The Effect Of Social-Emotional Learning On The Tenth-Grade Students’ Speaking Skills At SMK PGRI 3 Denpasar

Ni Putu Witari Dita Siwi; Ni Wayan Satri Adnyani; Putu Santi Oktarina

doi:10.61104/jq.v4i3.7880

Authors

Ni Putu Witari Dita Siwi I Gusti Bagus Sugriwa Denpasar State Hindu University
Ni Wayan Satri Adnyani I Gusti Bagus Sugriwa Denpasar State Hindu University
Putu Santi Oktarina I Gusti Bagus Sugriwa Denpasar State Hindu University

DOI:

https://doi.org/10.61104/jq.v4i3.7880

Keywords:

Social-Emotional Learning, Project-Based Learning, Kemahiran Berbicara, EFL, Sekolah Menengah Kejuruan

Abstract

Penelitian ini bertujuan untuk mengetahui pengaruh Social-Emotional Learning (SEL) yang diintegrasikan dengan Project-Based Learning (PjBL) terhadap kemampuan berbicara siswa di SMK PGRi 3 Denpasar. Penelitian ini menggunakan desain kuasi-eksperimen yang melibatkan 90 siswa kelas X dari kelas X KUL 5 dan X KUL 6. Siswa dibagi ke dalam dua kelompok, yaitu kelompok eksperimen dan kelompok kontrol, yang masing-masing terdiri atas 45 siswa. Kelompok eksperimen memperoleh pembelajaran PjBL yang terintegrasi dengan SEL, sedangkan kelompok kontrol memperoleh PjBL konvensional tanpa integrasi Sel. Data dikumpulkan melalui pre-test dan post-test berbicara menggunakan rubrik penilaian yang diadaptasi dari Cyril, yang mencakup aspek tata bahasa, kosakata, pemahaman, kelancaran, dan pelafalan. Analisis data menggunakan statistik deskriptif, uji normalitas, uji homogenitas, uji t Independent Samples, dan Analysis of Covariance (ANCOVA). Hasil penelitian menunjukkan bahwa kelompok eksperimen memperoleh rata-rata skor post-test yang lebih tinggi (64,56) dibandingkan dengan kelompok kontrol (59,33). Selain itu, hasil ANCOVA menunjukkan adanya pengaruh yang signifikan dari PjBL terintegrasi SEL terhadap kemampuan berbicara setelah mengontrol skor pre-test (p=0,11). Di antara aspek kemampuan berbicara yang dinilai, kosakata dan kelancaran menunjukkan peningkatan kemampuan berbicara siswa dalam pembelajaran bahasa Inggris di sekolah menengah kejuruan

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References

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Ahmed Al-Hassaani, A. M., & Mahmood Qaid Al-Saalmi, A. F. (2022). Saudi EFL Learners’ Speaking Skills: Status, Challenges, and Solutions. Arab World English Journal, 13(2), 328–337. https://doi.org/10.24093/awej/vol13no2.22

Atkins, J. L., Vega-uriostegui, T., Norwood, D., & Adamuti-trache, M. (2023). Social and Emotional Learning and Ninth-Grade Students ’ Academic Achievement. Anderson 1986.

Berlin, R., & Cohen, J. (2020). The Convergence of Emotionally Supportive Learning Environments and College and Career Ready Mathematical Engagement in Upper Elementary Classrooms. 6(3), 1–20. https://doi.org/10.1177/2332858420957612

Ceronio, C., Naidoo, S., & Schoonen, A. (2025). Empowering Learners : The Role of Project-Based Learning in Overcoming English Proficiency Challenges. 23, 153–159.

Coli, S., Daniel, M. C., & Burgin, X. D. (2024). The integration of Social Emotional Learning in English as a Foreign Language elementary classrooms in Uruguay. 16(2), 57–72.

