The Effect of Speakmate on Students’ Speaking Performance at the University Level

Abstract

This study investigated the effect of the Speakmate strategy on university students’ speaking performance and self-confidence in English speaking activities. A quantitative approach with a quasi-experimental pretest-posttest control group design was employed. The study was conducted at the English Department of Universitas Dayanu Ikhsanuddin, Indonesia, involving 20 eighth-semester students selected through purposive sampling. Ten students were assigned to the experimental group and received instruction through the Speakmate strategy, while ten students in the control group participated in speaking activities with randomly assigned partners. Data were collected through speaking tests and a self-confidence questionnaire. Speaking performance was assessed based on accuracy, fluency, and content, while the data were analyzed using descriptive statistics and an independent-samples t-test. The findings revealed that the experimental group’s mean score increased from 60.66 in the pretest to 77.33 in the posttest, whereas the control group improved from 60.66 to 64.66. The t-test results indicated a significant difference between the two groups (t = 2.905 > t-table = 2.101, p < .05), demonstrating the positive effect of the Speakmate strategy on students’ speaking performance. Questionnaire results further showed that students perceived the strategy positively and reported increased confidence during speaking activities. These findings suggest that Speakmate can serve as an effective peer-supported strategy for improving speaking performance and fostering self-confidence in higher education contexts. However, the study was limited by its small sample size and single-institution setting, which may restrict the generalizability of the findings.