Abstrak
This study aims to investigate the effect of interactive culinary sessions on the English oral communication skills of 11th-grade culinary students at SMKN 1 Tarakan. the study employed a pre-experimental method with a one-group pre-test and post-test design. The subjects were 30 students from the 11th grade specializing in culinary at SMKN 1 Tarakan. data collection utilized a speaking test instrument, assessing five indicators of speaking ability: fluency, pronunciation, vocabulary, grammar, and content, during both pre-test and post-test phases. the findings showed that the mean pre-test score of 65.87 increased to 76.67 in the post-test, signifying a notable 10.8-point improvement following the intervention through interactive culinary sessions. The most substantial improvement was observed in the content indicator, where 100% of students, initially at a fair level, advanced to an excellent level. Improvements were also evident in fluency, with the percentage of students at the excellent level increasing from 6.7% to 20%. in pronunciation, students achieving an excellent level rose from 0% to 10%, with no students remaining at the poor level. For grammar, an increase from 3.3% to 13.3% was noted at the good level, and students at the poor level were eliminated (0%). Although the increase in the vocabulary indicator was not statistically significant, students demonstrated progress in recognizing and utilizing new culinary-related terminology. Based on the results of Wilcoxon and paired sample t-tests, a significance value of 0.000 (p 0.05) was obtained. Consequently, the alternative hypothesis was accepted, and the null hypothesis was rejected. these empirical findings strongly support the conclusion that interactive culinary sessions are effective in enhancing students' english oral communication skills, particularly concerning fluency, pronunciation, vocabulary, grammar, and content.