IAES International Journal of Artificial Intelligence (IJ-AI)

Vol. 14, No. 2, April 2025, pp. 1642~1653

ISSN: 2252-8938, DOI: 10.11591/ijai.v14.i2.pp1642-1653  1642

Developing a website for English-speaking practice to English as

a foreign language learners at the university level

Iwan Fauzi, Natalina Asi

Department of English Education, Faculty of Teacher Training and Education, Palangka Raya University, Palangka Raya, Indonesia

Article Info ABSTRACT

Article history: This study explored the adaptation of the analysis, design, development,
implementation, and evaluation (ADDIE) instructional model in designing
Received Apr 30, 2024 and developing a website for the speaking practice of English as a foreign
Revised Nov 5, 2024 language (EFL) student at the university level. The feasibility of the website
Accepted Nov 14, 2024 was measured through the evaluation of independent experts from three
aspects of rating: web design, instructional content, and language usage. Six
expert lecturers and 64 EFL students were invited to assess the website. Of
Keywords: these lecturers, two have expertise in multimedia and informatics, while the
ADDIE model other four include two specialists in English instructional content and two in
English linguistics. The assessments exposed that the web is easy to use by
English as a foreign language
students and very practical in supporting students for learning; the content of
Harati speaking learning material in the website has manifested the syllabus of English-
Speaking skill speaking skill on the specified level; and the language used by the website is
Web-based language learning matched with the level of students’ language proficiency. Therefore, this study
successfully developed a prototype of a web-based language learning product
that helps students practice English speaking at the intermediate level.
This is an open access article under the CC BY-SA license.

Corresponding Author:
Iwan Fauzi
Department of English Education, Faculty of Teacher Training and Education, Palangka Raya University
St. Hendrik Timang Kampus UPR Tunjung Nyaho, Palangka Raya, Indonesia
Email: [email protected]

1. INTRODUCTION
The advent of digital technology has revolutionized the field of education, making learning resources
more accessible and interactive. In language learning, especially English as a foreign language (EFL), there is
a growing need for innovative methods to enhance students' speaking skills, an area often neglected in
traditional classroom settings. Speaking fluency is crucial for effective communication in English, yet it
remains a significant challenge for many learners due to limited opportunities for practice and the absence of
conducive learning platforms.
Research has shown that web-based learning platforms can significantly enhance language acquisition
by providing learners with a flexible and interactive environment [1]–[3]. Previous studies have demonstrated
the effectiveness of combining multimedia elements-such as videos, audio recordings, and interactive
exercises-in language learning tools [4]. However, despite these advancements, a notable gap remains in
providing dedicated platforms for speaking practice, particularly at the intermediate level. The need for a
comprehensive tool that integrates various speaking practice models-such as integrated and independent
speaking practices-remains unmet. Current EFL platforms predominantly focus on reading, listening, and
writing skills, with minimal resources dedicated to speaking [5]. Moreover, most existing platforms do not
tailor their content to the specific needs of intermediate learners, who require more advanced and contextually
relevant materials [6]. Therefore, studies like [7], [8] support that incorporating multimodal learning

