Digital Support for Oral Performance: The Effect of Fondi Application on Speaking Confidence
DOI:
https://doi.org/10.24256/ideas.v13i2.8021Keywords:
digital support, speaking confidence, oral performance, Fondi applicationAbstract
This study investigates the effectiveness of the Fondi app in boosting Indonesian EFL students’ speaking self-confidence. A quasi-experimental design was conducted with 60 eleventh-grade students from SMAN 1 Bombana, divided equally into experimental and control groups. The intervention lasted four sessions (90 minutes each) over four weeks. Data was compiled using a 30-item self-confidence questionnaire and a speaking performance test. When compared to the control group, statistical analysis showed that the experimental group had significantly improved (p = 0.001, Cohen’s d = 2.98, 95% CI [10.3, 14.8]). The experimental group achieved a 0.85–0.89 gain across five indicators of speaking confidence, while the control group showed only minimal progress (0.18–0.26). These findings support Bandura’s self-efficacy theory, demonstrating that digital tools like Fondi can provide mastery experiences and supportive environments to strengthen learners’ affective readiness. The study concludes that Fondi is an effective digital support for oral performance, though further research with delayed post-tests and larger samples is recommended.
References
Azimova, M. (2020). Self-confidence in Oral Performance. Bulletin of Science and Practice, 6(4), 444–452. https://doi.org/10.33619/2414-2948/53/52
Bandura, A. (1997). Self-efficacy: the exercise of control. Choice Reviews Online, 35(3).
Davronovich, S. M. (2025). The Psychological Readiness of the Student to Learn a Foreign Language. International Educators Conference, 265-269. https://econfseries.com/index.php/2/article/view/1995
Derakhshan, A., Khalili, A. N., & Beheshti, F. (2016). Developing EFL learners’ speaking ability, accuracy and fluency. English Language and Literature Studies, 6(2), 177–186. https://doi.org/10.5539/ells.v6n2p177
Devi Tania Maudy. (2025). Students’ Perception of The Fondi Application in Improving Speaking and Listening Skills: Strengths and Challenges. 1(1), 23–33. https://doi.org/10.70152/duties.v1i1.170
Dong, L., Mohammed, S. J., Abdel-Al Ibrahim, K. A., & Rezai, A. (2022). Fostering EFL learners’ motivation, anxiety, and self-efficacy through computer-assisted language learning- and mobile-assisted language learning-based instructions. Frontiers in Psychology, 13, 899557. https://doi.org/10.3389/fpsyg.2022.899557
Duong, T. M., & Nguyen, H. T. T. (2021). EFL students’ perspectives on the employment of language learning strategies. English Language Teaching Educational Journal, 4(1), 49–60. https://doi.org/10.12928/eltej.v4i1.3190
Erlita, Y., & Putri, A. A. (2024). Teaching Technology in Learning Process of Speaking Ability by Using Fondi Application. LingPoet: Journal of Linguistics and Literary Research, 5(1), 7–10. Retrieved from https://talenta.usu.ac.id/lingpoet/article/view/15578
Hadi, M. S., Mutiarani, M., & Hamid, A. R. (2021). The Factor of Self-Confidence Affecting to Indonesian Young Learners’ English Speaking Proficiency Level. English Teaching Journal : A Journal of English Literature, Language and Education, 9(1), 19. https://doi.org/10.25273/etj.v9i1.8884
Masruddin, M., & Nasriandi, N. (2022). Lexical and Syntactical Errors Performed by Junior High School Student in Writing Descriptive Text. IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature, 10(1), 1094-1100.
Masruddin, M., Amir, F., Langaji, A., & Rusdiansyah, R. (2023). Conceptualizing linguistic politeness in light of age. International Journal of Society, Culture & Language, 11(3), 41-55.
Mayez Abdullah Almayez, Al-Khresheh, M. H., Abdo Hasan Al-Qadri, Alkhateeb, I. A., & Issa, T. (2025). Motivation and English self-efficacy in online learning applications among Saudi EFL learners: Exploring the mediating role of self-regulated learning strategies. Acta Psychologica, 254, 104796–104796. https://doi.org/10.1016/j.actpsy.2025.104796
Zega, Y. S. (2025). Effective strategies for enhancing English speaking competence among learners in English education study programs. Journal of Education, Social & Communication Studies., 2(2), 88–100. https://doi.org/10.71028/jescs.v2i2.27
Downloads
Published
Issue
Section
Citation Check
License
Copyright (c) 2025 Tika, Kadaruddin, Karimuddin
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under an Attribution-ShareAlike 4.0 International (CC BY-SA 4.0) that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See the Effect of Open Access)
