Teacher’s Strategies In Teaching Speaking At Senior High School

Abstract

Speaking is a skill that should be developed at an early stage following listening. This highlights the crucial role of speaking in communication. In the context of education, teachers aim for students to achieve fluency in speaking English. Speaking is one of the key skills in language learning, alongside listening, writing, and reading. It is a significant indicator of students' language proficiency. Therefore, teachers need to employ strategies to enhance students' speaking abilities. The strategies used in teaching speaking skills are undeniably one of the factors that influence teaching and learning outcomes. Effective teaching strategies are essential as they help students improve their English speaking skills. To accomplish this, English teachers can implement various teaching strategies tailored to students' needs and interests. This research was conducted by using qualitative case study design to report the English Teacher’s strategies in teaching speaking. Furthermore, the objective of this research is to give information about what were the teacher strategies that made the students more confident to speak. The participants of this research were an English teacher at Senior High School in Jember and two students participated to support the data. The teacher was selected as the research participant because the English teacher has implemented more than one strategies to guide students more relax and confident to speak. Besides, the 2 students who became participants, they were from grade eleven. The students had been ever joining the competition especially in speaking skill like, local competition, speech contest, debate, etc. In collecting the data, the researcher conducted observation and interview. The observation was conducted 3 times in different day, while the interviews were conducted 2 times, 1 time with the teacher, and 1 time with the students. Based on theobservations and interviews related to the English teacher strategies in teaching speaking found that in the first observation the teacher applied a role play, the second observation the teacher used discussion as her strategy to teach speaking, and the last observation the teacher conducted a conventional-game like playing card to teach speaking. Furthermore, the result of the interview with the teacher found that she applied the strategy depend on the age of students, meanwhile the teacher also said that she faced some difficulties when she taught different level and ability of the students. The teacher also said that she loved doing role play because she can ask the students to act like the story. Not only conducted a role play, the teacher also applied a discussion where in every discussion, the students would be divided into some groups.While students response are very fantastic. They indicated that they appreciate the teacher's strategy for teaching speaking, although they find role-playing somewhat challenging to manage. The result of this research is expected to be able to give meaningful contribution especially for the teacher who would teach speaking in the classroom. Furthermore, this research is expected to become useful for future researchers as the additional information in conducting further research dealing with teaching speaking.However, there were important things to pay attention to, especially for future researchers, the weakness of this research is that the researcher had not involved students who were less proficient in speaking to provide their responses regarding the strategies used by the teacher.