Annisaa Eka Warliati, Ety Setiawati

The Application of the Show and Tell Technique on English Speaking Skills: An Experimental Study

Introduction

The application of the show and tell technique on english speaking skills: an experimental study. Discover how the Show and Tell technique significantly improves English speaking skills in an experimental study. Students showed remarkable progress, proving its effectiveness in language learning.

Abstract

The implementation of the show-and-tell technique is a learning technique that aims to improve English speaking skills actively and productively. This study aims to determine the results of improving the English speaking skills of students of the D4 Hotel Management Study Program at Politeknik Pariwisata Prima Internasional. The method used is a quantitative method with an experimental study (quasi-experimental) control group and experimental group design by comparing the results of the pre-test and post-test of English speaking skills. The implementation of the show-and-tell learning technique has an effect on English-speaking skills, with an increase in the average pretest score before the show-and-tell technique was implemented in the control class of 60.27. In the experimental class the results were 64.30. After the application of the show-and-tell learning technique in both the control and experimental classes, there was an increase; namely, in the control class the average result was 70.87, while in the experimental class the average result was 90.90. With these results, it can be concluded that using the show-and-tell technique has an effect on the average results of English-speaking skills. Therefore, the application of the show-and-tell technique can be implemented in English learning, especially speaking skills.

Review

This study presents a timely and relevant investigation into the efficacy of the show-and-tell technique for enhancing English speaking skills among D4 Hotel Management students. The clear objective to determine the improvement in speaking skills through this active learning method is well-articulated. The adoption of a quantitative, quasi-experimental design, incorporating both experimental and control groups with pre-test and post-test measurements, establishes a suitable methodological framework for evaluating the technique's impact. The premise of improving active and productive speaking skills through this technique aligns well with contemporary pedagogical approaches in language education. The abstract effectively highlights the core findings, demonstrating a substantial positive effect of the show-and-tell technique. The data clearly indicates that while both the control and experimental groups showed an increase in average speaking scores from pre-test to post-test, the experimental group experienced a significantly more pronounced improvement. Specifically, the leap from a pre-test average of 64.30 to a post-test average of 90.90 in the experimental group, compared to the control group's increase from 60.27 to 70.87, provides strong evidence for the technique's effectiveness. This robust outcome supports the conclusion that show-and-tell can indeed be a valuable tool for boosting English speaking proficiency. To further strengthen the study's contribution, future iterations or the full paper could provide additional detail on certain aspects. While the improvement in "English speaking skills" is clear, specifying the sub-components of speaking assessed (e.g., fluency, vocabulary, grammar, pronunciation, content organization) would offer a more nuanced understanding of where the improvements occurred. Additionally, elaborating on the activities undertaken by the control group during the intervention period would help contextualize their observed improvement. Nevertheless, the abstract successfully communicates a compelling case for the application of the show-and-tell technique in English language learning, particularly for practical speaking skills.

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