Teacher
strategies in teaching speaking in classroom
Filomena yusta neweng
English
Education study Program Faculty of Teacher Training and education, Indonesian
catholic university, santu paul Ruteng
Abstract
This study aims to
determine the teacher's strategy for teaching speaking in class. The research
method used is a qualitative method. Data taken through interviews with 2
teachers who teach English in SMK shows some of the strategies they use in
teaching speaking in the classroom, including presentation strategies, dialogue
strategies, and discussion strategies. This strategy is very suitable and
effective to improve students' speaking English skills. So the teacher plays an
important role in developing students' speaking skills through the application
of good strategies. This research only focuses on the strategies used by
teachers in teaching speaking. It is recommended for further researchers to
examine more deeply how the teacher's strategy is right for students who are
less confident in standing in front of many people.
key words :Teacher,
strategy and speaking
1.Introduction
Students
develop their ability to speak throughout their lives. Students develop their
ability to speak throughout their lives.. This talking expertise can be
obtained through the ability to tune in while also learning talking abilities.
Talking or the ability to talk in English is an important part of
communicating. Anitah (2017:13). We, as educators, must adapt to their learning
styles or students' cultures when teaching English. There is now a challenge
for English as a Foreign Language (EFL) instructors, specifically how to
proceed and which culture to teach.The challenge for EFL teachers is deciding
how to incorporate culture into their teaching and language learning because
culture has several definitions. So that the learning destinations that we
expect can be carried out well. Educating technique allude to methods utilized
to assist understudy learn the required contens and be able to create
achievable objectives within the future (Erna, 2022 : 238)
The teacher's procedure and teacher’s conviction in
learning talking is exceptionally vital for students' learning inspiration.
Teacher's conviction is translated as a teacher's point of view in seeing
instruction, counting the instructing and learning prepare, understudies,
educating strategies, learning destinations, instructing materials and
everything related to instruction itself. Hence, the instructor plays an
imperative part in moving forward students' English talking abilities within
the classroom, say that learning procedures are the chosen ways to provide
subject matter in a specific learning environment, counting the nature, scope,
and arrangement of exercises that can give a learning encounter to
understudies. Conviction in culture educating in dialect clasess is considered
to be the most concept since there ought to be the significance of culture
educating towards the dialect utilized and instructed.
Hidayak and his associates (2017:44) Students must
have a variety of abilities in order to live in the twenty-first century,
including inventive thinking, basic thinking, and communication (talking). Speaking abilities
are incredibly vital for understudies to acquire, but in hone instructors are
less focused with taking students' talking abilities ahead, resulting in moo
understudy talking. An inadequate
learning technique is assumed to be the cause of the decreased level of
communication. In terms of learning strategies, instructors are less concerned
with learning procedures.. Learning techniques are the teachers' way of forming
students who can communicate (speaking).Based on the discoveries over, the
students’ talking capacity is still exceptionally moo. In this manner I need to
encourage investigate on “Teachers techniques in instructing talking in class”
From the previous research
culture teaching in EFL classes: Teacher’s beliefs, attitudes, and classroom
practice (Lucky Amatur Rohman and Erna
Andriyanti, 2022) researching in general about the teaching culture in EFL
classes.Therefore, the author specifically explains the teacher’s strategy in
teaching speaking subject in the classroom.
This study aim to find out how
the teacher’s strategy in teaching speaking subject in class, especially for
high school students.
This research is very ussefull for educators in
vocational school schools. With this research, teachers will realize the
importance of knowing the appropriate strategies for stdudents in vocational
high school.
This study is intended to answer the following
question:
1.What are the teacher’s strategies in teaching
speaking?
2. METHOD
In qualitative research, this is
the method that is used. Qualitative research is a type of market research that
relies on open-ended and conversational contact to gather data. This research
focuses on the teacher.. There will be two
respondents interviewed about the aforementioned topic. The research instrument
is an interview with questions answered. The teacher is the subject of this
investigation. There will be two respondents interviewed about the
aforementioned topic. The research instrument is an interview with questions
answered. This study aims to determine the teacher strategy in
teaching speaking in class.Therefore,this research is expected to able to
answer the following questions.
1.
What
are the teacher’s strategies in teaching speaking?
2.
Why
do you choose the strategies?
3.
How does the teacher’s strategies influence
students participations in teaching speaking?
4.
What
are the difficulties in implementary the strategies?
5.
Do
the strategies effective to improve
students speaking skill?
3.
