BRIDGING THE GAP IN STUDENTS’ SPEAKING COMPETENCE THROUGH A COLLABORATIVE LEARNING APPROACH

Abstract

ABSTRACT This research investigated the effectiveness of collaborative learning combined with the Test–Teach–Test (TTT) approach in enhancing students' speaking competence. The study involved 30 eleventh-grade students from SMA 1 Gerung. The sample was purposively selected during the 2024/2025 academic year. The design used was a pre-experimental one-group pretest–posttest. Students took an initial speaking test, attended four sessions of collaborative instruction that included group discussions, role plays, debates, and joint tasks, and afterward took a post-test. Speaking performance was evaluated based on fluency, accuracy, pronunciation, and vocabulary, while classroom observations recorded participation, interaction, and confidence. The average score rose from 61.7 on the pretest to 78.3 on the post-test, yielding a mean gain of 16.6 points. A paired-samples t-test revealed a statistically significant improvement, t = 9.24, p < .001, with a large effect size (Cohen’s d = 1.68). Fluency demonstrated the largest proportional gain. Observations further showed that collaborative interaction motivated students to express and defend ideas, respond to peers, and speak more confidently. These results indicate that collaborative learning within the TTT framework can offer productive opportunities for enhancing speaking competence.