Exploring The Use Of Memrise For English Speaking Skill: Practice, Perception And Challenge At 11th Grade Of SMAN 3 Kediri

Wardani, Marshela Tri (2025) Exploring The Use Of Memrise For English Speaking Skill: Practice, Perception And Challenge At 11th Grade Of SMAN 3 Kediri. Undergraduate (S1) thesis, IAIN Kediri.

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Abstract

Marshela Tri Wardani (2025). Exploring the Use of Memrise for English Speaking Skill: Practice, Perception and Challenge at 11th Grade of SMAN 3 Kediri. Thesis, Department of English Language Education, Faculty of Tarbiyah State Islamic Institute of Kediri. Advisors (I) Dr. Dewi Nur Suci, S.S, M.Pd., (II) Prof. Dr. Fathor Rasyid, M.Pd. Keywords: Challenge, Memrise, Mobile-Assisted Language Learning, Perception, Speaking Skill This study explores the use of the Memrise mobile application to support English speaking skill development among 11th-grade students at SMAN 3 Kediri. The research focuses on three areas: how students practice speaking with Memrise, their perceptions of the application, and the challenges they experience. A total of 36 students from Class XI-2 participated, practicing speaking using Memrise through classroom sessions and independent learning. The study used a quantitative survey supported by classroom observations. A validated 25-item questionnaire measured students’ perceptions, and 3 items assessed challenges. Field notes were also collected during speaking practice. The results showed that Memrise helped improve students’ speaking skills, especially in vocabulary, pronunciation, fluency, and speaking confidence. The overall perception score was high (Mean = 4.43), with the Classroom Climate indicator being the highest (Mean = 4.51), showing that Memrise created a positive and supportive learning environment. Motivation (Mean = 4.46), Engagement (Mean = 4.35), Collaboration (Mean = 4.40), and Perceived Learning Outcomes (Mean = 4.39) were also rated highly. Challenges were moderate (Mean = 3.21), with internet dependency, difficulties in navigating some features, and the lack of real-time speaking interaction identified as the main issues that limited students' ability to practice spontaneous, interactive communication. Open-ended responses confirmed that despite these obstacles, students experienced increased confidence and fluency, but they also recommended improvements such as adding interactive speaking tasks, real-time conversation features, and offline access to make Memrise more effective for speaking practice. In conclusion, Memrise is a useful tool to support speaking practice when combined with teacher guidance. However, to optimize its impact, technological constraints and interactive limitations must be addressed. Future research is recommended to explore the long-term effects of Memrise on speaking proficiency and its application across diverse educational settings.

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