RESULT AND DISCCUSSION
Results
Speaking is a method
of communicating ideas. In order to generate meaning, Brown (2004) defines
speaking as an interactive process that requires both the production and
reception of information. According to Halimah, "speaking is a tool that a
person uses to communicate, discuss, and convey one's ideas, opinions, needs,
or sentiments to another, depending on the context, participants, experience,
surroundings, and purpose" (2018, p. 206).
Data from interviews with two teachers show that the
teachers (VD & SG) employ a variety of strategies when teaching speaking in
class. The strategies are as follows: presentation strategy, strategy,
discussion strategy, and dialogue strategy. This piques students' interest in
learning to speak.To influence students in learning to
speak, find the teacher determining which strategy should be used. If using a
discussion strategy, the teacher must first prepare the theme or topic to be
discussed. So, a good strategy for teaching speaking will affect the activity
and student participation in speaking English.
Disccussion
A teacher is someone who is able to
educate, teach, and direct students to develop in the world of education.
Therefore, the teacher's role is very important in the classroom. From the
results of interviews with high school teachers, there are several strategies
used in teaching speaking in the classroom. According to the findings of two
teacher interviews, they used a variety of methods to teach speaking. Teachers
have a significant impact on student development. A paid teacher, according to
Leo, is a professional educator who is educated, performs well, and is a
scientist whose primary job is to transform, develop, and disseminate science,
technology, and the arts through education, research, and community service. The
idea was actually stated by Indonesia's first Minister of Education, Ki Hajar
Dewantara, who demonstrates three important characteristics of professional
teachers. The chosen characteristics are (a) Ing ngarso sung tuladha (in front,
the teacher becomes a model), (b) Ing madya mangun karsa (in the middle, the
teacher is a motivator), and (c) tut wuri handayani (behind, the teacher is a
supporters). Teacher,s
strategies in teaching speaking were described as follows:
3.1.Teacher,s
strategies in teaching speaking in classroom
The
speaking subject teacher,s explains several strategies used in learning
speaking in the classroom. The strategies used by the teacher are considered to
be able to increase students' motivation in learning to speak. The strategies
are presentation strategies, dialogue strategies, and discussion strategies.
Teacher,s strategies in teaching
speaking were described as follows:
a). presentation strategi
1. A presentation occurs when you speak or
communicate in front of a group of people in order to convey an idea, material,
or serve as a resource for others. Speaking in front of a group naturally
presents as a formal dialogue (Baker, 2010). Presentations, which can be done
in groups or individually, are used to assess students' learning. According to
Dunbar (2005), a presentation is an opportunity for students to investigate or
explain their understanding of a topic to an audience. Thus, presentation is an
activity with rewards and goals, particularly in terms of speaking.One of the ways
for teachers to get pupils to actively participate in speaking in class and
boost their self-confidence is to use a presentation strategy.
1. I think the strategy used in teaching
speaking is the presentation strategy, where in
this strategy, students are expected to be actively and independently
involved in speaking in front of the class. This strategy is also expected to
increase students' self-confidence (VD)
2. I choose a presentation strategy so that students are able to understand
the material explained and are also responsible for the topics they present. I
have often used this method so that students continue to be active
in class (SG).
From
this data, it can be said that one of the strategies used by teachers in
teaching speaking is student presentation. This method is expected to increase
students' activeness and motivation in speaking English.
b.Dialogue strategy
Dialogue is a literary and theatrical term consisting of
spoken or written conversations between two or more people. With dialogue,
students can speak English with friends.
I
think strategic dialogue is very important for students so that they can train
themselves to speak English with other people. This method is very suitable for
students in high school who find it difficult to speak English. By being given
the task of having a dialogue, they also have the motivation to learn to
dialogue using English in front of them. class (VD).
From the
teacher's explanation above, it can be said that the second strategy they use
is a dialogue strategy. This strategy trains students' ability to talk to other
people without any fear.
C.Discussion
strategy
A discussion is an agreement or a problem
of thinking that is used to better comprehend a problem and its remedies. Samani
(2012) defines discussion as an exchange of ideas (opinion sharing) between two
or more people with the goal of reaching a consensus on a subject. Some
professors utilize discussion as one of their teaching tactics because it
allows pupils to share their thoughts on a topic with one another. The teacher
selects the theme or topic.
1. Students are given the opportunity to be
creative so that they are able to exchange opinions with fellow students in the
class (SG).
