Exploring Teacher Strategies for Teaching English Speaking Skills at SMAN 2 Sorong City
Keywords:
Teacher Strategies, Speaking Skills, English Teaching, Qualitative Case StudyAbstract
This study explored teacher strategies for teaching English speaking skills and the challenges encountered in their implementation at SMAN 2 Sorong City. A qualitative case study was conducted with three English teachers purposively selected on the basis of their experience teaching grades XI and XII. Data were obtained through observation, interviews, and documentation and analysed by coding, categorising, summarising, and identifying patterns. The teachers reported using role-play, dialogue, conversation, discussion, presentation, listening for speaking, describing pictures, performance, and argumentation. Supporting activities included games, songs, films, vocabulary practice, and pronunciation examples. The main challenges concerned limited vocabulary, low confidence, shyness, pronunciation difficulties, and fear of making mistakes or being laughed at by classmates. Teachers responded through regular interaction, simple classroom expressions, pronunciation modelling, correction and repetition, pair conversations, and vocabulary games. They generally described students as enthusiastic, although students sometimes preferred working with their own friends. Feedback included reflection on difficulties, praise, applause, and encouragement. The findings describe how teachers combined speaking activities with support for students’ language use and confidence. The study recommended combining creative strategies, such as role-play with audiovisual media, and regularly evaluating their implementation.
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