The Effect Of Hellotalk Strategy On Efl Students’ Speaking Skills (A Quasi Experimental Research At Eighth Grade Students of MTsN 1 Kaur)

Abstract

Speaking skills are one of the essential skills in learning English as a foreign language (EFL). However, eighth-grade students at MTsN 1 Kaur still experience difficulties in speaking English, such as limited vocabulary, inaccurate pronunciation, low self-confidence, and limited opportunities for speaking practice. This study aims to determine the effect of using the HelloTalk Strategy on the speaking skills of EFL students at MTsN 1 Kaur. This study used a quantitative approach with a quasi-experimental non-equivalent control group design. The study sample consisted of 50 eighth-grade students selected using a purposive sampling technique: 25 students in the experimental class and 25 students in the control class. Data were collected through speaking tests in the form of pre-tests and post-tests that measured five aspects: fluency, pronunciation, vocabulary, grammar, and comprehension. Data were analyzed using the Shapiro–Wilk test, Levene's test, Paired Samples t-test, and Independent Samples t-test using IBM SPSS Statistics 25. The results showed an improvement in speaking skills in both groups. The experimental class achieved a post-test average of 63.12, while the control class achieved a post-test average of 56.56. The results of the paired-samples t-test in the experimental class showed a significance value of 0.000 (p < 0.05). Based on these results, the use of the HelloTalk Strategy has an impact on the speaking skills of EFL students at MTsN 1 Kaur.