ENHANCING EFL STUDENTS’ SPEAKING COMPETENCE THROUGH BADAS-CLT: A CLASSROOM ACTION RESEARCH STUDY IN SECONDARY EDUCATION

Abstract

Speaking competence is a crucial component of English as a Foreign Language (EFL) learning. However, many secondary school students face persistent difficulties in developing effective speaking skills due to psychological and instructional constraints. This study aimed to enhance students’ speaking competence through the implementation of BADAS-CLT, an instructional approach that integrates Asset-Based Differentiated Learning and Communicative Language Teaching. Employing Classroom Action Research based on Kemmis and McTaggart’s cyclical model, the study was conducted over three cycles involving 280 Grade XI students in Phase F at SMA Negeri 4 Pekalongan. Data were collected using both quantitative and qualitative methods, including speaking assessments, classroom observations, reflective field notes, and non-cognitive questionnaires that measured students’ attitudes toward speaking. The findings indicate significant improvements in both affective and cognitive aspects of speaking competence, as students demonstrated increased intrinsic motivation, greater confidence in expressing ideas, and reduced anxiety and fear of making mistakes, accompanied by measurable gains in speaking proficiency. The proportion of students categorized as requiring improvement decreased substantially by the end of the intervention, indicating the effectiveness of the instructional approach. Grounded in Communicative Language Teaching, the Affective Filter Hypothesis, Self-Determination Theory, and differentiated instruction, BADAS-CLT created a supportive and engaging learning environment that promoted meaningful oral interaction and active participation. The study concludes that BADAS-CLT offers a pedagogically sound and practical framework for enhancing speaking competence in large EFL secondary classrooms and provides valuable implications for language teachers seeking theoretically grounded and contextually responsive instructional strategies.