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Teachers' Strategies in Teaching Speaking Skills  
at SMAN 1 Palopo 

 
Widya Anggraeni1, Wahibah2, Amir Faqihuddin Assafary3* 

Islamic State Institute of Palopo (IAIN Palopo) 
*wahibah@iainpalopo.ac.id 

 

ABSTRACT 
The study aimed to know the strategies used by teachers at S.M.A. Negeri 1 Palopo to 
teach speaking skills. This thesis employed Qualitative Method. The writer applied the 
purposive sampling technique to obtain the samples of the study. In getting data, the 
writer examined two English teachers in S.M.A. Negeri 1 Palopo. The writer also used 
observation-checklist, semi-structured interviews, and reports to get the data. The result 
of this study showed that teacher 1 used discussion, role-play, brainstorming, writing, 
conversation, blogging, picture description, and learning assignment. While teacher 2 
used conversation, modeling, role-play, brainstorming, writing, questioning, reading, 
explaining, and playing ice hockey. Both teachers use various strategies in teaching 
speaking. 
 
Keywords: Teacher's Strategies, English Language Teaching, Speaking Skills  
 

INTRODUCTION 
Teaching is the way to convey information about a topic that would be learned by 

the students. The purpose of the teaching-learning process is to make students get 
knowledge and ability to understand the knowledge. To achieve the purpose of teaching, 
the teacher is a key that should be creative in choosing the materials and strategies of 
teaching to make the students easy to understand the knowledge (Iksan & Dirham, 2018). 
Besides that, the role of the teacher is also very important to make the learning process 
run well. One of the most important skills that teachers should have in teaching and 
learning process is the ability to use various teaching strategies. Teachers should be able 
to use some kinds of teaching strategies that enable students to learn in order to obtain 
the expected results. If teachers cannot use a proper teaching strategy, teaching and 
learning process would not run effectively.  
 In learning English, the objective is to enable students to master language skills, 
one of them is speaking. Richards & Renandya (2000) stated that we use speaking to give 
instruction or to get things done. It means, when a student wants to convey his goal, it is 
necessary to speak in order that the purpose is delivered properly. Vocabulary, grammar, 
and pronunciation must be mastered in speaking. It is needed to make students fluent 
and accurate in speaking.  The strategies in teaching this speaking skill cannot be denied 
as a factor influencing the teaching and learning outcome. Teachers' teaching strategies 
is very important since it can help the students to speak English well. To achieve it, 
English teachers may apply different kinds of teaching strategies in the teaching and 
learning process. The strategies used should be based on students' needs and interests. 
Teaching strategies in speaking activities are very important to overcome students' 
difficulties in speaking. Regarding this issue, several studies have been conducted by 
scholars including Anjani Putra (2013) who studied the teacher's strategies in teaching 

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speaking to students at the secondary level, found that the strategies of teaching speaking 
that the teacher used were cooperative activities, creative task, role play, and drilling. 
Then, AdiNugroho (2015) who investigated the teacher's strategies in teaching speaking 
at L.P.K. Padma Widyanata, he concluded that the teacher used encouraging students to 
speak, giving motivation and making aware of scripts as the strategies to teach speaking. 
Furthermore, Erik Yuda Pratama & Yani Awaliyah(2015) also studied the Teacher's 
Strategies in Teaching Speaking to Young Learners, and found that the strategies the 
teachers used are role play, watching a video, jazz chant, digital storytelling, games, and 
repetition. The teacher faced several barriers in teaching speaking in the classroom, such 
as reluctant students, missing pronunciation, and lack of vocabulary, but the lecturer 
could overcome those barriers by using various techniques like implementing media and 
designing the lesson using topical-based-syllabus. Based on the narration above, the 
writer concluded how important teachers' strategies in teaching especially in teaching 
speaking. Therefore, the writer initiated to conduct the study regarding this issue. 

 
METHODS 
Study Design 

This study used a qualitative method as a fundamental aspect of the study. In line 
with that, this study will be conducted to investigate the teachers' strategies in teaching 
speaking at S.M.A. Negeri1 Palopo. Moreover, this study will be employed to find out how 
the teacher uses the strategies in teaching speaking at S.M.A. Negeri 1Palopo. 
Furthermore, the case-study study will be conducted in this study in order to find a deep 
investigation of the techniques used by the teacher when teaching speaking.  
 
Location 

This study was conducted at S.M.A. Negeri1 Palopo. This School is located at Jl. 
Andi Pangerang, Palopo city. 
 
The subject of the study 

 The writer has applied the purposive sampling technique in getting data because 
the sample data sources need special consideration. In getting data writer has observed 
two English Teachers in S.M.A. Negeri 1 Palopo.  
 
