The Role of Busuu Application in Enhancing English Learning Experiences

Authors

  • Lu Lu U Hidayatunnisa UIN Prof. K.H. Saifuddin Zuhri Purwokerto
  • Naela Laja UIN Prof. K.H. Saifuddin Zuhri Purwokerto
  • Tania Ananda UIN Prof. K.H. Saifuddin Zuhri Purwokerto
  • Yuliati Yuliati UIN Prof. K.H. Saifuddin Zuhri Purwokerto
  • Desi Wijayanti Ma'rufah UIN Prof. K.H. Saifuddin Zuhri Purwokerto

DOI:

https://doi.org/10.30595/pssh.v24i.1573

Keywords:

Busuu Application, Language, Language Learning Outcomes

Abstract

In the Era of Technological Advancement, Gadgets Play an Important Role in Various ActivitiesThis includes learning. With various applications offered by platform providers, both on Android and iOS, people can now learn something independently. Busuu is an application developed to help individuals learn foreign languages independently, for example, learning English on their own. The learning levels used in this application adhere to international standards, ranging from beginner level (A1), elementary level (A2), intermediate level (B1), to upper-intermediate level (B2). This application provides learning materials in audiovisual formats that enhance four English language skills. The optimization of using the Busuu application makes it highly possible for someone to prepare themselves to communicate in English. This study employs a quantitative approach with a population of 4,818 and a sample size of 20 respondents using random sampling. The data analysis techniques used are regression tests and multiple correlation analyses. The respondents in this study are users of the Busuu applicationThe test results indicate that: Simultaneously, there is an influence between variable X and variable Y with a significance value of 0.000.Partially, there is no influence of variable X1 on variable Y with a significance value of 0.054, there is an influence of variable X2 on variable Y with a significance value of 0.030, and there is an influence of variable X3 on variable Y with a significance value of 0.000.

References

Afifka, Y., & Daulay, E. (2024). Students ’ Perception On Using Busuu App As Learning Vocabulary Media. 13(4), 4283–4294.

Ginting, D. R. (2023). Busuu: a Mobile Applications. The Explora, 9(1), 43–48. https://doi.org/10.51622/explora.v9i1.1294

Mulyadi, A., & Maesaroh, M. (2021). The Effectiveness of using “Busuu” in teaching speaking SPEAKING. Jurnal Fakultas Keguruan & Ilmu Pendidikan, 2(3), 94–98.

Susanto, A., Nuwrun, S., Tegor, T., Azhari, W., Megah, M., & Yuliani, S. (2022).

Busuu as Online Learning Platform on Vocabulary Learning Motivation and Vocabulary Achievement among Students. AL-ISHLAH: Jurnal Pendidikan, 14(1), 249–260. https://doi.org/10.35445/alishlah.v14i1.1295

Utami, A. C., & Astutik, Y. (n.d.). Aplikasi Busuu : Apakah Itu Meningkatkan Kemampuan Mendengarkan Siswa di Sekolah Menengah Pertama ? 1–12.

A, A.-E. Mm. Vk. (2018). Technology Acceptance Model in M-learning context: A systematic review. https://doi.org/10.1016/j.compedu.2018.06.008

AlDakhil, M., & AlFadda, H. (2021). EFL Learners’ Perceptions Regarding the Use of Busuu Application in Language Learning: Evaluating the Technology Acceptance Model (TAM). English Language Teaching, 15(1), 1. https://doi.org/10.5539/elt.v15n1p1

Alshabeb & Almaqrn, 2018. (n.d.). No Title.

Aratusa, Z. C. (2022). Students’ Perceptions on the Use of Mobile-Assisted LanguageLearning (MALL) in Learning Pronunciation. International Journal of Current Science Research and Review, 05(07), 2652–2660. https://doi.org/10.47191/ijcsrr/v5-i7-50

Burston, J., & Giannakou, K. (2022). MALL language learning outcomes: A comprehensive meta-analysis 1994-2019. ReCALL, 34(2), 147–168. https://doi.org/10.1017/S0958344021000240

Busuu. (2020). https://www.busuu.com/en Carr, N. T. (2011). Designing and analyzing language tests. Oxford, UK: Oxford University Press.