Journal homepage: http://ijai.iaescore.com

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experiences can significantly enhance learners' engagement and retention. By leveraging the cognitive and
pedagogical benefits of multimedia content, the website developed in this study aims to support speaking
practice, particularly for intermediate learners, highlighting a critical need for integrated and contextually
relevant speaking tools. In addition, it also provides an enriched learning environment that supports the
cognitive integration of auditory and visual information, thus enhancing comprehension and retention [9].
Existing literature underscores the importance of using technology in language education. For
instance, Chapelle and Voss [10] argued that computer-assisted language learning (CALL) offers unique
opportunities for practice and interaction that are often missing in traditional classroom environments.
Furthermore, language learning platforms like Duolingo and Rosetta Stone, although successful in providing
broad-spectrum language learning, often lack the depth and specificity needed for intermediate-level learners
[11]. By focusing on specific models of speaking practice and integrating a systematic development approach,
the website developed in this study aims to provide a more tailored learning experience. Similarly, research on
multimedia learning by Sweller [12] emphasizes the importance of reducing cognitive load by presenting
information through multiple channels, a principle that underpins the design of website platform in the study
in-hand. By offering both integrated and independent speaking practice models, the platform addresses
different learning needs and preferences, providing a balanced approach to skill development [13], [14].
The website developed in this study is grounded in the analysis, design, development, implementation,
and evaluation (ADDIE) model, a systematic approach widely recognized for its effectiveness in instructional
design [15]. The ADDIE model ensures a thorough understanding of learner needs and systematically translates
these into an educational tool that can be iteratively refined. Other studies [13], [16], [17] have also highlighted
the advantages of using structured instructional design models in developing educational technologies.
Specifically, Shakeel et al. [18] illustrated the practicality of the ADDIE model in blended learning
environments within the technical and vocational education and training (TVET) sector in Bangladesh,
emphasizing its adaptability and structured content delivery. Similarly, Ghani and Daud [19] successfully
applied the ADDIE model to develop a specialized platform for Arabic language learning, thus further
validating its utility in language education contexts. By systematically applying the ADDIE model to develop
a focused and interactive learning platform, this study aims to bridge the existing gaps in speaking practice
resources. To achieve this aim, the study undertook several specific objectives: i) conduct a thorough needs
analysis to comprehend the students' requirements and preferences; ii) design a user-friendly and pedagogically
sound web platform for English-speaking practice; iii) develop interactive and contextually relevant learning
materials tailored to intermediate level of EFL students; iv) implement the platform with a target group of EFL
students; and v) evaluate the platform’s effectiveness and gather feedback through expert and user assessments.

2. METHOD
This study used a R&D research method. The R&D or the acronym letters for research and
development is a systematic and iterative process that combines investigative research and practical
development to create, test, and refine technological products aimed at enhancing educational experiences [15].
The R&D method used by this study aims to create a prototype product in education; that is a website for
speaking practice of EFL. In line with the product to be generated, researchers used an approach named ADDIE
model [20] in the research development. ADDIE is a popular term for a systematic approach to instructional
development in education. The ADDIE stands for analysis, design, development, implementation, and
evaluation [21]. Therefore, the research procedure underwent those five phases to attain the prototype product
as shown in Figure 1.
The analysis phase is to analyze students' needs for learning English, specifically focusing on speaking
skills. In this phase, researchers conducted a needs analysis through surveys, prepared a set of ten questions
focusing on learning materials, content, and platform preferences. Then, they administered the survey to
students during their intermediate English speaking (IES) course. Data collected were from student responses
on the difficulty of learning materials, students' preferences for content format, and their experiences with
Information and Communication Technology (ICT) and web-based learning. These survey data were analyzed
to identify common needs and preferences, in addition to determine the necessity and feasibility of developing
a web-based platform for speaking practice.
In the design phase, researchers designed a conceptual framework for the website by reviewing the
course syllabus and instructional models, making layout and flow using wireframes and mock-ups, and
consulting with ICT experts to optimize user experience. In the development phase, researchers developed and
populated the website with appropriate content by registering the domain of the website, developing the website
using web development tools and technologies (i.e., HTML, CSS, JavaScript). Also, in this phase instructional
videos, audio recordings, reading materials, and speaking prompts were integrated into the website while
ensuring the website has included features such as user authentication, audio recording, and storage.

