THE IMPACT OF SOCIO-AFFECTIVE STRATEGIES ON ORAL PRODUCTION SKILLS AMONG STUDENTS AT SDI NURUL ULUM: AN EXPERIMENTAL STUDY

Keywords: Social-affective strategies, speaking skills, motivation,
anxiety, language learning.

English speaking ability is one of the important aspects of language
learning that is often influenced by social and affective factors. In this case,
the researcher wants to use the Socio-Affective strategies which shows
positive results after applying it. So that the problems found by
researchers include: 1) Is there an impact of the socio-affective strategies
on student’s speaking skill?, 2) How much is the impact of the socio�affective strategies on student’s speaking skill?.
This study aims to measure the impact and effectiveness of social�affective strategies on SDI Nurul Ulum students' speaking skills in English.
Using a quantitative research method with a quasi-experimental design, this
study compared the experimental group that received the treatment with the
control group that used conventional learning methods. The instruments
used include pre-test, treatment, and post-test, as well as Independent
Sample T-Test analysis to measure the difference in speaking ability
between the two groups.
The results showed that the social-affective strategy had a
significant effect on improving students' speaking skills. The average post�test score of the experimental group increased drastically from 40.79 to
96.05, while the control group only experienced a slight increase from 41.67
to 44.44. Statistical analysis showed a significant difference between the
two groups (t = 13.435, p = 0.001), indicating that the improvement in
speaking skills was not due to random factors, but rather due to the
application of social-affective strategies. So it can be indicates that Ho is
rejected and Ha is accepted.
The validity and reliability of the research instruments were also
tested using Pearson's correlation test and Cronbach's Alpha, which showed
that the instruments used were valid and reliable to measure students'
speaking skills. The findings confirm that social-affective strategies, such as
self-motivation, anxiety reduction, collaboration with peers, and social
interaction, can improve students' confidence and speaking fluency in
English. Therefore, it is recommended that these strategies be applied in
language teaching to improve students' speaking skills.