THE EFFECT OF USING SELF-TALK STRATEGY TOWARDS THE STUDENTS’ SPEAKING FLUENCY IN THE ELEVENTH GRADE IN SMAN 1 CANDUANG IN THE ACADEMIC YEAR 2022/2023
This research was aimed at finding the Effect of Using a Self-Talk Strategy on the Students’ Speaking Fluency in the Eleventh Grade in SMAN 1 Canduang in the Academic Year 2022/2023. The research was conducted due to some problems related to speaking Fluency. Firstly, the students did not have the competence to speak English fluently. Secondly, some students did not have the confidence to speak English fluently because of a lack of vocabulary. Thirdly, students did not know how to pronounce some English words. Last but not least; the strategy that is used by the teacher is not variety in teaching speaking fluency. To solve this problem, the researcher would prove the effect of using a Self-Talk Strategy on the Students’ Speaking Fluency in the Eleventh Grade in SMAN 1 Canduang in the Academic Year 2022/2023. This research used experimental research. The researcher used a quasi-experimental design by using the non-equivalent control group design. The population of this research was in the eleventh grade of SMAN 1 Canduang. The sample is XI-IPS1 which was treated as a control class and taught by using a conventional strategy and XI-IPS2 was treated as an experiment class and taught by using a self-talk strategy. To determine the sample, the researcher used the purposive sampling technique. The data was collected through pretest and posttest to experimental and control classes. The data were analyzed quantitatively using descriptive and inferential statistics to answer to what extent the effect of Using a Self-Talk Strategy on the Students’ Speaking Fluency. The research found that the use of a self-talk strategy can contribute significantly toward the student's speaking fluency. The research finding was based on the result of the first hypothesis was by comparing the t-calculated (3.033) and t-table (0.2500), it was found that the t-calculated obtained is bigger than the t-table. From the data, it means that there was a significant effect of using the Self-talk strategy on students’ speaking fluency. The next was from the calculation of the post-test scores of both classes; the mean score of the post-test of the experimental class was 65.58. It was higher than the mean score of post-tests of the control class was 61.47. It means that the alternative hypothesis (Ha) was accepted and it could be concluded that the speaking fluency test result of the students who were taught by using the Self-talk strategy is better than the speaking fluency test result of the students who were not taught by using the Self-talk strategy. Thus, the use of a self-talk strategy contributed significantly to the student's speaking fluency.