Empowerment, C., Fariji, A. A., Farida, Y., Karawang, S. P., & Bandung, P. K. (2021). Youth perceptions about underage marriage 1). December, 14–16.

Fakhruddin, A., & Nurhidayat, E. (2020). Students’ Perception on Quizziz As Game Based Learning in Learning Grammar in Writen Discourse. Wiralodra English Journal, 4(2), 28–38. https://doi.org/10.31943/wej.v4i2.101

Gilakjani, A. P., & Ahmadi, M. R. (2011). A Study of Factors Affecting EFL Learners’ English Listening Comprehension and the Strategies for Improvement.Journal of Language Teaching and Research, 2(5), 977– 988. https://doi.org/10.4304/jltr.2.5.977-988

Isman, A., Abanmy, F. A. A., Hussein, H. B., & Al Saadany, M. A. (2012). Saudi Secondary School Teachers Attitudes’ towards using Interactive Whiteboard in classrooms. Turkish Online Journal of Educational Technology, 11(3), 286–296.

Jayanti, F., & Arista, N. T. (2019). Persepsi Mahasiswa Terhadap Pelayanan Perpustakaan Universitas Trunojoyo Madura. Competence : Journal of Management Studies, 12(2), 205–223. https://doi.org/10.21107/kompetensi.v12i2.4958

K.fajriatin & A. Gafur. (2021). Educational Innovation in Society 5.0 Era: Challenges and Opportunities.

Mukrimaa, S. S., Nurdyansyah, Fahyuni, E. F., YULIA CITRA, A., Schulz, N. D., ????, ?., Taniredja, T., Faridli, E. M., & Harmianto, S. (2016). PERSEPSI MAHASISWA TERHADAP PEMBELAJARAN ENGLISH GRAMMAR

PADA MATA KULIAH BAHASA INGGRIS. Jurnal Penelitian Pendidikan Guru Sekolah Dasar, 6(August), 128.

Qiong, O. U. (2017). A Brief Introduction to Perception. Studies in Literature and Language, 15(4), 18–28. https://doi.org/10.3968/10055

Rahmawati, & Putri, E. M. I. (2020). Learning From Home dalam Perspektif Persepsi Mahasiswa Era Pandemi Covid-19. Prosiding Seminar Nasional Hardiknas, 1, 17–24. https://proceedings.ideaspublishing.co.id/index.php/hardiknas/articl e/view/3

Robbins, J. H. (1964). Tissue culture studies of the human lymphocyte. Science, 146(3652), 1648–1655. https://doi.org/10.1126/science.146.3652.1648

Shibata, N. (2020). The usefulness of busuu online courses for foreign language learning. Call-Ej, 21(2), 197–203.

Soleimani, E., Ismail, K., & Mustaffa, R. (2014). The Acceptance of Mobile Assisted Language Learning (MALL) among Post Graduate ESL Students in UKM.Procedia - Social and Behavioral Sciences, 118, 457–462. https://doi.org/10.1016/j.sbspro.2014.02.062

Soleimania, E., & , Kemboja Ismailb*, R. M. (2013). The Acceptance of Mobile Assisted Language Learning (MALL) among Post Graduate ESL Students in UKM.

Sultan Ageng Titayasa. (2022). Enhancing Listening Skills of Efl Indonesian Learners Through Busuu Application. International Journal of English Language and Literature Studies, 11(3), 147–154. https://doi.org/10.55493/5019.v11i3.4615

Wigati, S. (2022). Perception of Riba According To Mtr-Masyarakat Tanpa Riba (a Community Without Usury). An-Nisbah: Jurnal Ekonomi Syariah, 9(1), 50–75.

Downloads

Published

2025-07-19

How to Cite

Hidayatunnisa, L. L. U., Laja, N., Ananda, T., Yuliati, Y., & Ma’rufah, D. W. (2025). The Role of Busuu Application in Enhancing English Learning Experiences. Proceedings Series on Social Sciences & Humanities, 24, 53–62. https://doi.org/10.30595/pssh.v24i.1573