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Then, the implementation phase is to deploy the website and test it with the target users. In this phase,
the researchers provided access to second-year English program students enrolled in the IES course, ensured
students and lecturer have registered accounts for accessing the platform, guiding students through the use of
different pages: login, welcome, about, I watch, I listen, I read, and I speak. In addition, by this phase the
researchers observed student interactions with the platform, and gathered feedback on usability and
functionality of the website.
Last, the evaluation phase aimed to evaluate the feasibility and effectiveness of the web-based learning
platform. In the evaluation, researchers engaged six experts and 64 university students to assess the platform
based on three indicators: web design, instructional content, and English language use in the instructional
design. Those lecturers were two experts in multimedia and informatics; while the four others were two experts
in instructional content of English teaching and two lecturers in English linguistic expertise. Meanwhile, those
students becoming respondents were the second graders of the English Language Education Study Program at
a state university in Indonesia who were taking the IES course. They were also asked to rate the website
developed in terms of its design, content, and language. Five measurement scales ranged from 1 to 5
respectively representing strongly disagree, disagree, neutral, agree, strongly agree were used to rate 15
questions regarding with those three indicators. It means the higher score given the better evaluation result.
Then, ratings from experts and students were examined by using paired sample t-test to find out its difference
whether their ratings were consistent or not.

Figure 1. Five phases of ADDIE model

3. RESULT AND DISCUSSION

This part reveals the result of the study, and the discussion confirming the result on the related
previous studies. This part also shows exactly how to develop a prototype product using the ADDIE model,
specifically a website for practicing intermediate-level English speaking. The result analysis also details how
the website was developed through the five phases of research and development: analysis, design, development,
implementation, and evaluation, as elaborated respectively.

3.1. Analysis
In this phase, the researchers focused on analyzing the students’ need to learn English, especially in
the practice of speaking skill, in terms of learning material, content, and learning platform. Ten questions were
asked of students to be answered, which is depicted in Figure 2. The provided analysis revealed insights into
student perceptions regarding the learning materials and platforms in the IES course. Most students (88%)
found the learning materials difficult to understand. Consequently, there was unanimous agreement (100%) on
the necessity of designing and including these materials on a website platform for better English practice. In
terms of the learning platform, the data showed that 100% of students reported their lecturers had never used
ICT for teaching and speaking practice. Nonetheless, a minority (28%) had experienced web-based learning
for speaking practice in the IES class. Notably, only 22% of students had previously practiced speaking using
a website platform, reflecting limited exposure to such tools. Despite these gaps, all students (100%) agreed
on the need for a website platform to facilitate their speaking practice in the IES course. This alignment
confirmed a strong demand for web-based learning mediums. The analysis depicted in Figure 1 underscored
the necessity for a comprehensive website platform that integrated instructional content tailored to the students'
needs. Thus, a web-based speaking practice tool for the Intermediate English-Speaking course was developed
to address these needs effectively.
The analysis phase revealed a significant demand for a dedicated speaking practice platform, with
data showing that a substantial majority of students found existing learning materials difficult and had minimal
exposure to web-based speaking tools. This insight underscores the necessity for a specialized platform as

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developed by this study which directly addresses these challenges. These platforms provide structured,
contextually relevant materials and functionalities [1], [22].

Is speaking English difficult? 64 0

Is material of Intermediate English Speaking (IES) difficult to understand? 56 8

Have lecturers used ICT in teaching and practicing speaking in the IES course? 0 64

Have lecturers ever used web-based learning for IES class to practice English
18 46
speaking?

Do you need website-based speaking practice for the IES course? 64 0

Do you consider to learn English, especially to practice English speaking using

64 0
website platform giving benefit?

Have you ever tried the practice English speaking using a website platform
14 50
before?

Do you need a website platform as learning media for speaking practice in the
64 0
IES course?

Do you agree if the website platform is provided in the IES course for your
64 0
speaking practice?

Do you agree if the content of learning materials in the IES course is designed
64 0
and included into the website platform for your practice of speaking English?

