Enhancing EFL Students’ Speaking Ability through a HOTS-Based Show and Tell Technique
Abstract
This study investigated the effectiveness of a HOTS-Based Show and Tell technique in enhancing EFL students’ speaking ability. The study employed a quantitative approach using a pre-experimental one-group pre-test and post-test design. The participants were 36 eleventh-grade students of SMAN 2 Parepare. Data were collected through speaking tests and analyzed using descriptive statistics and a paired-samples t-test. The findings revealed that students’ speaking ability improved significantly after the implementation of the technique. The mean score increased from 36.44 in the pre-test to 55.67 in the post-test, with a significance value of p < .001. The results indicate that integrating Higher Order Thinking Skills (HOTS) into Show and Tell activities can promote more meaningful speaking practice, increase student participation, and create a more interactive learning environment in EFL classrooms.
Keywords
References
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DOI: https://doi.org/10.31004/jele.v11i3.2584
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