| dc.description.abstract | This study investigates the implementation of the KISS (Keep It Short and Simple) method to enhance students’ speaking performance at MA Al-Azhar Grobogan. The research was conducted using a classroom action research. In this study focused on answering one research question: How does the implementation of the KISS (Keep It Short and Simple) method affect the speaking performance of students at MA Al-Azhar Grobogan?
This study used Classroom Action Research (CAR) with Kemmis and McTaggart’s (1988) model to examine the effectiveness of the KISS (Keep It Short and Simple) method in improving XI grade students’ speaking performance at MA Al-Azhar Grobogan. Data were gathered through tests, observations, questionnaires, interviews, and recordings, validated through expert judgment and reliability testing. Conducted in two cycles, the study showed that the KISS method improved students’ confidence, fluency, and participation while reducing speaking anxiety, making it an effective strategy for teaching English as a foreign language.
The study found that the KISS (Keep It Short and Simple) method significantly improved students’ speaking performance at MA Al-Azhar Grobogan. Average scores rose from 71.08 in Cycle 1 to 88.72 in Cycle 2, exceeding the minimum criterion of 75. Students showed greater confidence, fluency, and participation, while teachers observed improved classroom atmosphere, vocabulary use, and pronunciation. Despite minor challenges, the method proved effective in fostering communicative competence.
This research confirms the KISS method as a practical strategy for reducing anxiety and enhancing speaking skills in EFL classrooms. It encourages teachers to prioritize clarity and confidence over grammar, while motivating students to engage more actively in communication. The study also lays groundwork for future research on applying KISS to other language skills, integrating it with digital tools, and comparing it with other communicative approaches.
Keywords: KISS method, speaking performance, classroom action research | en_US |
