Improving The Eight Grade Students’ Speaking Achievement by Using Scaffolding Method

Abstract

This study investigated the impact of using scaffolding method to enhance students' achievement in speaking recount texts among eight-grade students at SMPN 55 Palembang. Employing a quantitative research approach with a quasi-experimental design, this study involved 58 students divided into an experimental group, which received scaffolding method treatment, and a control group, which was taught using conventional methods. Data were collected through pre-tests and post-tests and analyzed using the Wilcoxon Signed-Rank Test and the Mann-Whitney U Test. The results showed a significant improvement in the experimental group scores from the pre-test to the post-test, as showed a z-value was -4.715 and the p-value sig. (2-tailed) of .000 was below the conventional alpha level of 0.05, showing that the improvement was statistically significant. In addition, the experimental group and the control group in the post-test, in the statistical analysis showed a z-score of -4.580 and p-value sig. (2-tailed) of 0.000. Since the p-value sig.(2-tailed) was below the conventional alpha level of 0.05, the finding was a statistically significant difference. These findings suggested that the scaffolding method was effective for improving students' speaking skills and should be used in English speaking classes to make learning more engaging and interactive.