Film-Supported Speaking Tasks and EFL Oral Performance: Evidence from an Indonesian Secondary Classroom
Kata Kunci:
EFL oral performance, film-supported instruction, Indonesia; secondary education, speaking tasksAbstrak
Developing oral performance remains challenging for many secondary-school learners of English as a foreign language because limited linguistic resources and speaking anxiety can restrict classroom participation. This study investigated changes in students’ English oral performance following film-supported speaking instruction in an Indonesian secondary classroom. A pre-experimental one-group pre-test–post-test design was employed at SMA Negeri 5 Palopo, Indonesia. One intact Grade 11 class comprising 31 students was selected through a class-lottery procedure from a population of 198 students. Data were collected through pre-test and post-test speaking assessments evaluating pronunciation, vocabulary, fluency, and comprehension. Between the assessments, students completed four instructional meetings involving short-film viewing, guided questions, collaborative discussion, and individual or classroom oral presentations. Descriptive statistics were used to summarize performance, while the Wilcoxon signed-rank test examined score differences because the data did not satisfy the assumption required for parametric testing. The mean score increased from 42.10 on the pre-test to 62.26 on the post-test, producing an average gain of 20.16 points. All participants obtained higher post-test scores, with no negative ranks or ties, and the difference was statistically significant (Z = −4.915, p < .001). These findings indicate that film-supported speaking tasks offer a promising framework for providing contextualized input and structured oral practice, although causal conclusions remain limited by the absence of a comparison group within a single classroom context.
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