systems. First, there was observation, because during the activity, the behavior perspective of the students was observed. Another tool is a questionnaire to know the student’s high and low self-confidence. The study involved students taking a speaking test before being taught using Elsa Speak and ESP platforms. The author administered the pre-test and students practiced in class. After treatment, the researcher used online systems to conduct an online class and administer a test. The study analyzed the impact of two platforms on learning speaking skills and self- confidence among students using classroom observations and an observation checklist. Then, the researcher analyzed the observation to complete the questionnaire. The student’s questionnaires will calculate. From the result of calculating the value, the research determined with students have high self-confidence or low self- confidence. The data processed in SPSS to obtain the final result. The researcher conducted a pre-test on participants and analyzed results to gather initial data on students' speaking skills using Elsa Speak or English Speaking Practice. A post-test assessed the impact on self-confidence. The researcher aims to evaluate the effectiveness of these platforms during the pandemic and analyze teacher-student interaction in remote learning activities. RESULTS AND DISCUSSIONS The research aimed to solve the problem of using Elsa Speak and ESP in teaching speaking to individuals with high and low self-confidence, with two experimental classes, experimental class one and experimental class two. Hafiza Namira, et al./ English Education Journal 13 (3) (2023) 370-379 374 Table 1. Independent Sample Test between High and Low Self-Confidence Students Taught by Elsa Speak Independent Samples Test Levene's Test for Equality of Variances t-test for Equality of Means F Sig. t df Sig. (2- tailed) Mean Differe nce Std. Error Differenc e 95% Confidence Interval of the Difference Lower Upper Elsa Speak Equal variances assumed 1.468 .234 10.040 32 .000 17.750 1.768 14.149 21.351 Equal variances not assumed 10.203 29.647 .000 17.750 1.740 14.195 21.305 Based on table, the effectiveness of achievement between high and low self- confidence students used by Elsa Speak in learning speaking with the value of significance 0.00. The value was more than 0.05 meant that Ha was accepted. It can be concluded that there were the significant differences in achievement between high and low self-confidence taught by Elsa Speak. Table 2. Paired Sample Test of Elsa Speak with High Self-Confident Student Paired Samples Test Paired Differences t df Sig. (2- tailed ) Mean Std. Deviati on Std. Error Mean 95% Confidence Interval of the Difference Lowe r Uppe r Pair 1 PreTest – PostTest - 2.8571 4 2.5677 6 .68626 - 4.339 73 - 1.374 56 - 4.163 13 .001 Table 3. Paired Sample Test of Elsa Speak with Low Self-Confident Student Paired Samples Test Paired Differences t df Sig. (2- tailed ) Mean Std. Deviati on Std. Error Mean 95% Confidence Interval of the Difference Lowe r Uppe r Pair 1 PreTest – PostTest - 6.7500 0 9.6347 8 2.1544 0 - 11.25 921 - 2.240 79 - 3.133 19 .015 Hafiza Namira, et al./ English Education Journal 13 (3) (2023) 370-379 374 The second and third results of the research, the paired sample t-test result of this research was to explain how effective Elsa Speak is as a platform to learning speaking skills with students with high and low self-confidence. Based on the finding of the pair sample t-test, the value of significance was 0.001. The value was less than 0.05. It meant that Ha was accepted and Ho was rejected. However, for low self-confidence, the value of significance was 0.015. The value was more than 0.05. It meant that Ha was rejected and Ho was accepted. Table 4. Independent Sample Test between High and Low Self-Confidence Students Taught by ESP Independent Samples Test Levene's Test for Equality of Variances t-test for Equality of Means F Sig. t df Sig. (2- taile d) Me an Diff eren ce Std. Error Diffe rence 95% Confidence Interval of the Difference Lowe r Upp er ESP Equal variances assumed .0 05 .94 5 10.2 24 32 .002 20.9 64 1.855 15.18 6 22.7 42 Equal variances not assumed 10.1 22 27.1 08 .002 20.9 64 1.874 15.12 1 22.8 08 The researchers used an Independent t-test to find significance between High and Low Self- Confidence Students Taught by using ESP for students with high and low Self-Confidence. Based on the criteria of the independent t-test, the significant scores were less than 0.05. Based on the table of the effect of achievement between high and low self-confidence students taught by ESP in learning speaking with the value of significance 0.02. The value was less than 0.05 meant Ha was accepted, it can be concluded that there were the significant differences in achievement between high and low self- confidence taught by ESP platform. Table 5. Paired Sample Test of ESP with High Self-Confident Student Paired Samples Test Paired Differences t df Sig. (2- tailed ) Mean Std. Deviati on Std. Error Mean 95% Confidence Interval of the Difference Lowe r Uppe r Pair 1 PreTest – PostTest - 3.9285 7 3.4964 7 .93447 - 5.947 37 - 1.909 77 - 4.204 13 .003 Hafiza Namira, et al./ English Education Journal 13 (3) (2023) 370-379 376 Table 6. Paired Sample