SELF – DIRECTED DIALOGUE TOWARDS THE STUDENTS’ SPEAKING ABILITY FOR THE FIRST YEAR SENIOR HIGH SCHOOL

Rifda, Khilmatur (2025) SELF – DIRECTED DIALOGUE TOWARDS THE STUDENTS’ SPEAKING ABILITY FOR THE FIRST YEAR SENIOR HIGH SCHOOL. Undergraduate thesis, Universitas Islam Negeri Kiai Haji Achmad Shiddiq Jember.

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Abstract

ABSTRACT
Khilmatur Rifda, 2025: Self-Directed Dialogue Towards The Students‟ Speaking Ability For The First Year Senior High School
Keywords: Self-Directed Dialogue, Speaking ability, Student experience, Speaking challenges,
Speaking ability is one of the main skills in learning English because it reflects student‟ ability to communicate actively. However, in reality, many students face obstacles in speaking English due to a lack of confidence, limited vocabulary, and restricted opportunities to practice speaking in class. This situation creates a need for a more independent and reflective learning approach. Self-Directed Dialogue (SDD), as part of the Self-Directed Learning (SDL) concept, is applied in this research to help students engage their speaking skills through more flexible and personally controlled practice.
This research aims to explore students‟ experiences in using the SDD method in their English speaking skills and to analyze the various challenges they face during its implementation. The main focus is on how students undergo the process of self-directed speaking practice and how they respond to obstacles that arise during speaking exercises using this method.
This study uses a qualitative approach with a phenomenological design. Data were obtained through non-participant observation, interview with ten tenth-grade students recruited through purposive sampling, and weekly reflective journal analysis over three weeks. All data were analyzed using thematic analysis methods based on the Braun and Clarke model to identify thematic patterns from students‟ experiences and challenges while using the SDD method.
The research results showed that the use of SDD encourages students speaking development, such as fluency, clarity, confidence in speaking, and reflective awareness of their own mistakes. Students also demonstrated greater learning independence, marked by the initiative to practice without teacher guidance, the ability to evaluate their own voice recordings, and the use of digital learning resources to support their practice. In addition, they experienced emotional development in the form of reduced nervousness when speaking and increased confidence in conveying ideas. However, the challenges faced include difficulties in organizing ideas, limited vocabulary, pronunciation difficulties, and focus disruptions during independent practice. This study recommends the implementation of SDD as an alternative support method to engage students‟ speaking skills in a sustainable and student-centered English learning environment.

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