BREAKING THE SILENCE: USING STAD TO BOOST GRADE V STUDENTS’ ENGLISH SPEAKING SKILLS”
DOI:
https://doi.org/10.62388/jrgi.v5i2.630Kata Kunci:
STAD Cooperative Learning, English Speaking Skills, Elementary EFL, Quasi-Experimental Research, Student Learning OutcomesAbstrak
Developing English speaking skills at the elementary level remains challenging, particularly when conventional instruction provides limited opportunities for meaningful interaction and independent language use. This study investigated the effectiveness of the Student Teams Achievement Division (STAD) cooperative learning model in improving fifth-grade students’ English speaking skills at SDIT Al-Hikmah. A quantitative quasi-experimental approach using a nonequivalent control group design was employed with 49 students during the 2024/2025 academic year. The findings revealed a significant difference in speaking performance between the experimental and control groups. The experimental group achieved a higher mean improvement, with an N-Gain score of 0.46 compared with 0.37 for the control group. The t-test results further demonstrated significant differences between groups, exceeding the critical value of 2.01. These findings indicate that STAD provides a more effective collaborative framework for developing students’ speaking skills than conventional instruction. The study contributes empirical evidence supporting cooperative learning as an interactive approach to elementary EFL speaking instruction.
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