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
YES NO N= 64

Figure 2. Result of need analysis

3.2. Design
In this phase, the researchers designed the website layout and flow using wireframes as illustrated in
the Figure 3 where the flowchart outlines the interactions and procedures among three entities: "lecturer",
"system", and "student" within a structured system. As depicted by Figure 3, for the lecturer, the process initiates
with a login action. Upon entering login details, authentication is performed by the system. If the credentials are
correct, the lecturer is directed to the welcome page; otherwise, the process returns to the login page. Following
successful authentication, the lecturer can manage IES course contents, including adding, editing, viewing, and
deleting them. This course management operation is looped to facilitate continuous activity.
The system section administrates the login details for both lecturers and students, confirming their
credentials and subsequently directing them to the welcome page. The primary functionalities available within
the system include course management for lecturers-encompassing adding, editing, viewing, and deleting
pages-and page viewing options for students. Moreover, individual pages such as the login page, I-listen page,
I-watch page, I-read page, and I-speak page cater to specific actions within the system.
For the student, the procedure also commences with a login action, followed by authentication.
Successful login leads the student to the welcome page, while incorrect login information redirects them back
to the login page. Within the system, students can explore available course materials and access detailed
information regarding each course material. The section concludes with a logout action where both lecturers
and students can log out completing the process and leading to the end of the system. In summary, this
flowchart clearly shows the detailed steps lecturers and students go through, from logging in and handling IES
course materials, all the way to logging out, offering a straightforward view of how the system works.
The system flow in the design was meticulously developed to ensure a seamless user experience. The
platform’s layout and interactions were designed to mimic a classroom environment, including distinct sections
for listening, watching, reading, and speaking. These elements are crucial for sustaining learner engagement
and providing a comprehensive multimodal learning experience, which Mayer [4] suggests is essential for
effective learning. By leveraging multimedia content, the website designed by this study supports the cognitive
integration of auditory and visual information, enhancing comprehension and retention [7], [23].

3.3. Development
The prototype product developed from this study is a web-based English learning medium aimed at
enhancing English speaking skills. The website, titled "Harati Speaking," can be accessed at
https://haratispeaking.com. The primary objective of developing this website is to facilitate students practice

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in English speaking by offering content tailored to their mastery level, which in this case is intermediate. The
development of the learning material is guided by the course syllabus and is structured around two models of
speaking practice: integrated speaking and independent speaking. Upon completing the web design, researchers
and developer uploaded the learning materials via the lecturer dashboard after logging into the front page.
Lecturers contributed to the content by attaching videos, audio, and instructional materials designed to help
students practice their speaking skills. Table 1 provides an overview of the content development for various
subject matters incorporated into the web platform, following the speaking practice models offered to students.
The learning materials, as depicted in Table 1, are integrated into each pre-designed page by aligning the
content with the respective pages. Once the learning materials are fully developed and incorporated into the platform,
the website is ready for testing. This involves implementing the website with the students enrolled in the IES class.
The development phase saw the incorporation of the design elements into a functional platform,
supported by a robust backend that allows for continuous content updates. This phase also involved the
collaboration with lecturers to develop relevant instructional content, further ensuring that the material aligns
with the learners’ academic curriculum and proficiency level. The platform offers two models of speaking
practice: integrated speaking, which combines speaking with listening skills; and independent speaking, which
encourages learners to develop their speaking skills using prompts and their own perceptions [13], [14].

Figure 3. The system flow of the website

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Table 1. The development of learning materials tested in the platform

