<![CDATA[Speaking is considered an important English skill, yet many English Foreign Learnersstruggle in communicating their ideas in English. Therefore, this research aimed to comparewhich approach between monolingual or bilingual gives a better effect to be applied in anEnglish-speaking classroom. This research employed an experimental design, whichcompared two groups taught using two different approaches. Oral assessment was utilized tocollect the data, which were computed using SPSS 27. The data were calculated by usingformulas, including, the homogeneity test, paired sample T-test, and independent groupsamples test. The results showed that the experimental group obtained a pre-test score of 32and a post-test score of 53, with a paired sample T-test value of -30.309. On the other hand,the control group gained a pre-test score of 31 and a post-test score of 35, and a pairedsample T-test value of -6.767. The paired sample T-test results showed that both approachescaused some significant improvements in the students’ speaking achievement. On the otherhand, the final scores resulted in the Independent Sample Test as 5.033 with a Sig. (2-tailed)of 0.00, which is lower than the critical value (0.05). This indicated that there is a significantdifference between students’ speaking achievement after being taught through monolingualand bilingual approaches, where the students who received the monolingual approach gainedthe most improvement. It might be caused by the exposure to the target language that thestudents received in the class. Keywords: monolingual approach, bilingual approach, code-switching, language exposure]]>
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