Abstract:
This study examines the effect of finger puppet learning media on students’ speaking skills and self-confidence
in English learning. Conducted at Muslim Suksa School in Southern Thailand, the research employed a
quantitative quasi-experimental method using a nonequivalent control group design. The sample comprised 30
second-grade high school students selected through purposive sampling. Data were collected through pretest
and posttest instruments adapted from previous studies and analyzed using descriptive statistics and hypothesis
testing. The findings reveal a significant improvement in students’ speaking skills and self-confidence following
the use of finger puppets. The mean score increased from 60.28 to 84.32, while the standard deviation decreased
from 15.007 to 9.860. A paired samples t-test yielded a t-value of −10.635 with a significance level of 0.000 (p <
0.05), indicating a statistically significant difference between pretest and posttest results. These results suggest
that finger puppet media effectively reduce students’ psychological barriers by creating a sense of distance
between speakers and their audience, supporting authentic task-based learning, and fostering a more relaxed
classroom atmosphere. Moreover, in Muslim school contexts, finger puppets can be culturally adapted to align
with students’ religious values, thereby supporting learning while preserving local identity.
