TRANSFORMING STUDENTS’ SPEAKING SKILLS THROUGH THE TREFFINGER LEARNING MODEL: A FOCUS ON PRONUNCIATION

Abstract

Pronunciation remains a critical yet challenging component of speaking proficiency, particularly when conventional instruction provides limited opportunities for creative and active learning. This study investigates the novelty and effectiveness of the Treffinger Learning Model as a creative instructional approach to enhance students’ English pronunciation. Employing a pre-experimental one-group pretest–posttest design, the study involved 25 eleventh-grade students from the Islamic English Teenager (IET) group at MAN 2 Kota Makassar during the 2022–2023 academic year. Data were collected through a pretest, four treatment sessions, and a posttest, and analyzed using a t-test. The findings revealed a statistically significant improvement in students’ pronunciation scores, with the mean increasing from 60.72 to 85.80. These results demonstrate that the Treffinger Learning Model can provide an engaging alternative to conventional speaking instruction by fostering active participation and creative learning. The study contributes empirical evidence supporting the integration of creative learning models into pronunciation-focused EFL instruction.