Test ESP with Low Self-Confident Student Paired Samples Test Paired Differences t df Sig. (2- tailed ) Mean Std. Deviati on Std. Error Mean 95% Confidence Interval of the Difference Lowe r Uppe r Pair 1 PreTest – PostTest - 6.2500 0 7.7587 0 1.7349 0 - 9.881 18 - 2.618 82 - 3.603 19 .002 The third result of the research, the effect of ESP test with high self-confidence, the value of significance was 0.03. The value was less than 0.01. It meant that Ha was accepted. However, it can be concluded that the use of ESP in learning speaking skills for students with high self- confidence is effective. The effect of ESP test with low self-confidence, the value of significance was 0.02. The value was less than 0.05. It meant that Ha was accepted. However, it can be concluded that the use of ESP in learning speaking skills for students with low self-confidence is effective. Table 7. Comparing the Effectiveness of Elsa Speak and English Speaking Practice Platforms to Teach Speaking Skills to High and Low Self-Confident Students Elsa Speak English Speaking Practice High and Low Self-Confidence Students Taught by using Platforms 0.00 0.02 The effectiveness of using Platforms with High Self- Confident Students 0.01 0.03 The effectiveness of using Platforms with low Self- Confident Students 0.15 0.02 The study found that both English Speaking Practice and Elsa Speak were effective in teaching speaking skills to students with high and low self-confidence. However, Elsa Speak was found to be more effective for students with different self-confidence levels and for those with high self-confidence. The significance value of the results was less than 0.05, indicating that Elsa Speak is a more suitable learning platform for English speaking skills. This research aimed to determine the impact of using Elsa Speak and ESP on English speaking skills among tenth-grade students at SMA N 16 Medan. The study found significant effects, as evidenced by T-test results. The first hypothesis showed no significant difference in achievement between high and low self- confidence students using Elsa Speak. The second hypothesis indicated that Elsa Speak was effective for students with high self-confidence, as Hafiza Namira, et al./ English Education Journal 13 (3) (2023) 370-379 377 it allowed them to practice communication through dialogue and vocabulary, increasing their fluency and understanding of conversations. However, the third hypothesis suggested that Elsa Speak was not effective for students with low self- confidence due to higher significance values than criteria. The fourth hypothesis explained the effectiveness of English Speaking Practice for students with high and low self-confidence, with a significance value of 0.399, indicating no significant similarities in achievement. The fifth and sixth hypothesis demonstrated that ESP was also effective in learning speaking for students with high and low self-confidence. Both Elsa Speak and English Speaking Practice are effective for teaching speaking skills to students with high and low self-confidence. However, Elsa Speak is more suitable for teaching students with different levels of self-confidence and is more effective than English Speaking Practice for those with high self-confidence. The previous study that the researchers took for my finding research was by Rafsanjani et al. (2020) focuses on the effectiveness of role-play and information gap in teaching speaking skills for high-low self-confident students. The study found no significant difference in students' achievement between high and low self- confidence students. This research contributes to the understanding of appropriate techniques for teaching speaking in e-learning and could help improve the teaching process. Likewise with the research by Farista (2018) with the topic Investigate how effective was one-stay two-stray and roundtable techniques to teach speaking to students with high and low self-confidence. A related research by Mareta (2017) focused on improving self-confidence in speaking practice using self-directed dialogue techniques at second- grade students at SMP Negeri 1 Kalirejo Central Lampung. The study used a t-test and questionnaire design to collect student data, showing a significant relationship between students' self-confidence and their speaking achievement. CONCLUSION The study concluded that there are weaknesses in this research. First, the use of the two platforms used by grade 10 students to teach speaking English is effective or not effective. From the analyzing findings that have been analyzed, there was a significant value of the difference in the effectiveness of Elsa Speak and ESP platform to teacher with different self- confidence is effective (0.00 < 0.05). By using an independent sample t-test assessment that function is the difference between 2 unpaired samples (the The sample that the researchers took was high and low self-confidence). For analyzing data with the paired sample t-test significance value is not effective (0.15 > 0.05). The function of the paired sample t-test table is that there is an average difference between the 2 paired samples. However, the sum values of the pre-test and post- test using Elsa Speak are not the same. 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