No. Models of speaking practice in the web platform Content of Learning objectives
learning contexts
1. Integrated speaking model: Telling opinion: Students are able to express their
‒ Integrated speaking is the model of speaking practice News opinions by telling or stating agreement
integrated with listening skill. and disagreement about ‘news’ as the
‒ Students watch the instructional videos in topic.
“I watch” with the related topics assigned to practice. Telling Students are able to express their
‒ Students should listen to an audio podcast in experience: experience in integrated speaking by
“I listen.” Course telling or stating specific reasons and
‒ Students may start practicing speaking, as exemplified requirement examples about ‘course requirement’ as
by the prompting video in the topic.
“I watch.” Telling Students are able to express their
‒ Students are recommended to read the guideline in “I preference: Cities preference in integrated speaking by
read” what to tell regarding the topic assigned. stating specific reasons and details about
‒ Students deliver their spontaneous speech in the “I ‘cities’ as the topic.
speak” based on the guideline of what to speak.
2. Independent speaking model: Telling opinion: Students are able to state their opinions
‒ Independent speaking is the model of speaking Covid-19 independently by describing a situation
practice where students develop their speaking skill vaccination or opinion about the ‘COVID-19
independently based on data, facts, and their own vaccination’ in addition to giving
perceptions. examples related to the topic.
‒ Students watch prompting videos on related topics Telling Students are able to express their
provided by a lecturer in the “I watch.” preference: preference in independent speaking by
‒ Students are recommended to read the data or facts in Traveling choosing between two options or more
“I read,” where these data or facts are used to prompt about ‘traveling’ as the topic and by
their idea to speak but are not limited to such data or explaining the reasons for the preference.
facts. Telling report: Students are able to report a situation or
‒ Students deliver their spontaneous speech in the “I Climate change a phenomenon in independent speaking
speak” independently but limited to the assigned topic. by summarizing news or footage video
about ‘climate change’ as the topic and
report it based on their own perception.

3.4. Implementation
The implementation phase involves putting the developed materials into action among the target
students, who are second-year students in the English program taking the IES course. This phase is important
as it ensures the materials on the website can be effectively utilized if they are well-constructed and suitable
for the intended users [24]. Below is the description of seven pages implemented for users, screenshots of each
page, and the sub-pages that have been tested while the speaking class is running.

3.4.1. Login page

The login page serves as the front page of the website. When users navigate to
https://haratispeaking.com, they are directed to this page as shown on Figure 4. All students, who are
respondents in this web development, have been pre-registered on the platform to access it via the login page.
They must use their last name as the username and their student register number as the password. Students who
are not registered by the web developers cannot access the platform. Similarly, lecturers need to register using
their last name and lecturer base number to use the platform as instructors.

Figure 4. Login page of the website

3.4.2. Welcome page

After logging in, students are greeted by the welcome page, which provides an overview of the website
and its content, designed to help students practice speaking English. This page, as shown on Figure 5, outlines
the lessons structured around current issues and relevant topics. The left sidebar features several menus such
as about, I listen, I watch, I read, and I speak. These menus serve as navigation options for the web-based
learning journey. Upon completing activities in each menu, users are directed to the next menu as per the
instructions on the completed page.

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Figure 5. Welcome page of the website

3.4.3. About page

The "about" page, as shown on Figure 6, provides information about two models of speaking practice:
integrated speaking and independent speaking. Integrated speaking combines speaking with listening skills,
while independent speaking is enhanced without audio prompts, relying on data from charts, diagrams, or
tables. Integrated speaking must be completed first.

Figure 6. The ‘about’ page

3.4.4. I watch page

The "I watch" page, as shown on Figure 7, includes videos designed to guide and facilitate student
learning. Each video, lasting between 5 to 7 minutes, features instructional content from a lecturer. In integrated
speaking, only instructional videos are provided, while the independent speaking model includes a prompting
video related to each topic, illustrating how to manage speech on similar topics.

3.4.5. I listen page

The "I listen" page provides a list of audios that may include conversations, brief lectures, or
reportages. This page, as shown on Figure 8, supports the integrated speaking model, using audios to prompt
students’ speaking practice. Each audio clip lasts for two to four minutes. At the end of each audio, a lecturer
poses a prompting question, encouraging students to think about how they would respond.

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3.4.6. I read page

The "I read" page offers learning materials like documents, pictures, charts, and diagrams in PDF
format. These materials help students practice independent speaking, allowing them to manage their ideas
based on personal opinions. The page, as shown on Figure 9, also contains documents sourced from relevant
and current issues such as COVID-19 vaccination and climate change.

