Busuu Application On Students’ Reading Skills Development

Abstract

This study aimed to describe how students used the Busuu application in their previous reading activities and how they perceived its use in an EFL classroom context. The study employed a descriptive qualitative method involving 35 students of Grade XI.3 and one English teacher at SMA PGRI 1 Palembang. Data were collected through classroom observation, questionnaire, student interviews, and teacher interview, with student interviews used as the main source of data and the other instruments used for supporting and triangulation purposes. The data were analyzed using data condensation, categorization, data display, and conclusion drawing based on Miles, Huberman, and Saldaña (2014). The results showed that students used Busuu mainly for reading short texts, following instructions, and doing reading tasks and also used some strategies such as rereading, guessing the meaning from context, and using digital features such as translation tools, audio, pictures, and videos to help them in understanding the meanings of vocabulary and sentences. The results also showed that these elements helped students to manage their reading while some students still had problems with unfamiliar vocabulary, sentence comprehension, and some idioms. As for student perceptions, most students perceived Busuu as a useful and practical application that facilitated their reading activities. Some students also reported their reliance on digital features and the importance of teacher guidance and independent reading practice in enhancing their understanding.