THE EFFECT OF DIGITAL THINK-PAIR-SHARE STRATEGY VIA PADLET ON EFL STUDENTS' SPEAKING SKILLS AT SMKN 5 ENREKANG
Abstract
This research investigated the effect of the Digital Think-Pair-Share (TPS) strategy via Padlet on the speaking skills of eleventh-grade EFL students at SMKN 5 Enrekang. Speaking was identified as a persistent challenge for vocational high school students, who frequently demonstrated limited fluency, restricted vocabulary, inaccurate pronunciation, and high speaking anxiety as a result of teacher-centered instruction. A quantitative quasi-experimental design was employed, involving 45 students divided into an experimental group (n = 22), taught using Digital TPS via Padlet, and a control group (n = 23), taught using the Role Play method. Both groups completed a pre-test and a post-test assessed through a speaking rubric covering fluency, pronunciation, vocabulary, and grammatical accuracy. Data were analyzed using descriptive statistics, the Shapiro-Wilk normality test, Levene's homogeneity test, and paired and independent samples t-tests with SPSS version 25. The results showed that the experimental group's mean score increased from 46.45 to 64.14, a gain of 17.69 points, whereas the control group improved only marginally from 39.78 to 41.61. The independent samples t-test yielded t = 5.040, df = 34.500, p < .001, with a mean difference of 22.53 points favoring the experimental group, while the paired samples t-test confirmed a significant pre-to-post improvement in the experimental group (p < .001) but not in the control group (p = .586). These findings indicate that the Digital Think-Pair-Share strategy via Padlet was significantly more effective than the Role Play method in enhancing EFL students' speaking skills. The study recommends that English teachers adopt Digital TPS via Padlet as a structured, technology-supported, and student-centered approach to speaking instruction in vocational secondary schools.
References
Alastal, A. A. (2022). The impact of using the Padlet application on improving seventh graders' English speaking and deductive thinking skills. Journal of Language Teaching and Research, 13(2), 312–320.
Brown, H. D. (2001). Teaching by principles: An interactive approach to language pedagogy (2nd ed.). Longman.
Brown, H. D. (2004). Language assessment: Principles and classroom practices. Pearson Education.
Brown, H. D. (2007). Principles of language learning and teaching (5th ed.). Pearson Education.
Çetin, E., & Mirici, İ. H. (2021). Effect of web 2.0 tools on EFL learners' speaking anxiety and speaking performance. Journal of Language and Linguistic Studies, 17(1), 784–807.
Chapelle, C. A. (2003). English language learning and technology. John Benjamins.
Creswell, J. W. (2014). Research design: Qualitative, quantitative, and mixed methods approaches (4th ed.). SAGE Publications.
Creswell, J. W. (2017). Educational research: Planning, conducting, and evaluating quantitative and qualitative research (5th ed.). Pearson.
Field, A. (2009). Discovering statistics using SPSS (3rd ed.). SAGE Publications.
Fuchs, C. (2014). Padlet as a tool to promote inclusive practice and engagement in language learning. Language Learning & Technology, 18(2), 1–10.
Ghasemi, A., & Zahediasl, S. (2012). Normality tests for statistical analysis. International Journal of Endocrinology and Metabolism, 10(2), 486–489.
Gillies, R. M. (2016). Cooperative learning: Review of research and practice. Australian Journal of Teacher Education, 41(3), 39–54.
Harmer, J. (2007). How to teach English. Longman.
Harris, D. P. (1969). Testing English as a second language. McGraw-Hill.
Horwitz, E. K., Horwitz, M. B., & Cope, J. (1986). Foreign language classroom anxiety. The Modern Language Journal, 70(2), 125–132.
Hughes, A. (2003). Testing for language teachers (2nd ed.). Cambridge University Press.
Kagan, S., & Kagan, M. (2009). Kagan cooperative learning. Kagan Publishing.
Kristian. (2024). An internalization of Think-Pair-Share strategy to elevate Indonesian EFL learners' speaking skills. Journal of English Language Teaching, 13(2), 145–158.
Long, M. H. (1996). The role of the linguistic environment in second language acquisition. In W. C. Ritchie & T. K. Bhatia (Eds.), Handbook of second language acquisition (pp. 413–468). Academic Press.
Malissa, R., & Tahira, N. (2024). Exploring the impact of Web 2.0 tools on 21st century skills of EFL learners. International Journal of Instruction, 17(1), 215–230.
Naja, & Dangin. (2024). Optimizing students' speaking ability using Padlet in giving opinion. Journal of English Language Teaching, 12(2), 88–99.
Novawan, A., Alvarez-Tosalem, S. J., Ismailia, T., Wicaksono, J. C., & Setiarini, R. B. (2021). Students' experiences of learning English speaking by using Padlet. Celtic: A Journal of Culture, English Language Teaching, Literature and Linguistics, 8(1), 99–110.
Nunan, D. (2015). Teaching English to speakers of other languages: An introduction. Routledge.
Pallant, J. (2020). SPSS survival manual: A step by step guide to data analysis using IBM SPSS (7th ed.). Routledge.
Richards, J. C. (2008). Teaching listening and speaking: From theory to practice. Cambridge University Press.
Richards, J. C., & Rodgers, T. S. (2014). Approaches and methods in language teaching (3rd ed.). Cambridge University Press.
Rowe, M. B. (1986). Wait time: Slowing down may be a way of speeding up! Journal of Teacher Education, 37(1), 43–50.
Sugiyono. (2020). Metode penelitian pendidikan. Alfabeta.
Thornbury, S. (2005). How to teach speaking. Pearson Education.
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.
Zidnia. (2024). The application of Think-Pair-Share technique and students' attitude on students' speaking skill. Journal of English Language Teaching, 12(3), 210–222.