2. Discussion becomes part of learning to speak.
When I finish explaining the material, I ask students to practice this
strategy. I have often used this strategy so that students are able to give
their opinions after practice. Students are given the opportunity to speak
(VD),
so discussion becomes a strategy needed by
teachers in teaching speaking in class.
3.2. Reason for
choosing strategy
In developing
students' learning intentions and motivation, the teacher plays an important
role in it. One of them is in choosing a teaching strategy, where the
teacher's strategy is very influential on the development of students'
abilities, especially in speaking. This strategy is used by the teacher because
it has a basic reason. Based on the results of researcher interviews with
several teachers who teach, it can be explained that the above strategy is used
because it is very suitable to improve students' speaking skills.
I chose this strategy because it is very
suitable for improving students' speaking skills. the use of these strategies
will provide the widest opportunity for students to dare to speak without being
afraid of making mistakes so I think the use of these strategies can develop
their speaking skills.(VD)
From the data
above, it can be said that freedom is the key to choosing this strategy,
because with the strategy used, students can freely express themselves without
fear. So, the process of learning to speak runs smoothly.
3.3.
Teacher strategy influence students participations in teaching speaking
When
students participate actively in class, the learning process goes well. The
following are the ways that teachers use speaking to influence student
participation in class:
The first way that teachers do to
influence students' participation in learning to speak is that the teacher
prepares topics that are suitable for discussion if they use discussion
strategies or topics that are suitable for presentation in front of the class
or topics that can make dialogue with each other. Then the teacher asked them
to do the task both in groups and individually. The teacher must provide
opportunities for all students to speak without fear of making mistakes, the
important thing is that there is courage to speak. so that in this way the
teacher can improve students' speaking skill(VD)
From
the data strategy above, which is used to increase or participate in student
participation in class, the teacher prepares topics for discussion or for
presentations, so indirectly, students play an active role in speaking in
class. All students are given the opportunity to speak.
3.4. The difficulties in implementing the
strategy
According to Ur (1996), students face a number
of issues that make it difficult for them to speak English properly, including
inhibition, a lack of things to say, poor or uneven engagement, and the usage
of their mother tongue. Based on the data obtained, the
teacher experienced problems in implementing the strategy. This data shows the
teacher's obstacles in teaching speaking.
There are several difficulties experienced by teachers in implementing
these strategies, among others: sometimes students do not participate actively
for fear of making mistakes in speaking due to lack of vocabulary, fear of
grammatical errors, and not understanding the topic. The data above shows that
in implementing the strategy, the teacher experienced obstacles or
difficulties, including not actively participating due to a lack of
vocabulary.(VD).
3.5.the
result of used the strategies
The strategies that used by
the teachers are usefull for students . Those strategies effective to improve students speaking skill.
Based on evidence from interviews with teachers. The existing
data found several strategies used by teachers in teaching speaking, including
1). presentation strategy, 2) discussion
strategy, and 3) and dialogue strategy. This strategy is applied by the teacher
to increase motivation and develop students' speaking skills in class. The use of this strategy is able to
solve the problem of the classroom atmosphere being more active where students
play an active role in speaking, either through presentations, discussions, or
through dialogue.
The teacher found several difficulties which were caused by
the students themselves, including the lack of vocabulary. The students were
also afraid to speak because they felt wrong in compiling grammar. The
teacher's strategy in teaching speaking is very important in the speaking
learning process. The strategy used determines student activity. If the strategy
is applied by students, the speaking learning process will run well. So, based
on existing data, it proves that the strategy used is effective for learning
speaking in class.
DAFTAR PUSTAKA
Erna
Andriyanti (2022). Culture Teaching in
EFL Classes: Teachers’ Beliefs,
Attitudes, and Classroom Practices
Dincer,
A., & Yesilyurt, S. (2013).
Pre-service English teachers’ beliefs on speaking skills based on motivational
orientations. English Language Teaching, 6(7), 88-95. https://doi.org/10.5539/elt.v6n7p88
Inayah
Nurul,dkk. (2022). The Magic of
Storytelling: Does Storytelling through Videos Improve EFL Students’ Oral Performance?.
Hakim Rahman Arif.
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APPENDIX (THE RESEARCH
INSTRUMENT)
The research instrument is
interview teacher with the followin questions :
1.
What
are the teacher’s strategies in teaching speaking?
2.
Why
do you choose the strategies?
3.
How does the teacher’s strategies influence
students participations in teaching
speaking?
4.
What
are the difficulties in implementary the
strategies?
5.
Do
the strategies effective to improve
students speaking skill?
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