ELTIN JOURNAL:

p-ISSN 2339-1561
Journal of English Language Teaching in Indonesia

e–ISSN 2580-7684

TEACHERS’ STRATEGIES IN TEACHING SPEAKING AT

SECONDARY SCHOOL CONTEXT
(A Case-Study)

Nirwana1*, Adhes Fidyaningsih2, Esti Sapta Lestari3, Wulan Setia Wardah4,

Iin Inawati5
2207042006@webmail.uad.ac.id, 2207042011@webmail.uad.ac.id, 2307042010@webmail.uad.ac.id,
2207042007@webmail.uad.ac.id , iin.inawati@mpbi.uad.ac.id

UNIVERSITAS AHMAD DAHLAN

ABSTRACT
Speaking is an important aspect that needs to be implemented and should be implemented
in the teaching and learning process. The right strategy is very necessary to make speaking
skills successful for students and students. Therefore, in this study, the researcher tried to
find out the strategies in English used by teachers at a junior high school in Yogyakarta.
This research was conducted at SMP Muhammadiyah 2 Yogyakarta, involving two English
teachers who taught in class eight. This research used a case study approach. And using
data collection methods using observation and semi-structured interviews. The findings
indicate that teachers employed a variety of methods in teaching speaking; imitating, role
play, interactive activity, and educational games. These differences in strategies are
influenced by students' abilities, class conditions and the availability of tools and materials.
It was also found that the obstacle during the teaching process is regarding pronunciation
and how to say the correct meaning in english.

Keywords: teaching strategies, speaking skills, teaching speaking

A. INTRODUCTION
The teaching of speaking skills in secondary school contexts is a critical aspect of language
education, as it plays a pivotal role in developing students' communicative competence.
Several studies have explored various strategies employed by teachers to enhance students'
speaking proficiency. One recurring theme in the literature is the significance of creating a
communicative and supportive classroom environment. Researchers such as Brown (2015)
and Richards (2018) emphasize the importance of fostering a positive atmosphere that

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encourages students to express themselves without fear of judgment. Additionally,

instructional strategies that focus on real-life communication and meaningful tasks have
gained prominence. Scholars like Nunan (2016) argue that integrating speaking activities
that simulate authentic situations can enhance students' ability to use language in practical
contexts.

Communication with others is a skill that comes with speaking. In order to modify
information, speech is therefore essential for interpersonal communication in daily life.
The development of proficient speaking abilities is essential for both academic
achievement and personal growth in the ever-changing context like in junior school. In this
domain, teachers play a crucial role in assisting students in developing their verbal
expression skills in order to become confident, fluent, and upscale. Speaking is a dynamic
activity that involves generating, receiving, and analyzing information to construct
meaning (Brown, 1994) and (Burns & Joyce, 1997). The structure and meaning of speech
are determined by the context in which it occurs, encompassing the individuals involved,
their collective experiences, the physical environment, and the objectives for speaking. It
frequently happens on its own, is flexible, and changes. Speech is not always random,
though. It is possible to identify and chart language functions (or patterns) that frequently
occur in particular discourse settings, such as turning down an invitation or asking for a
break from work (Burns & Joyce, 1997).

Students who actively try to communicate in an attempt to acquire a second language will
find it easier to pick up the language Nunan (1995). And a teacher's strategies determine a
student's performance in language acquisition (William and Burden, 2003). As stated also
by Baxter (2007), the method will push more advanced students to commit to pragmatism
while also facilitating the early cognitive stage of the students' growth.

In terms of teacher professional development, several studies underscore the importance of

equipping educators with effective strategies for teaching speaking skills. Ongoing training
programs that focus on enhancing pedagogical techniques and addressing the specific
challenges associated with teaching speaking have been recommended (Smith, 2019).
Understanding teachers' perspectives and challenges in implementing these strategies is
crucial for developing comprehensive support systems and ensuring the successful
integration of speaking skills in secondary school classrooms. Overall, the literature
reflects a dynamic landscape of strategies employed by teachers to cultivate effective
speaking skills in secondary school students, incorporating both traditional and innovative
approaches.

