The Effectiveness of Interactive Learning Method toward Students' Speaking Ability

Abstract

This research examines the efficacy of interactive learning techniques in enhancing students' speaking skills in English. A quantitative approach with a correlational design was employed, involving 65 students from two vocational high school classes divided into experimental (interactive) and control (non-interactive) groups. Data were collected through observations and speaking tests, assessed using five criteria: pronunciation, grammar, fluency, vocabulary, and comprehension. The results indicate a notable enhancement in the post-test scores of the interactive class in comparison to the non-interactive class, with a significant effect size (Cohen’s d = 1. 80). Statistical tests verified normality, variance homogeneity, and significant differences in learning gains, supporting the conclusion that interactive learning methods are highly effective in enhancing students' English speaking skills.