THE EFFECT OF SHOW AND TELL TECHNIQUE ON IMPROVING STUDENTS’ SPEAKING SKILLS AT MAN KOTA TEGAL

Abstract

This study aimed to determine the effect of the Show and Tell technique in improving students' speaking skills. This study was conducted among tenth-grade students at MAN Kota Tegal during the 2024/2025 academic year. A quasi-xperimental design with purposive sampling was used, involving 68 students 34 in the experimental group and 34 in the control group. The experimental group received six instructional sessions using the Show and Tell technique, in which students prepared and presented personal objects to their peers, followed by a question-and-answer session. The control group, in contrast, was taught using conventional teacher explanations, vocabulary translation, and grammar exercises without structured oral presentations. Both groups were assessed through pre- and post-tests, using an analytical rubric covering grammar, vocabulary, pronunciation, fluency, and comprehension, with a maximum score of 25. The pre-test was administered to establish baseline speaking proficiency, and the post-test was administered after the treatment period. Data analysis included a paired-samples t-test to measure improvement within groups and an independent-samples t-test to compare post-test scores between groups. The results revealed substantial improvement in the experimental group's speaking performance, with the mean score increasing from 67.12 to 81.59, representing a statistically significant increase of 14.47 points (p < 0.05). The control group also improved, from 66.94 to 72.18, but with a smaller increase of 5.24 points. An independent samples t-test confirmed a statistically significant difference in post-test scores between the two groups (p < 0.05), favoring the experimental group. These findings confirm that the Show and Tell technique is effective in improving students' speaking ability, fostering vocabulary use, fluency, and confidence. Therefore, this technique is recommended as a valuable teaching strategy for English as a Foreign Language (EFL) contexts, particularly in senior secondary education