THE EFFECTIVENESS OF CHAIN DRILL TECHNIQUE FOR TEACHING EXPRESSING OPINIONS TO TENTHGRADE STUDENTS OF SMAN 1 SUNGAI TEBELIAN

Maria Viani. 2025, The Effectiveness Of Chain Drill Technique For Teaching
Exspressing Opinions To Tenth-Grade Students of SMAN 1 Sungai Tebelian.
Thesis. English Language Education Study Program STKIP Persada
Khatulistiwa Sintang. Advisor I: Sijono, M.Pd. Advisor II: Tuti, M.Pd.
Keywords: chain drill technique, effectiveness, speaking skill
English speaking ability plays an essential role in communication, yet many
students still struggle to express their opinions fluently and confidently in
classroom settings. These difficulties often arise due to limited vocabulary, lack
of practice, and low self-confidence, which hider active participation during
speaking activeties. This research aimed to examine the effectiveness of the
Chain Drill technique in improving students’ ability to express their opinions in
English. The research employed a pre-experimental design using a one-group
pre-test and post-test model. The population of this research comprised all tenthgrade (Class X) students at SMAN 1 Sungai Tebelian for the academic year
2023/2024. The sample was selected purposively and consisted of 32 students
from Class XC. The data were collected through a speaking performance test
and a self-confidence questionnaire administered before and after the treatment.
The findings showed that the Chain Drill technique was effective in improving
students’ speaking performance, with the mean score increasing from 41.75 to
66.25, representing a 58.68% improvement. Since the data were not normally
distributed, the Wilcoxon Signed-Rank Test was used as a non-parametric
alternative. The test results revealed a significance value of 0.000 (p < 0.05),
indicating a statistically significant difference in students' speaking performance
before and after the implementation of the Chain Drill technique. Therefore, it
can be concluded that the Chain Drill technique is an effective instructional
strategy for enhancing students’ fluency and self-confidence in English oral
communication. It is expected that the findings of this research can serve as a
useful reference for English teachers to apply more interactive speaking
techniques and to encourage students to become more active and confident in
using English in the classroom