The learning strategy functions as a powerful instrument, enabling learners to expedite the
acquisition of information and enhance their understanding of the topics covered in their
education (Sukmawati & Sabillah,2020). Furthermore, it assists learners in comprehending
the specific material within the subjects they are studying, directing their focus towards
achieving desired outcomes (Bester & Brand, 2013). It's crucial to recognize that the
learning approach is not an innate skill but rather necessitates training for proficient
utilization in well-prepared individuals. Teachers can employ a variety of ways to
accomplish objectives in the teaching and learning process, according to Saragih et al.
(2019). When teaching pupils to communicate in English, teachers might employ a variety
of techniques.

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Speaking instruction may be given using a variety of techniques. Students' speaking

difficulties can be greatly alleviated by using the role-playing approach. Speaking
proficiency can rise when students make an effort to unwind and concentrate on the lessons
that the instructor has taught. Understanding the subject matter will be simpler for pupils
who have paid attention to it, and they won't get readily disinterested in the teacher's
explanations Munawaroh and Ahmada (2022). The term "role play" describes a variety of
activities in which students pretend to be in an environment other than the classroom,
occasionally taking on the character of someone else, and adapting their language to fit the
new setting Ur (1996). Students are given instructions to pretend to be in a variety of social
circumstances and positions during role-playing exercises (Harmer, 2001; Thornbury,
2002). Role plays are essential in CLT because they provide students the opportunity to
practice speaking in a variety of social contexts and roles. They can be set up to be more
organized or less structured Diane (2000).

There is also a picture description as one of strategies in teaching speaking. The

application of picture description in English speaking sessions improved participants'
coherence in speech, and participants felt positively about the use of picture description
Phuong (2018). The use of various types of pictures in the classroom can stimulate
students' imaginations (Moore, 1982). This is consistent with the assertion made by Wright
(1989) that pictures can encourage students to participate in speaking exercises.

Reading aloud may also be a useful teaching strategy in speaking classes, since there is a
strong correlation between reading aloud to students and their speaking ability Supraba
et.al. (2020). This is in line with the statement of Kusumawardani et.al. (2022) who stated
that reading aloud can increase the students’ speaking skill. Like reading aloud,
educational games also can improve the process of teaching and learning Dewi et.al.
(2017). This also suggests interactive activities meant to boost pupils' motivation and
excitement. It is evident that it has a good impact on pupils' confidence, speaking fluency,
and active involvement. To put it succinctly, the teaching and learning approach lessens the
tension and monotony associated with the learning process while fostering positive,
engaging environments.

Several previous studies have examined the tactics employed by teachers to teach
speaking. In a study conducted by Octavia et al. (2023), it was discovered that when
teaching speaking skills at the Junior High School level, the instructors utilized the
teaching tactics suggested by Thornbury. Additionally, they incorporated other strategies
such reading aloud, repetition exercises, and cooperative learning through modeling. The
second prior study was conducted by (Maryanti et al., 2021), their research discovered that
the instructors in SMP Negeri 1 Kota Sabang employed several kinds of tactics in teaching
speaking; role-play, picture description, interview, and simulations. Additionally, it was
discovered that there were five hurdles encountered during the instructional process, and
the teachers employed various strategies to address these challenges.

The third prior research, conducted by (Razi et al., 2021), identified five tactics employed
by instructors to teach speaking skills at SMP Inshafuddin, Banda Aceh. These strategies
include role play, drilling, games, picture description, and storytelling. And the teachers
also encountered challenges in implementing the ideas as well. The preceding research that
followed was completed by (Situmorang et al., 2022), the findings indicated that English
teachers in North Sumatra employed various strategies to teach speaking skills, including
information gap activities, communicative language instruction based on real-life
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situations, brainstorming exercises, picture description tasks, discussions, storytelling,

role-playing, incorporating daily conversations into the learning process, delivering
speeches, and utilizing educational games. The last previous study was completed by
(Septiana and Rahayuningsih, 2022). The goal of this study was to explore English
teacher’s teaching strategies to build students’ confidence to practice speaking English.
The study's findings showed the substantial effects that the three teaching
techniques—partner work, modeled discourse, and narrative reenactment—had on
students' willingness to practice speaking English.

Although some scholars have carried out research on teachers' strategies for teaching
speaking, particularly in junior high school, this type of study has never been done at a
private Muhammadiyah junior high school. So, it is needed to conduct research to know
teachers’ strategy in teaching speaking in a Muhammadiyah junior high school private
school. This study investigates specially on 1) the teacher`s strategy in teaching speaking
skills and 2) the obstacles that the teachers faced during implementing the strategies.

