STUDENTS’ PERCEPTION ON THE USE OF MONOLOGUE STRATEGY TO IMPROVE SPEAKING SKILLS

This research investigates students' perceptions of the monologue strategy and its
influence on their speaking skills. It explores how students perceive the
effectiveness of monologue activities in improving various aspects of their English
speaking ability, including fluency, vocabulary, grammar, pronunciation, and self-
confidence. The study employed a qualitative research design, utilizing open-ended
questionnaires and structured interviews to collect detailed insights from 34
students in class XI-IPA 5 at SMA N 7 Kerinci. The findings reveal a predominantly
positive perception among students regarding the monologue strategy. The majority
of students (97.1%) reported that monologue activities significantly improved their
speaking fluency, while 75.8% found them beneficial for vocabulary development,
and 85.3% noted improvements in grammatical accuracy. Furthermore, 91.2% of
students expressed increased self-confidence in expressing thoughts in English, and
94.1% observed positive influences on their pronunciation and intonation skills.
Despite these benefits, some students (44.1%) identified challenges such as
nervousness, fear of making mistakes, and difficulties in topic preparation or time
constraints. The study concludes that the monologue strategy is a valuable tool for
enhancing speaking skills, fostering self-confidence, and promoting active
engagement in language learning. It highlights the importance of consistent practice
and supportive learning environments to maximize the strategy's effectiveness.
Keywords: Monologue Strategy, Speaking Skills, Student Perception