Analysis of Peer Interaction on Speaking Skill in Class 10 MAN 2 Bukittinggi

Neci Oparianti, 2321023 (2025) Analysis of Peer Interaction on Speaking Skill in Class 10 MAN 2 Bukittinggi. Sarjana thesis, Universitas Islam Negeri Sjech M. Djamil Djambek Bukittinggi.

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Abstract

Speaking is a crucial skill in language learning as it enables students to express ideas, maintain social interaction, and communicate effectively in real-life situations. However, speaking is often considered one of the most challenging skills for learners because it occurs in real time and does not allow revision. In Class 10 E.2 of MAN 2 Bukittinggi, peer interaction has been systematically integrated into English speaking activities to create a more student-centered and interactive learning environment. Through group discussions, pair work, and collaborative tasks, students are encouraged to actively participate, exchange ideas, and support one another in developing their speaking ability. This study employed a qualitative research design to explore how peer interaction influences students’ speaking skills in a natural classroom setting. The data were collected through classroom observations and interviews with both the teacher and students. The study focused on identifying the types of peer interaction used during speaking activities and analyzing how these interactions contribute to students’ speaking development, including fluency, confidence, and communicative competence. The findings revealed that peer interaction in the classroom is multifaceted, consisting of eight main types: cooperative learning, collaborative learning, peer tutoring, peer modeling, peer feedback, group work, collaborative projects, and role-plays and simulations. Among these, cooperative learning and collaborative learning were the most dominant, as they structured students’ engagement through shared goals, negotiation of meaning, and joint production of speaking tasks. Other interaction types functioned as supporting mechanisms, such as peer tutoring and modeling, which provided scaffolding, and peer feedback, which enhanced reflection and metacognitive awareness. The results also indicated that peer interaction significantly improves students’ speaking performance by increasing participation, reducing anxiety, and fostering a supportive learning environment. Students demonstrated greater confidence, creativity, and spontaneity in speaking when interacting with peers compared to teacher-centered settings. Additionally, peer interaction not only enhanced linguistic competence but also developed interpersonal skills such as cooperation, responsibility, and empathy.

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