Teachers' strategies in teaching speaking skill to junior high school students

Razi, Faisal; Muslem, Asnawi; Fitrisia, Dohra

doi:10.24815/eej.v12i3.19136

Cited by 9 publications

(11 citation statements)

References 4 publications

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“…In this section, the researcher will discuss solutions to the challenges that teachers confront when teaching speaking to young learners. Teachers' strategies to teach students speaking skills are very important to overcome students' challenges in learning to speak (Razi et al, 2021). English teachers are expected to give efficient ways for teaching speaking so that students can reach their aim of becoming proficient English speakers.…”

Section: Strategies In Teaching Speaking To Young Learners In a Bilin...mentioning

confidence: 99%

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The making of proficient young EFL learners in a bilingual speaking class: challenges and strategies

Mislina

2023

Erudita

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Teachers’ strategies to teach students’ speaking skills are very essential to overcome students’ obstacles in learning to speak. The present study aims to explore the challenges faced by EFL teachers and their strategies in boosting speaking skills to young learners at the elementary level which enacts a bilingual class program. Three primary EFL school teachers volunteered to participate in this study. Framed in a case study approach, data were garnered through observation and semi-structured interviews. The data from these two collection methods were analyzed qualitatively. The study findings have revealed several challenges faced by teachers in teaching speaking to young EFL learners such as lack of vocabulary, missing pronunciation, problems with students’ self-confidence, and speaking in line. In response to these, several strategies were applied by the teachers in teaching speaking to young learners, including discussion, games, picture description, and role-play. This study concludes with some pedagogical implications on how EFL teachers reflect on the enactment of interactive learning strategies that should adapt to the material, conditions, and students’ abilities so that the strategies can be adapted to foster proficient young EFL learners.

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Section: Strategies In Teaching Speaking To Young Learners In a Bilin...mentioning

confidence: 99%

“…It also emphasizes precision, including intricacy and fluidity. Therefore, we can see that teachers' strategies to teach students speaking skills are very important to overcome students' challenges in learning to speak (Razi et al, 2021).…”

Section: Raimes and Arshad Inmentioning

confidence: 99%

The making of proficient young EFL learners in a bilingual speaking class: challenges and strategies

Mislina

2023

Erudita

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“…Teachers may use repeat and listen (imitating what teachers say), repeat and do (imitating what teachers do), or guide students in discussion (Wulandari et al, 2020). Drilling is also an activity to apply in a young learners' class (Razi et al, 2021). Moreover, role-playing is also frequently suggested (Robert & Pane, 2020).…”

Section: Literature Review English-speaking For Young Learnersmentioning

confidence: 99%

How to Scaffold Young Learners' English Speaking Class?

Dwigustini

Ramadhan

Susilawati

et al. 2022

LEEA

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The research objective is to portray how scaffolding strategy is applied in an English-speaking class of young learners. A qualitative approach with a case study design was employed in the present research. Interviews, observation, and document analysis were used to collect the data. The participants involved in this research consisted of an English teacher and 20 junior high school students. The results indicate that the English teacher applies micro-scaffolding strategies, which are realized in the following six activities: 1) stimulating students' participation and engagement; 2) providing explanations; 3) modelling; 4) repetition drills; 5) confirming students' understanding; and 6) giving feedback. Those activities, combined with role-play technique, have been proven to increase students' positive responses, especially concerning learning excitement, speaking skills element enhancement, and students' confidence. The findings signify that scaffolding is a good strategy for young learners' language skills. The present research strongly recommends exploring new scaffolding activities with the infusion of learning platforms both in full remote and hybrid learning as an endeavour to grant much more tremendous help and support for young learners' productive skills. Keywords: English speaking skills, Scaffolding, Teaching Strategy, Young Learners

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“…Speaking issues like inhibitions, fear of making mistakes, keeping quiet, and other speaking problems can be avoided. A substantial portion of the overall competence of the teacher is considered when a teacher facilitates their students' communication competency when they speak English as a second language or as a foreign language (Listyani & Kristie, 2018;Razi et al, 2021;Wulandari, 2020). The Larsen-Freeman theory posits that language acquisition is a dynamic and cyclical process, and that the ultimate goal of language teaching should be to facilitate this process in the classroom by creating a communicative environment where students are motivated to use the language for meaningful communication (Larsen-Freeman, 2002).…”

Section: Introductionmentioning

confidence: 99%

Improving high school students’ speaking skill through role play strategy: A classroom action research

Sayow,

Marsevani

2024

englie

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This study utilized Classroom Action Research and was carried out during a teaching internship in a Junior High School in Batam, Indonesia involving 20 eighth-grade students. The objective of the study is to investigate the impact of implementing the Role Play Strategy on students' attitude, interest, and effort in practicing English speaking skills. The research was structured into distinct stages, including planning, action, observation, and reflection. The research instruments used were observation, pre-test, and post-test. The students were initially observed during their English lessons, after which the pre-test and post-test were administered to evaluate the improvement in their speaking skills. A rubric was devised to assess the students' speaking skills across various aspects. The post-test results revealed a significant improvement in the students' scores compared to the pre-test, demonstrating the effectiveness of the Role Play Strategy in enhancing their speaking abilities. The students' average score for the pre-test was 67.85 points, while their average score for the post-test was 73 points after the implementation of Role Play. Therefore, it can be concluded that the use of Role Play Strategy in classroom instruction is an effective approach for promoting students' speaking skills. The result suggests that the teachers should use creative and modified teaching materials to improve students' curiosity in learning English.

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Teachers' strategies in teaching speaking skill to junior high school students

Cited by 9 publications

References 4 publications

The making of proficient young EFL learners in a bilingual speaking class: challenges and strategies

The making of proficient young EFL learners in a bilingual speaking class: challenges and strategies

How to Scaffold Young Learners' English Speaking Class?

Improving high school students’ speaking skill through role play strategy: A classroom action research

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