The Effect of Discovery-Based Instruction Towards Students’ Speaking Skills in an EFL Classroom
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Speaking skill is an essential aspect of English language learning. However, many students still experience difficulties in expressing their ideas orally due to limited participation, low self-confidence, and teacher-centered instructional practices. Therefore, this study aimed to determine the effect of Discovery-Based Instruction on students’ speaking skills. This study employed a quantitative approach using a pre-experimental one-group pre-test and post-test design. The participants were 22 eighth-grade students of SMP Nurul Huda NW Sembalun Lawang selected through total sampling. Data were collected through an oral speaking test and analyzed using descriptive statistics and a paired-samples t-test. The findings indicated that Discovery-Based Instruction had a positive effect on students’ speaking skills. The results of the paired-samples t-test revealed a statistically significant difference between the pre-test and post-test scores, indicating that the implementation of Discovery-Based Instruction improved students’ speaking skills. The study concludes that Discovery-Based Instruction had a positive effect on students’ speaking skills and can be implemented as an alternative instructional approach to support speaking instruction in EFL classrooms
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