The Impact of Dialogical Learning Approach on Enhancing Students' Speaking Skills in Senior High Schools

Abdul Haris Faisal; Dadang S. Anshori; Andoyo Sastromiharjo; Yeti Mulyati

doi:10.35516/hum.v52i6.6937

Authors

Abdul Haris Faisal Faculty of Language and Literature Education, Universitas Pendidikan Indonesia, Bandung, Indonesia https://orcid.org/0000-0002-3798-7676
Dadang S. Anshori Faculty of Language and Literature Education, Universitas Pendidikan Indonesia, Bandung, Indonesia https://orcid.org/0000-0002-0109-1181
Andoyo Sastromiharjo Faculty of Language and Literature Education, Universitas Pendidikan Indonesia, Bandung, Indonesia https://orcid.org/0000-0002-2711-0328
Yeti Mulyati Faculty of Language and Literature Education, Universitas Pendidikan Indonesia, Bandung, Indonesia https://orcid.org/0000-0001-5088-6899

DOI:

https://doi.org/10.35516/hum.v52i6.6937

Keywords:

Dialogic Learning Approach, Data Literacy-Based, Speaking Skill, High School Students.

Abstract

Objectives: This study investigated the impact of dialogic learning approach on improving speaking skills among senior high school students in Indonesia. The study involved 84 students from senior high schools located in Tangerang City, Banten Province randomly. Students were assigned into one control group and two experimental groups and with the same number of students in each class (n=28). Information relating to the equality of student ability between the three groups was confirmed by the results of the speaking test according to the assessment provisions in the Indonesian curriculum and through teacher interviews.

Methodes: This study used an experimental quantitative method. SPSS version 26 was used to analyze the data and prove the difference in scores between the two groups involved. For three meetings, both experimental groups were involved in different dialogic learning approaches either dialogic learning approach or data literacy-based dialogic learning approach, while the control group was involved in conventional speaking learning that had been implemented by the teacher.

Results: The comparison of the mean scores of students' speaking skills between the experimental group and the control group showed that the dialogic learning approach and data literacy-based dialogic learning approach helped and supported students' speaking skills. This research describes an important phenomenon about how the implementation of dialogic learning approach can improve students' speaking skills.

Conclusions: We highlight the strong potential in the dialogic learning approach with and without data literacy. This approach is strongly centered on students' autonomy of thinking and active engagement in learning to improve their abilities.

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