The process of teaching English in the classroom requires the involvement of the teacher.
Teachers, who are supposed to have good classroom management skills, can assist pupils
in picking up the content fast. This calls for an effective teaching method from the teacher.
According to (Anggraeni et al., 2020), a teacher can improve their students' understanding
of the information being taught by using creative teaching strategies and tools. The
instructor's methods of instruction may have an effect on the students' level of English
competence, especially in speaking.

B. METHOD
Research methodology
A case study approach is used in this research. Gerring (2004) defined a case study as an
in-depth analysis of a single unit with the goal of understanding a larger class of (similar)
units.
Subject of the Study
Purposive sampling, a technique used in qualitative research to find precise evidence and
compress information on the study difficulties, was used to select the subject (Palinkas,
et.al., 2015). This research focused on two English teachers at SMP Muhammadiyah 2
Yogyakarta. There are several distinct purposive sampling techniques. The selection
process should include three requirements: 1) the instructor must be an English teacher; 2)
the teacher must educate junior high school students; and 3) the teacher must have been
teaching for a minimum of two years. The methods used by teachers to teach speaking, as
well as the issues they encountered and how they overcame them, were the focus of this
study.
Data collection techniques
The researcher employed an observation sheet and an interview guide as the research
instrument. Briggs (2012) defines a semi-structured interview as an interview where the
interviewer adapts their questions based on the interviewee's responses and their own
observations on the information provided. It signifies that the researcher engages in a direct
interview with the subject, characterized by informality, open-ended inquiry, and the
exploration of their responses, perspectives, demeanor, beliefs, and other relevant

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information. In addition, the method section of this research should include the following
components: a description of the materials utilized in the study, an explanation of how the
materials were prepared, a description of the research protocol, an explanation of the
measurement procedures and calculations performed, and a statement regarding the
statistical tests employed for data analysis.
Data analysis.
The technique of data analysis is qualitative. The Miles, Huberman, and Saldana (2014)
theory was then applied to the data analysis. This idea led to three distinct steps: data
reduction, data display, and conclusions.

C. FINDINGS AND DISCUSSION

Teacher results through the observation.
The findings of the observation include the methods employed by two English
instructors that instruct junior high school pupils in English throughout the first semester
when it comes to speaking. The researchers observe the teachers with the observations that
have combined to get the data. The result is divided into three parts. The first by the
pre-activity, while-activity and post activity. The teacher's name is included with the initial,
teacher 1 (T1) code L and teacher 2 (T2) code Y.

Pre-activity
Pre-activity is the first activity carried out at the beginning of the learning process. At this
stage it was found that the two teachers carried out several opening activities with the
students. This is proven by the teacher's greeting which is then followed by an opening
prayer and students' apperception at the start of class. T1 and T2 also carried out activities
to review the material that had been discussed at the previous meeting. Then the two
teachers took action to ask students about the understanding they already knew. T1 and T2
also convey learning activities and learning objectives to the students. And from this
delivery, both T1 and T2 can continue with learning activities. T1, before the learning
activities begin, will observe the students' condition, while T2 will ask questions and
confirm the information that was given the evening before the English lesson.

While-activity
While-activity is an activity that takes place during the teaching and learning process. At
this stage, the teacher will start learning activities and carry out activities such as
delivering material, giving examples, conducting questions and answers, discussions and
so on. At this stage, T1 makes a presentation by showing the children material from
YouTube which is then useful for students so they can understand and know how to speak
English through the imitation process. T2 carried out the initial class activity by delivering
material on a PPT presentation. This is done so that students can listen to the teacher's
presentation and learn to understand the meaning of what is said in English. Of course, in
helping students to understand English, both T1 and T2 provide material covered in
Indonesian, this is done by both teachers for the sake of harmonizing students'
understanding in learning.

Then, in the course of the learning process, T1 familiarizes students with using dictionaries
to obtain meaning in English. And if students don't bring a dictionary, they can borrow it
from the library, or they can use Google Translate, but only one from each group that has
been determined. Using Google Translate can also help students imitate the speech from

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the application. And this can also help students in speaking English correctly and
appropriately. Meanwhile, T2 in the learning process will invite children to be active in the
learning process. The interactive activities provided can be in the form of stories and
descriptions of activities or events that have occurred recently. Because according to T2,
children will be more quickly motivated to speak English if the topic is related to their
current situation.

