Optimization of English Ability for Grade 10 Students at At-Tajdid Blora High School Through Speak It, Love It, Ace It Method

Helmi Gunawan; Eva Hertnacahyani; Retno Wahyusari; Hendri Suryanto

doi:10.29407/jetar.v10i2.26734

Authors

Helmi Gunawan Sekolah Tinggi Teknologi Ronggolawe
Eva Hertnacahyani Sekolah Tinggi Teknologi Ronggolawe
Retno Wahyusari Sekolah Tinggi Teknologi Ronggolawe
Hendri Suryanto Sekolah Tinggi Teknologi Ronggolawe

DOI:

https://doi.org/10.29407/jetar.v10i2.26734

Keywords:

Differentiated Learning, English Ability, Speak It, Love It, Ace It

Abstract

The problems addressed in this study are the students’ low confidence and performance in English speaking and comprehension due to uniform teaching strategies that do not accommodate diverse learning needs. Speak It, Love It, Ace It" method is used to solve the problems. This study aims to enhance the English-speaking proficiency and confidence of 10th-grade students at SMA At-Tajdid by assessing their current abilities, implementing the Speak It, Love It, Ace It method within a differentiated learning framework tailored to diverse proficiency levels and learning styles, and evaluating the effectiveness of this integrated intervention through both qualitative and quantitative measures. The study, involving 25 purposively selected 10th-grade students, employed a two-cycle design of planning, action, observation, and reflection, using observation, tests, interviews, and documentation to analyze changes in students’ performance and participation across cycles. The findings indicated a clear positive trend, with notable gains in speaking fluency, vocabulary use, and classroom engagement. Students demonstrated greater motivation and more positive attitudes toward learning English, and overall performance improved significantly across cycles, surpassing the established success criteria. These results highlight the potential of integrating affective engagement strategies with differentiated instruction to enhance oral proficiency in EFL secondary contexts.

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