Figure 7. The “I watch” page Figure 8. The “I listen” page

Figure 9. The “I read” page

3.4.7. I speak page

This page, as depicted in Figure 10, is the core of the website. Here, students can deliver, record, and
save their spoken responses on the platform. Students can start recording their voices upon entering this page
(Figure 10(a)) and are required to fill in their names and the topic of their speech (Figure 10(b)). The recorded
audio is then saved to the platform by clicking the "insert audio" button (Figure 10(b)). The platform
automatically saves all student voice recordings, which lecturers can monitor through their dashboard
(Figure 10(c)). Lecturers can also replay these recordings for class evaluations and progress analysis.
By implementing the “Harati Speaking” website with a targeted group of second-year students, the
study provides real-world insights into the usability and effectiveness of the learning tools. This practical
application mirrors similar methodologies observed in the design and deployment of blended learning
environments using the ADDIE-RP model in Bangladesh's TVET sector [18]. Such implementations reveal the
pragmatic aspects of the design, allowing iterative enhancements based on user feedback, a critical component
in educational technology deployment.

Developing a website for English-speaking practice to EFL learners at the university level (Iwan Fauzi)
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(a) (b)

(c)

Figure 10. Overview of the 'I speak' feature where students can deliver, record, and save their speech:
(a) “I speak” page; (b) “I speak” sub-page; and (c) “I speak” page on the lecturer dashboard

3.5. Evaluation
The final phase of this research involves evaluating the feasibility of the product through assessments
by experts and ratings from student users. Six experts (referred to as N1’s mean of ratings) evaluated the
product based on their specialized knowledge, while 64 students (referred to as N2’s mean of ratings) used the
website in their IES class. The evaluation focused on three key indicators: web design, instructional content,
and the English language used on the website.
The results show, as depicted in Table 2, that both experts and students find the web design effective,
with experts giving a slightly higher mean score. The highest score of 5.00 by experts in terms of cognitive
development and ease of use suggests that the design is well-tailored for EFL learners. The minor difference
between expert and student scores (p > 0.05) implies similar perceptions regarding the website's design
feasibility. Therefore, the web prototype is regarded eligible from a design perspective, supporting ease of use
and cognitive appropriateness for EFL learners.
As shown in Table 3, the evaluations reveal a high level of satisfaction with the instructional content
of the website from both experts and students, with students rating it slightly higher on average. The alignment
of materials with intermediate-level English-speaking practice and adherence to the course syllabus highlight
the effectiveness of the instructional content. The clear audio and informative videos contribute to a practical
learning experience. The high means and insignificant p-values (p > 0.05) confirm that both groups consider
the same evaluation perception to the instructional content which is highly feasible.

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Table 4 depicts that the evaluation of language use by both experts and students shows high feasibility,
with mean scores slightly above 4.60. The structure of English sentences and vocabulary used on the website
are regarded appropriate for intermediate-level EFL learners. Importantly, the language is free from bias and
promotes effective and simple communication. The insignificant difference between expert and student
evaluations (p > 0.05) suggests a compromise on the suitability of the language. Thus, the website’s use of
language is confirmed to be effective and appropriate for its intended purpose since the language use underscores
its clarity, appropriateness, and non-discriminatory nature. Overall, the evaluation of the “Harati Speaking”, a
prototype website for English language learning, demonstrates high feasibility across web design, instructional
content, and language use. The consistent ratings from both experts and students indicate that the website is a
practical and effective tool for facilitating English-speaking practice among university-level EFL learners. The
slight differences in mean scores of three indicator assessed by experts and students are statistically insignificant,
confirming a shared positive perception of the website's functionalities and content. These results ensure that the
platform’s design and content are not only pedagogically sound but also user-friendly and engaging since it
involved structured feedbacks from both experts and students as users [25]–[28].

