THE EFFECTIVENESS OF ENGLISH-ONLY POLICY STRATEGY ON STUDENTS' SPEAKING ACHIEVEMENT OF 8TH GRADE STUDENTS AT MTsN 5 TULUNGAGUNG

ATSNA NURIL KHOFIFAH, 126203211013 and NANIK SRI RAHAYU, 197507072003122002 (2025) THE EFFECTIVENESS OF ENGLISH-ONLY POLICY STRATEGY ON STUDENTS' SPEAKING ACHIEVEMENT OF 8TH GRADE STUDENTS AT MTsN 5 TULUNGAGUNG. [ Skripsi ]

	Text COVER.pdf Download (1MB)
	Text ABSTRAK.pdf Download (205kB)
	Text DAFTAR ISI.pdf Download (150kB)
	Text BAB I.pdf Download (268kB)
	Text BAB II.pdf Restricted to Registered users only Download (313kB)
	Text BAB III.pdf Restricted to Registered users only Download (330kB)
	Text BAB IV.pdf Restricted to Registered users only Download (358kB)
	Text BAB V.pdf Restricted to Registered users only Download (150kB)
	Text BAB VI.pdf Restricted to Registered users only Download (179kB)
	Text DAFTAR PUSTAKA.pdf Download (203kB)
	Text LAMPIRAN.pdf Restricted to Repository staff only Download (3MB)

Abstract

Khofifah, Atsna Nuril. Student ID Number. 126203211013. 2025. The Effectiveness of English-Only Policy Strategy on Students’ Speaking Achievement of 8th Grade Students at MTsN 5 Tulungagung. Bachelor’s Thesis. English Education Department. Faculty of Tarbiyah and Teacher Training. Sayyid Ali Rahmatullah State Islamic University of Tulungagung. Advisor: Dr. Hj. Nanik Sri Rahayu, M.Pd. Keywords: Effectiveness, English-Only Policy, Speaking Skill Speaking is one of the essential language skills that allows learners to express their thoughts and communicate meaningfully in various contexts. To support the development of speaking skills, teachers need strategies that encourage students to use English actively during the learning process. English-Only Policy (EOP) is a classroom strategy that requires the exclusive use of English in teaching and learning activities. It is believed to help increase students’ exposure to the target language and promote more active use of English, particularly in speaking. However, its application in junior high school settings remains limited and under-researched, especially in Indonesia. This research was conducted to examine the effectiveness of EOP in improving students’ speaking skills. The study aimed to determine whether students who were taught under EOP would show better speaking performance than those who were not. This research used a quasi-experimental design with two groups: an experimental group and a control group. The participants were 8th grade students from MTsN 5 Tulungagung. The experimental group received treatment using the English-Only Policy during speaking activities, while the control group was taught using conventional strategy. The learning material focused on recount text, and the treatment was carried out in three meetings. Data were collected through a speaking test given before and after the treatment. The speaking performance was assessed based on five components: pronunciation, grammar, vocabulary, fluency, and comprehension. The scores were then analyzed using an independent sample t-test to determine the significance of the difference between the two groups. The result showed that the experimental group had a higher increase in speaking scores compared to the control group. The mean score of the experimental group improved from 11.31 in the pre-test to 13.81 in the post-test, while the control group showed only a slight improvement from 11.28 to 11.48. The statistical analysis revealed a significant difference between the two groups, with a p-value of 0.001 (p < 0.05). This indicates that the implementation of EOP had a positive effect on students' speaking skills. Based on these findings, it can be concluded that the English-Only Policy is an effective strategy to enhance students’ speaking performance.

Actions (login required)

View Item