THE IMPLEMENTATION OF SOCIAL-EMOTIONAL LEARNING (SEL) TO IMPROVE ENGLISH SPEAKING SKILLS AT SMPN 9 PALU

• Sitti Aisyah binti M.Ikhwan

  Tadulako University

  Author

• Konder Manurung

  SMPN 9 Palu

  Author

• Anita

  Tadulako University

  Author

This classroom action research aimed to enhance the English-speaking skills of eighth-grade students at SMP Negeri 9 Palu. The study was motivated by students' low speaking proficiency, which stemmed from a lack of self-confidence and limited motivation. To address this issue, the Social-Emotional Learning (SEL) approach was implemented as a key intervention. The research followed the cyclical model of classroom action research by Kemmis and McTaggart, conducted over two cycles. Data were collected through oral tests, observation sheets, and teacher reflection notes, and were analyzed using both quantitative and qualitative methods to measure student progress and describe the learning process.

Results showed significant and consistent progress in students' speaking skills across all stages. The percentage of students who achieved the minimum mastery criteria increased from 10% in the pre-cycle to 50% in Cycle I, and ultimately to 83.3% in Cycle II. This quantitative progress was strongly supported by qualitative findings, which revealed notable growth in students’ confidence, willingness to participate, and readiness to communicate in English.

In conclusion, the implementation of the SEL approach proved effective not only in enhancing students' speaking performance but also in fostering their intrinsic motivation and self-confidence.

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