Regarding the children's English language practice, the two teachers also implemented
several methods so that the children could speak well. T1 in English practice does a lot of
role play activities in accordance with the learning theme. For example, with the holiday
theme, students can play roles as visitors and local residents, and other roles. Students in
pairs come to the front of the class to carry out role play activities and then the teacher will
ask the sitting students to ask questions related to the stories of their friends who are
presenting. T1 said that this could encourage students to dare to express their opinions in
English. T2 in English practice visiting tourists who are on holiday. The aim of bringing in
tourists is to train students' mental and English language skills. And in this activity the
students were very enthusiastic about asking questions and speaking in English. And at the
end of learning, T1 and T2 held a joint discussion regarding the activities that had been
carried out.

Post-activity
Post-activity is the final stage in the learning process. The teacher conveys a summary of
the learning and conclusions obtained. T1 at the end of the lesson invites students to reflect
on the activities they have carried out. Then invite students to speak English to convey the
learning results. T2 also carried out similar activities. After the learning process, students
get a summary of the learning process. T1 and T2 provide feedback to the students in
practicing the roleplay and attractive games that have been given. And both of them also
delivered learning material at the next meeting so that students could better prepare
themselves.

Teacher results through the interview

The findings of the interview are based on the teachers experiences during teaching
the students. In these interviewing results, the data was divided into six points, starting by
teacher background, teach8ng material and resources, strategies in teaching speaking,
reason why using the strategies, obstacles in teaching speaking, and the solution of the
problems.

Teacher Background
The first question related to the teacher is about their background of the study. Teacher 1
studied English education at Sanatawijaya Tamansiswa University. She started teaching in
2004,and in junior high school since 2012. She focused on teaching eighth grade students
now. Additionally, teacher 2 was an educator who had attended Ahmad Dahlan University,
in the magister program of english education. She started teaching in 2009. At The firs,she
taught for all grade students in the junior high school but now he focussed on the eighth
and ninth grade students.

Teaching Material and Resources

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Next questions, T1 was asked about the learning material that was used by the teacher. And
both of them said that they have their own module in the teaching learning process. T1 said
that the module development has syncron with the silabus, RPP and curriculum that was
used. And the T2 explains if the module development is built according to the students
abilities, and depends on the students habits to make it real to learn.

Strategies in Teaching Speaking

In the teaching speaking, both teachers use several strategie, such as imitating, role play,
interactive activity, and educational games. And with lots of strategies, teachers have their
own style to increase the speaking abilities of students. The next questions regarding the
teacher strategies while teaching speaking for the students. T1 explains that for improving
the students' speaking ability we have to make them confident to speak in front of the class.
If the students are still confused, let's do it with the roleplay method. The T1 added the
examples with the roleplay mode. For example in the recount text that retells about their
activities in some places. In front of the class, they will make a dialog, it could be as a
journalist and tourist, and vice versa. After that, the other students can ask the presenter.
Students who are active to ask wil, get the point or reward regarding their courage.

Moreover, T2 used the interactive method for the students' improvement in their speaking
skill. Tomake the students feel calm, the teacher will send the activities before the start of
the class. It could be two or three days before so students will be able to prepare
themselves easily. Another strategy that a teacher can use is to choose the best students to
speak as the mentor. And tried to choose simple text only for the students speaking text.it
perhaps students can easily say and understand their own words.

Reason for using the strategies

For the next questions, regarding the reasons for using the strategies. T1 explains that
students must be able to speak English even if they want to get permission. T1 added the
students will get brave with the roleplay. They will feel and know how to ask and answer
some questions. Moreover, T2 added that students will be happy if we record them and
upload them to Youtobe. T2 said it is kind of the method to make students happier.
Withuploaded to youtube, it means that they must be better at preparing themselves while
speaking in front of the class.

Obstacles in Teaching Speaking

The next questions about obstacles in the teaching speaking, since both teachers deal with
the obstacles from many sides. T1 and T2 explain the students' difficulties regarding
pronunciation and how to say the correct meaning in english. Another of them could be
because of the students' culture. That most of the students are javanise that make the
speech sound different from the original sound.

