Articles

Integrating Think-Pair-Share with Chain Drill to Enhance Students’ Speaking Achievement

/in /by

The challenge of low student engagement and sub-optimal fluency remains a persistent issue in teaching speaking achievement within the Indonesian secondary school context. This study addresses the necessity for effective, communicative, and interactive pedagogical strategies to improve students’ speaking achievement. The research specifically aimed to determine the effectiveness of integrating the Think-Pair-Share (TPS) technique with the Chain Drill (CD) technique in comparison to conventional teaching methods. A quantitative, quasi-experimental design was implemented, involving two seventh-grade student groups: an experimental class receiving the integrated TPS-CD treatment, and a control class taught using the conventional approach. Both groups underwent pre-tests and post-tests assessed across five speaking components: pronunciation, grammar, vocabulary, fluency, and comprehension. Analysis using the t-test revealed a statistically significant difference in the post-test mean scores between the two groups. The experimental class demonstrated a notable increase in their mean score from 60.5 (pre-test) to 81 (post-test), significantly outperforming the control group’s post-test score of 79. These findings conclude that combining Think-Pair-Share with Chain Drill is an effective, viable, and recommended teaching technique for substantially enhancing students’ speaking fluency and overall communicative competence.

Task-Based Language Teaching based on Audiolingual Method to Promote Students’ Speaking Achievement

/in /by

This present study was an attempt to examine whether a task-based language teaching based on audiolingual method improves students’ speaking achievement and to examine which aspect of speaking improves the students’ speaking achievement most. This research was conducted to 34 computer and network engineering students of the eleventh grade of SMK Ma’arif Sindang Ayu by using purposive sampling. The data were analysed quantitatively. The result presented the value of sig. (2-tailed) = 0.000 < α=0.05. as well as t-value= 14.606 > t-table=2.042. It means that H0 was rejected and Ha was accepted. It was implied that the implementation of task-based language teaching based on audiolingual method significantly improved students’ speaking achievement. Besides, the aspect of speaking which improved the most was fluency in which had the highest gain score among other aspects of speaking.