Improving Students' Willingness to Speak in English Using Peer Tutoring Strategy Supported With Infographic
DOI:
https://doi.org/10.15642/ijet2.2025.14.2.42-53Keywords:
collaborative learning, infographics, peer tutoring, willingness to speak, WordwallAbstract
This research aims to improve students’ willingness to speak in English class through the implementation of a peer tutoring strategy supported by infographics. Conducted as Classroom Action Research (CAR), the study involved 36 tenth-grade students in Senior High School in Sambas, selected based on pre-observation findings indicating low willingness to speak due to psychological and linguistic barriers. Data were collected through direct observation, semi-structured interviews, and field notes, and analyzed using the Miles and Huberman model: data reduction, data display, and conclusion drawing. In the first cycle, there were improvements in students' willingness, but it did not reach the criteria of success, especially in the aspects of personality and linguistic problems; some students remained passive due to their fear of making mistakes and limited vocabulary. In response, the second cycle introduced interactive modifications: a Wordwall vocabulary game as a warm- up and the Procedure Text Adventure board game to engage students in speaking activities. The results showed the problem arising in cycle 1 had been solved. In conclusion, combining peer tutoring, visual media, and interactive games successfully fostered a supportive environment and can serve as an alternative strategy to improve students’ willingness to speak English in secondary language learning.
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