Upgrading Senior High School Students’ Skills in Spoken Expository Text through the Step and Speak Game

Abstract

This study investigates the effectiveness of the Step and Speak Game in improving senior high school students’ spoken expository performance. A quantitative pre‑experimental design with a one‑group pre‑test and post‑test model was applied to 33 tenth‑grade students of SMA Muhammadiyah 1 Babat. Data were collected through a speaking test assessed by a rubric covering fluency, pronunciation, grammar, and vocabulary. The treatment involved group practice using a footprint pathway, where students articulated the thesis, arguments, and reiteration while engaging in kinesthetic movement. Results showed significant improvement in pronunciation and vocabulary, while grammar demonstrated modest progress and fluency remained limited. These findings confirm that kinesthetic practice through structured movement activities can enhance oral competence and reduce anxiety. The Step and Speak Game also transformed classroom dynamics by fostering confidence, motivation, and collaborative interaction. In conclusion, this study provides empirical evidence and pedagogical insights, offering teachers a practical and engaging medium to strengthen multidimensional speaking competence in expository contexts.