TEACHER’S STRATEGY TO IMPROVE STUDENTS’ SPEAKING SKILL
Keywords:
Speaking Skill, Teaching Strategies, English LearningAbstract
This study examines the strategies employed by English teachers to enhance students’ speaking skills at MTsS Al-Munjiya Islamic Boarding School. Adopting a qualitative descriptive design, data were collected through semi-structured interviews with three English teachers and the headmaster, complemented by classroom observations. The data were analyzed using Miles and Huberman’s interactive model, involving data reduction, data display, and conclusion drawing. The findings indicate that teachers face both internal and external challenges in developing students’ speaking skills. Internal challenges include low student motivation, limited vocabulary, lack of confidence, and fear of making mistakes, while external challenges involve limited instructional time, heterogeneous proficiency levels, and difficulties in assessing oral performance. To address these constraints, teachers implemented student-centered and communicative strategies such as discussions, role-play, storytelling, presentations, games, dictation, and vocabulary enrichment, supported by motivational techniques including feedback, rewards, and collaborative activities. Classroom observations revealed that teaching practices were generally aligned with the Merdeka Curriculum, particularly in fostering student engagement and character development; however, greater emphasis is needed on English immersion, technology integration, and systematic feedback. In addition, the headmaster played a key role in supporting language learning through immersion programs, professional development, and role modeling the use of English. Overall, the study highlights that the development of students’ speaking skills is contingent upon the integration of effective leadership, communicative teaching strategies, and an immersive learning environment.
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