Instruments of the Study 

In conducting this study, there were some instruments used. They are observation 
checklist, semi structures interviewed, and documentation.  
 
Observation Checklist 

The teacher observed by the writer using the observation checklist. In this case, 
the writer was observed whatever done by the English teacher related to the teaching 
strategies in teaching speaking in the classroom. It was used to investigate the speaking 
teaching strategies used by the teacher in teaching.  
 
Semi-Structured Interviewed 

This instrument was used to gain spoken data from the participants on what 
teacher's strategies used by the teacher in teaching speaking and how the teacher uses 
the teaching strategies. This instrument consists of 15 questions but the question can be 

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more than it during the interview later. The interview was done with the English teacher. 
The interview will be done after finished the teaching and learning process.  
Documentation 

Documentation as a provident of study results like the camera to take the picture 
to complete this study. 
 
Technique of Collecting Data 

To collect the data, the writer used direct observation and observation checklist, 
semi-structured interview, and documentation as the instruments. Further, in conducting 
the study the following steps will be done: 

1. This study chose two English teachers in S.M.A. Negeri 1Palopo. 
2. Preparing the observation checklist and interview guideline as to the study 

instrument; 
3. Observing the class activities in six meetings. Each meeting will take two hours 

of lessons, and each hour's lesson takes 40 minutes and all the teaching process 
will be video recorded. 

4. Collect the data  from syllabus and R.P.P. 
5. Preparing the documents  
6. Analyzing the obtained data from observation, interview, and documents;  
7. Interpreting the findings from those instruments; and  
8. Drawing a conclusion based on the obtained data. 

 
Technique of Data analysis 

In this study, the writer used a qualitative data analysis technique. To analyze the 
data, the writer followed the steps proposed by Huberman in Presley (2012).  The data 
analysis in this study will be broken down into three stages; they are Data Reduction, 
Display, the data, and Drawing the conclusion. 
Data Reduction 
The observational checklist is checked out as the way to investigate that all of the study 
problems will be answered. Data from observation is about teaching strategies in 
teaching speaking skills and the writer will transcript the video of observation to know 
clearly the result of the writer. 
Display the  data 
In this section, the writer started to prepare the data that will be displayed in the study 
and make interpretations.   

Drawing the conclusion 
In the last section in analyzing data, the writer made the conclusion as the result of the 
study. Referring to the data analysis, the writer will analyze the speaking teaching 
strategies using the theory proposed by Kayi, H. (2006). 

RESULTS 

Findings 
Base on General Findings on Teachers' Strategies in Teaching Speaking 

No Strategies in Teaching Speaking Teacher 1 Teacher 2 

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1 Discussion √ √ 

2 Simulation - √ 

3 Role-play √ √ 

4 Brainstorming √ √ 

5 Storytelling √ √ 

6 Information Gap - - 

7 Interviews √ √ 

8 Story completion - - 

9 Reporting √ √ 

10 Playing Card - - 

11 DescribingPicture √ √ 

12 Find the Differences - - 

13 Picture Narrating - - 

14 Learning project √ - 

15 Playing Ice Ball  √ 

 
 Based on the table above can be understood that both teachers use their own 
strategies in teaching speaking. Teacher 1 used 9 strategies. The fist is a discussion where 
the students can give their opinion with their friends and it can practice their speaking 
skill. The second is role play where they practice speaking based on the character that 
they play. The third is brainstorming where the teacher 1 used it to lose the students' 
bored by using picture or media to explain the main topic. The fourth is storytelling where 
the students should tell about the one-story and exactly it can practice their skill. The fifth 
is the interview, the teacher 1 used it by giving the question one by one and then the 
students should answer it. These activities directly can practice their skill. The sixth is 
reporting where the students should report one news and then they should present in 
front of the class. This activity also can practice their speaking skill. The seventh is 
describing a picture where the teacher 1 asked the students to describe the picture based 
on their own words so that can practice and improve their speaking skill. The last is a 
learning project that becomes the main strategy where the students are asked to make 
something and then it can be used to practice their speaking skill. 
 The teacher 2 used discussion, simulation, role-play, brainstorming, storytelling, 
interview, reporting, describing the picture and playing ice ball. The first is a discussion 
where this activity can practice their speaking by using many words to speak. The second 
is a simulation where the students have practised the speaking skill by using their words 
or sentences. The third is role play where they speak based on their character on the 
story. In other words, the role can practice their speaking skill. The fourth is 

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brainstorming where the teacher 2 used it by using an interesting picture to explain the 
main topic of the material. The fifth is storytelling where the students should tell one 
story based on their own words. The sixth is the interview where the teacher 2 gave 
questions to the students especially for the oral test. It can know their real knowledge. 
The seventh is reporting where the students should report news and then they practice 
their skill by using it. The eighth is describing a picture where the students should 
describe the picture by using their own words and then it can practice their speaking skill. 
The last is playing ice ball and it is the main strategy for the teacher 2. The applying of ice 
ball is the activities that can practice the students' skill by using the ball from the paper, 
and on the paper, there are some topics that must be explained by them. 