Table 2. The evaluation of web design

No. Indicators evaluated Mean N1 Mean N2 p-value
1. The website's front page attracts users' attention as English learners. 4.67 4.53 .360
2. Website design can stimulate users' understanding as English learners. 4.33 4.71
3. The website corresponds to the level of cognitive development of users as English learners. 5.00 4.38
4. The website is easy to use by users as English learners. 5.00 4.00
5. The website is very practical to support users to practice English speaking. 4.33 4.43
Mean average 4.67 4.41

Table 3. The evaluation of instructional content

No. Indicators evaluated Mean N1 Mean N2 p-value
1. Website content delivery material aligns with the user level for English-speaking 5.00 4.53 .599
practice at the intermediate level.
2. The material presented through audio is clearly audible to listen to and follows the 4.33 4.84
user's level of English-speaking practice.
3. Videos on the website can illustrate the content and objectives of learning English speaking 4.33 4.38
skill.
4. The content of the audio and video materials provided on the website has followed the 4.33 5.00
syllabus for learning English speaking skill at the intermediate level.
5. The learning instructions given on each menu on the website are clear and can be 5.00 4.84
understood by users to practice English speaking skill.
Mean average 4.60 4.72

Table 4. Evaluation related to the language use

No. Indicators evaluated Mean N1 Mean N2 p-value
1. The structure of English sentences used on the website is easy for users to understand 5.00 4.71 .774
for English speaking practice at the intermediate level.
2. The English language presented on the website does not contain racism and 4.33 4.84
intolerance to users and does not harass gender.
3. The English language used by the website is in accordance with the level of thinking 4.33 4.43
and social-emotional development of users.
4. The English language is narrated using effective and simple sentences. 4.33 4.38
5. The vocabulary used is practical vocabulary that is commonly used on educational 5.00 4.84
websites.
Mean average 4.60 4.64

Referring to all phases of the ADDIE model reported by this study, it exemplifies how technological
innovation can be harnessed to enhance language education. The structured five-phase approach of the ADDIE
model ensures thorough consideration of learner needs and systematic content delivery. This meticulous framework
underpins the platform’s development, making it a notable contribution to the field of educational technology.
To compare with other generalized language platforms such as Duolingo and Rosetta Stone, "Harati
Speaking" website is distinct in its targeted approach toward intermediate-level learners, offering tailored
content that aligns with their proficiency. Duolingo and Rosetta Stone [11] excel in providing broad-spectrum
language learning through gamified and immersive content. They often lack the depth and specificity of
targeting particular learner levels and integrating instructional design methodologies, as effectively
demonstrated by "Harati Speaking". In contrast to Duolingo, which incorporates gamification to enhance user
engagement, "Harati Speaking" integrates pedagogically sound methods to address specific speaking
requirements of intermediate learners. This focus on specialization is similar to [19] that adapts the ADDIE
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model in developing a platform for Arabic language learning for tourism. Their research underscored the
importance of addressing specific language learning needs, similar to how "Harati Speaking" caters to
intermediate English learners by providing contextually relevant materials and functionalities.
Similarly, the study in the context of TVET in Bangladesh [18], which integrates rapid prototyping with
ADDIE for a blended learning environment, underscores the flexibility and effectiveness of the ADDIE model. By
paralleling the structured yet adaptive nature of this approach, "Harati Speaking" not only ensures comprehensive
content delivery but also builds in mechanisms for continuous improvement and responsiveness to user feedback.
By implementing the “Harati Speaking” website with a targeted group of second-year students, the study provides
real-world insights into the usability and effectiveness of the learning tools. This practical application mirrors similar
methodologies observed in the design and deployment of blended learning environments using the ADDIE-RP
model in Bangladesh's TVET sector [18]. Such implementations reveal the pragmatic aspects of the design, allowing
iterative enhancements based on user feedback, a critical component in educational technology deployment.
Referring to the result evaluation, the "Harati Speaking" platform demonstrates remarkable relevance
and applicability in modern educational contexts, where the integration of ICT in language learning can bridge
significant gaps, especially in speaking skills. Platforms developed with the ADDIE model have been shown to
offer structured and effective learning experiences due to their systematic approach to addressing instructional
challenges [29]. In addition, given the structured development anchored in a robust educational philosophy,
"Harati Speaking" presents itself as more than just a digital tool; it is a pedagogically sound learning environment
encouraging active student engagement. This aligns with the cognitive theory of multimedia learning [9], which
emphasizes the integration of dual channels (visual and auditory) for effective learning. Upcoming research could
engage in comparative studies between "Harati Speaking" and other established language learning tools to identify
unique value propositions. For instance, a comparative study might explore how the structured ADDIE-based
development of "Harati Speaking" results in better learning outcomes or user engagement compared to the more
gamified, and less structured approaches of platforms. Longitudinal studies examining the long-term impact of
the platform on language proficiency could provide deeper insights into its effectiveness and sustainability. Such
studies could adopt frameworks used in blended learning environments within TVET sectors, as documented in
[18], to understand the platform's ability to maintain learner engagement and motivation over prolonged periods.

