IMPLEMENTATION OF A HUMANISTIC LEARNING THEORY TO FOSTERING SPEAKING SKILLS OF PRIMARY SCHOOL STUDENTS GRADE 5 IN LEARNING ENGLISH

Abstrak

This mini-research aims to describe the implementation of a humanistic learning theory in English learning to develop the speaking skills of grade 5 elementary school students, as well as understanding students' perceptions of the implementation of this learning theory. This mini-research uses a qualitative approach carried out in one elementary school in South Tapanuli, North Sumatra. The mini-research participants consisted of six students who were selected based on their academic achievement categories, two students were in the high category (high-achiever), two were medium (middle-achiever), and two were low (low-achiever). Data was collected through classroom observations and semi-structured interviews. The research results show that the implementation of humanistic learning theory is successful in creating a safe, comfortable classroom atmosphere, and supports students to be more confident in speaking English. The teacher acts as a facilitator who rewards each student's efforts, does not emphasize mistakes, and encourages active participation in learning. Students stated that they felt appreciated, were more enthusiastic about learning, and began to show courage in speaking up even though some still experienced anxiety and lacked interaction with peers. The implementation of humanistic learning theory has proven effective in building students' self-confidence and involvement, so it is recommended for wider application in English language learning at the elementary school level.