Exploring Students’ Responses to The Use of Speaking Cards in Junior High School Level

Abstract

Speaking is one of the most important skills in English language learning because it enables students to communicate ideas, opinions, and feelings effectively. However, many junior high school students still face difficulties in speaking English due to low confidence, limited vocabulary, anxiety, and challenges in expressing ideas. This study aimed to explore students’ responses toward the use of speaking cards in teaching asking and giving opinions. This study employed a descriptive qualitative design involving 20 eighth-grade students. Data were collected through classroom observation and semi-structured interviews. Five students were selected as interview participants using purposive sampling. The data were analyzed using Braun & Clarke (2006) thematic analysis, while the findings were interpreted through the Technology Acceptance Model (TAM). The findings revealed four major themes: ease and challenges in using speaking cards, confidence improvement, positive learning experiences, and behavioral intention to continue using speaking cards. Students perceived speaking cards as enjoyable and useful learning media that increased their participation and motivation during speaking activities. The cards also helped students become more confident in expressing their opinions and speaking in front of the class. Nevertheless, some students still experienced difficulties in generating ideas, constructing sentences, and avoiding grammatical errors. Overall, speaking cards created a more engaging and supportive learning environment that encouraged students’ participation and confidence in speaking activities.