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All Journal JLE: Journal of Literate of English Education Study Program
Fahira, Prahda
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Education Languange, Linguistic, Communication & Media

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Enhancing Junior High School Students’ Speaking Skills through Group Based-Learning Fahira, Prahda; Sofiana, Nina
JLE: Journal of Literate of English Education Study Program Vol 6 No 1 (2025): Volume 6 Number 1 July 2025
Publisher : Universitas Islam Ahmad Dahlan (UIAD)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47435/jle.v6i1.4077

Abstract

This study investigates the effectiveness of group-based learning in enhancing the speaking abilities of eighth-grade students at SMP Muhammadiyah Keling. The school was selected due to observable challenges among students in verbal expression, including limited vocabulary, low confidence, and minimal classroom interaction. Speaking skill is a crucial aspect of language proficiency, reflecting learners’ communicative competence and playing a vital role in academic success and social integration. While previous studies have explored cooperative learning, few have examined its implementation specifically in a value-based school with limited use of interactive methods. A quantitative approach was employed using a pre-experimental one-group pre-test and post-test design involving 18 students. The intervention spanned four sessions over two weeks. Speaking skills were assessed through structured tasks measuring fluency, pronunciation, vocabulary, grammar, and content. Results showed a significant improvement in speaking performance, with the mean score rising from 65.56 to 84.44. A paired sample t-test yielded a p-value of 0.000 (p < 0.05), indicating a statistically significant difference. While the study was limited by sample size and duration, the findings suggest that group-based learning fosters peer interaction and active participation, contributing to improved oral communication. These results have practical implications for EFL instruction, particularly in promoting student-centered learning environments. Future research could explore long-term impacts and adaptations of group-based strategies across diverse educational contexts.
Co-Authors Nina Sofiana