4. CONCLUSION
This research has successfully developed a prototype of a web-based language learning product named
"Harati Speaking" to support students practicing English speaking in the intermediate level class. To ensure
that the website prototype has fulfilled a good development of the product, the development and deployment
of the "Harati Speaking" platform via the ADDIE model exemplify a dedicated and systematic approach to
addressing specific educational needs. It highlights the model’s strength in creating structured, effective, and
user-friendly educational tools. The platform's positive reception, backed by rigorous evaluations, underscores
its feasibility in facilitating English-speaking practice among intermediate learners. However, several
shortcomings in this study could potentially impact results. Firstly, the sample size was limited to 64 students,
which may not be representative of the broader population. This limitation could lead to skewed results that
cannot be generalized. Additionally, the reliance on self-reported data for the initial need’s analysis phase
introduces potential biases. If students over- or under-reported their needs or experiences, it could have
influenced the development of the website. Furthermore, the study did not account for varying levels of
technological proficiency among students, which might affect their ability to effectively use the platform and
thus their overall performance. Regardless of its shortcomings, the successful implementation and positive
reception of the 'Harati Speaking' website confirm its potential as a valuable resource for EFL educators and
learners, meeting the unmet need for dedicated speaking practice tools and promoting better learning outcomes.
Future research could further explore long-term impacts and comparative effectiveness with broader
populations to continue refining and enhancing this innovative educational tool.

ACKNOWLEDGMENT
A special thank goes to the Rector of Palangka Raya University and the Head of LPPM Palangka
Raya University for the fully contribution of grant funds provided to researchers to support the completion of
this research by the contract number: 0766/UN24.13/AL.04/2023.

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BIOGRAPHIES OF AUTHORS

Iwan Fauzi is a senior lecturer in Department of English Education of Palangka Raya

University, Indonesia. His master degree (MA) was in linguistics from Radboud University
Nijmegen, The Netherlands. His research interests are second language acquisition, computer-
assisted language learning, technology-enhanced language learning, and teaching English as a
foreign language. Currently he is serving as the head in Department of Language and Art of
Palangka Raya University. He can be contacted at email: [email protected].

Natalina Asi holds the doctoral degree of social science concentrating in

sociolinguistics graduated from Merdeka University Malang, Indonesia. Her master degree (MA)
was in applied linguistics from La Trobe University, Australia. She is an Associate Professor of
sociolinguistics in language teaching in Department of English Education at Palangka Raya
University, Indonesia. Her research interests are sociolinguistics, English teaching media, ICT-
based language teaching, and TEFL. She was a Dean of Faculty of Teacher Training and Education
of Palangka Raya University (2020 to 2022). Now she is the Vice Rector of academic affairs of
Palangka Raya University (2022 to 2026). She can be contacted at email:
[email protected].

Developing a website for English-speaking practice to EFL learners at the university level (Iwan Fauzi)