GUIDED CONVERSATION TECHNIQUE IN EFL CLASSROOMS: SUPPORTING SPEAKING SKILLS DEVELOPMENT

NUR, MULKI (2025) GUIDED CONVERSATION TECHNIQUE IN EFL CLASSROOMS: SUPPORTING SPEAKING SKILLS DEVELOPMENT. Diploma thesis, UIN RADEN INTAN LAMPUNG.

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Abstract

Abstract: This study explored the implementation of guided conversation techniques in supporting speaking skills development among tenth-grade EFL students through a qualitative descriptive approach. Data were collected using semi-structured interviews and guided classroom 2 observations. Findings indicated that the guided conversation technique positively influenced students' speaking proficiency, notably in fluency, vocabulary mastery, pronunciation, grammar, and sentence construction. Importantly, students reported increased confidence and reduced anxiety when speaking English, highlighting the emotional benefits of structured conversational practice. Observations also confirmed increased student participation, interaction, and engagement, supported by consistent and constructive teacher feedback. While some students still encountered challenges such as pronunciation difficulties and shyness, ongoing teacher support significantly mitigated these issues. Overall, the guided conversation technique emerged as an effective instructional approach, enhancing both linguistic skills and emotional readiness in EFL classrooms. Recommendations include incorporating differentiated scaffolding and further qualitative research in varied educational contexts. Key Words: Confidence, EFL classroom, Guided conversation,Qualitative Descriptive, Speaking skills. Abstrak: Penelitian ini bertujuan untuk mengeksplorasi implementasi teknik guided conversation dalam mendukung pengembangan keterampilan berbicara siswa kelas sepuluh melalui pendekatan kualitatif deskriptif. Pengumpulan data dilakukan melalui wawancara semi-terstruktur dan observasi kelas terarah. Hasil penelitian menunjukkan bahwa teknik guided conversation memberikan pengaruh positif terhadap kemampuan berbicara siswa, terutama dalam aspek kefasihan, penguasaan kosakata, pengucapan, tata bahasa, serta kemampuan menyusun kalimat. Secara khusus, siswa melaporkan meningkatnya kepercayaan diri dan berkurangnya kecemasan dalam berbicara bahasa Inggris, 3 yang memperlihatkan manfaat emosional dari praktik percakapan yang terstruktur. Hasil observasi juga memperlihatkan peningkatan partisipasi, interaksi, dan keterlibatan siswa dalam pembelajaran, yang didukung oleh umpan balik guru yang konstruktif dan konsisten. Meskipun beberapa siswa masih menghadapi tantangan seperti kesulitan pengucapan dan rasa malu, dukungan guru yang berkelanjutan mampu memitigasi permasalahan tersebut secara signifikan. Secara keseluruhan, teknik guided conversation terbukti efektif sebagai pendekatan pengajaran yang mampu meningkatkan keterampilan linguistik serta kesiapan emosional siswa dalam kelas EFL. Rekomendasi penelitian ini mencakup penerapan scaffolding yang terdiferensiasi serta perlunya penelitian kualitatif lanjutan pada konteks pendidikan yang lebih bervariasi. Kata Kunci: Guided conversation teknik, Kepercayaan diri, Kelas EFL, Keterampilan berbicara, Kualitatif deskriptif.

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