Fauzi, I., & Asi, N. (2023). Examining Speaking Anxiety of Indonesian Learners of English: A Case of University Students. Examining Speaking Anxiety of Indonesian Learners of English Indonesian Journal of English Language Teaching and Applied Linguistics, 7(2), 263–275. http://dx.doi.org/10.21093/ijeltal.v7i2.1338

Franco, E. (2019). Communicative Self-Confidence And Motivation : An Educational Experience Of Linguistics. 18(1), 48–57.

Guenther, J. (2023). Fostering an Emotionally 6(1).

Hidayani, S., Razali, K., & Silfani, A. N. (2023). In Teaching Speaking Skills for Vocational High School Students. 67–74. https://doi.org/10.32678/loquen.v16i1.8762

Houghton-Katipa, J. (2024). He Awa Whiria : Braiding Social and Emotional Learning with Bicultural and Intentional Teaching. 21(2), 175–196.

Id, D. K., Hyung, J., Id, L., & An, J. (2022). The quality and effectiveness of Social- Emotional Learning ( SEL ) intervention studies in Korea : A meta-analysis. 1–18. https://doi.org/10.1371/journal.pone.0269996

International e-Journal of Educational Studies ( IEJES ) Speaking Skills Knowledge Levels of Elementary School Teachers *. (2024). 16, 107–119. https://doi.org/10.31458/iejes.1420547

International Journal of Educational Methodology The Effect of Gersmehl ’ s Spatial Learning on Students ’ Disaster Spatial Literacy. (2023). 9(2), 345–354.

Melani, B. Z., Roberts, S., & Taylor, J. (2020). Journal of English Learner Social Emotional Learning Practices in Learning English as a Second Language. 10(1).

Nurarifah, L., Putri, R. A., & Hardiyanti, M. (2025). Improving English Speaking through Media in the Digital Age. 10(1), 1–10. https://doi.org/10.35974/acuity.v10i1.3107

Pham, S. Van. (2024). The Influence of Social and Emotional Learning on Academic Performance, Emotional Well-Being, and Implementation Strategies : A Literature Review. 6256(2017), 381–391.

Purwati, D., Barat, N. T., Ubaidillah, M. F., Malang, U. I., Java, E., & Restall, G. C. (2023). “ Sorry, I Can’t Speak ”: English Teachers ’ Challenges of Teaching EFL Speaking in an Indonesian Vocational High School Sector 1. 47(1), 0–2.

Relationships, I. (2023). Behavioral Sciences: Reciprocal Associations among Social – Emotional Competence, Interpersonal Relationships, and Academic Achievements in Primary School.

Song, J., & Howard, D. (2022). Education Sciences Translanguaging as a Strategy for Supporting Multilingual Learners ’ Social Emotional Learning.

Stankovska, G., Dimitrovski, D., Ziberi, F., & Takasmanova, T. (2025). Emotional Intelligence, Learning Motivation, and Social-Emotional Learning among University Students Gordana Stankovska, Dimitar Dimitrovski, Fatime Ziberi &. 23, 203–212.

Studies, D. (2023). Learning English by Kindergarten Children in Saudi Arabia: A Mother’s Perspective. 15–32. https://doi.org/10.32996/jlds

Studies, L., Amoah, S., & Yeboah, J. (2021). Journal of Language and Linguistic Studies The speaking difficulties of Chinese EFL learners and their motivation towards speaking the English language. 17(1), 56–69. https://doi.org/10.52462/jlls.4

Sukklang, N., & Wilang, J. D. (2025). Conceptualizing Foreign Language Speaking Mindset of Undergraduate Students in an EFL Context. 70(June), 239–272.

Takeaways, K. (2025). Vygotsky’s Theory of Cognitive Development. 1–31.

Tendrita, M. (2025). AI-based mind mapping in project-based learning : Impact on students ’ collaboration skills. 11(1), 370–377.

Yoder, B. N., Martinez-black, T., Dermody, C., Godek, D., & Dusenbury, L. (2021). Theory of Action.