The Solution of the Problems

The last question asked in the interview was the teacher's solutions regarding the problems.
While both teachers face the same obstacles, they have their own method to deal with the
problems. T1 tried to help students that had difficulty in speaking to watch the video
related to material that perhaps students can imitate the speakers said and tried to do it. The
other solutions, teachers give the students willingness to use handphones but only one of
the group or so on.

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Moreover, the T2 tried to find the solution bydo the pretest or assessment first. This
method used to find students' obstacles and tried to find the solutions. Beside that,I tried to
give examples of the speaking test that relate with students' styles. And for some classes,
such as English class, sometimes teachers invite tourists to do the speaking test with the
students. Perhaps that students could be speech related to the good and correct
pronunciation.

From the results of the research that had been carried out on student strategies, the two
teachers used different strategies to see the children's speaking abilities. The teacher in the
results of this research carried out pre-activity, while activity and post activity well. At the
pre-activity stage that was carried out, the two teachers carried out an apperception,
reviewed the previous material and also the learning objectives. During activity, the teacher
carried out all the activities, only two activities that were not carried out by one of the
teachers. Furthermore, in the post activity, the teacher reflects, evaluates and provides good
feedback. Then, through the results of the interviews that were conducted, the results were
divided into six, starting from teacher background, teaching materials and resources,
strategies in teaching speaking, reasons for using the strategies, the obstacles in teaching
speaking and the solution of the problems. Compared with previous research, the strategies
used were reading aloud, repetition exercises, and cooperative learning. Apart from that,
strategies that can be used are related to communicative language instruction based on
real-life situations, picture description tasks, discussions, storytelling, role-playing,
incorporating daily conversations into the learning process, delivering speeches, and using
educational games.

DISCUSSION
The teacher's strategy in teaching speaking skills
Beside the role play and the interactive method, several strategies contained in previous
research have also been implemented in this research, such as the strategies used, including
imitating, role play, interactive activity, and educational games.

Playing roles is one technique that teachers use in teaching speaking at SMP
Muhammadiyah 2. This is in line with the statement of Ahmada and Munawaroh (2022),
they stated that students' speaking difficulties may be greatly resolved by using the
role-playing approach. The use of interactive methods is also in accordance with the results
of research that has been done by Alsyouf and Al Kayed (2021). This study revealed how
interactive strategies have a major positive influence on EFL students' competency in
speaking courses when they are used and given. As well as the use of other strategies such
as reading aloud, which is in accordance with the research of Kusumawardani et.al. (2022)
who stated that reading aloud can increase the students’ speaking skill, the implementation
of picture description also aligned with the statement of Wright (1989) that pictures can
encourage students to participate in speaking exercises.

The obstacles that the teachers faced during implementing the strategies.
It has been discovered that the students struggle with pronouncing words correctly and
speaking English. One such reason for them can be the culture of the students. The
majority of students are javanese, which alters the original sound of the speech.
Teachers attempted to assist pupils who struggled with speaking by having them view a
video on the subject so that maybe they might try to imitate what the speakers were saying.
One possible option may be for teachers to allow students to use cell phones, but only for

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one person per group, or something similar. Teachers also completed the evaluation or
pretest initially. This approach sought to identify the problems that students were facing
and provide answers. In addition, speaking exam samples that correspond with the
students' styles were provided. Occasionally, teachers ask tourists to administer a speech
assessment to their students

D. CONCLUSION
Speaking teaching strategies vary depending on grade level and student understanding. In
the learning process, of course the teacher considers students' needs, speaking components
such as pronunciation, grammar, vocabulary and fluency. By considering these aspects, it is
concluded that some strategies are implemented at all levels but with different
considerations and treatments. From this research, the results showed that teachers use
several strategies that can hone students' speaking skills. The data obtained shows that in
T1 the approach used roleplay while in T2 it used interactive activities with students. Apart
from that, both T1 and T2 carried out dialogue activities in front of the class to increase
students' self-confidence. Which can then improve your English skills. Based on the results
of the interview, both T1 and T2 also provided suggestions for the future to improve
speaking skills, strategies that can be used such as studying supporting applications that
can provide new references that can increase students' willingness to speak English. And
you can also invite foreigners to practice English with students.

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