Teacher's strategies in teaching speaking 
Teacher 1 
 The first question that is given by the writer about the discussion method in the 
classroom because most of the teachers used it when she or he taught in the classroom. 
Here the teacher 1 answered the writer's question about it. He or she did it to get the 
spirit of the students. He or she gave a complete opinion about this strategy. 
 "Yes, I usually discussion model but it is not all of the material because that is based 

on the material which will be taught. So, if the material about asking and giving 
opinion exactly we should use discussion model" (Teacher 1 on October 17th, 2019) 

 
Based on the interview above, it can be understood that the teacher 1 used the 

discussion model in the classroom but based on the topic material that will be taught. 
From the result also can be gotten if the topic in the classroom for example about asking 
and giving opinion exactly he or she applied the discussion model. In other words, she or 
he applied it so that all of the ideas from the students can arise. Finally, they can practice 
their speaking skill. 
 "I usually apply a role model in a specific topic so that my students can speak based on 

the characteristic. In other words, they can give full attention based on the 
characteristic" (teacher 1 on October 17th, 2019)  

 
Teacher 1 also gave a comment from the research's question. He or she usually 

applied role model so that the students can practice their speaking skill based on the 
character. This is very important because if they knew the character based on the topic 
in one story, exactly, they can give full attention. In other words, all skills they got can be 
applied. 
 The next question that was given by the writer about the applying of Brainstorming 
in the classroom. This part is very important because it is the main point of the teacher's 
strategy. 
 "Yes, before teaching process of speaking I usually use brainstorming to lose bored 

situation my students in teaching and learning process because in studying English 
must enjoy" (Teacher 1 on October 17th, 2019) 

 
Based on the result above can be understood that the teacher 1 used Brainstorming 

in teaching speaking. He or she used it in order that can lose the students' bored. This 
thing is important because in studying English especially speaking the condition of a class 
must be enjoyed. All of it in order that they can comprehend the material completely. 

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 The next part when the material of the English into a specific discussion. It means 
that there is another way to comprehend it. For example, if the topic of the speaking skill 
is the text. Therefore, the writer gave again the question about it. 
 
 "If I explain the narrative text, I have the students to tell their daily activity. So, they 

tell in front of their friends" (Teacher 1 on October 17th, 2019)  
 

From the result above can be understood that the teacher 1 if explain the material 
of the narrative text, he or she asks for the students to make daily activity. After that, they 
should tell them in front of their friends. This is very good because it can improve their 
skill and ability. The most important part based on their daily activity they can also 
practice their braveness. It is the main part to practice the skill in speaking. If they have 
big braveness, exactly they can speak well. 

The writer continued her questions. This part about applying the interview section 
in the classroom. It can be known that interview also is one of the main parts of speaking 
skill. If they can make an interview, they can speak English well. 
 
 "If the interview technique I usually use it but not for all of the material. Just in the 

material that must use interview" (Teacher 1 on October 17th, 2019) 
 

Based on the result above the teacher 1 usually used the interview technique but 
not for all the material. He or she used it just on the material that should use the interview. 
Based on it they can practice their speaking skill because interview needs some questions. 

The next part the writer wanted to know about the next material that usually is 
taught by teacher 1. For example, the material that has relation with the speaking skill 
like a news item. This topic made the writer is curious. Therefore, she asked about it to 
the teacher 1. 
 "Yes, when I teach the material of news item, I ask for to the students to seek the 

magazine or newspaper and then they present in front of the class to be informed to 
their friends" (Teacher 1 on October 17th, 2019) 

 
Based on the result above can be understood that the teacher 1 asked for the 

students to seek the magazine or newspaper and then they should present in front of the 
class. In other words, they should seek one topic in the magazine or newspaper; they can 
choose which one they wanted. After that based on one topic, they should make a 
summary or conclusion and then they should present in front of the class.  

The next discussion their presentation in front of the class can practice their ability 
and skill to speak with many people. Besides that, it also can practice their braveness in 
speaking. In other words, if there is braveness, exactly there is ability in speaking. 

After that, the writer gave again the question about the next material for teacher 1. 
Here the teacher 1 discussed the descriptive text in speaking skill. 
 
 "I give the picture to my students and then they should describe that picture" (Teacher 

1 on October 17th, 2019) 
 

Based on the result above can be understood that the teacher 1 in teaching speaking 
skill to the students, he or she gave the picture. After that, they should describe that 

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picture. This is another material in teaching speaking in the classroom after narrative, 
interview and presentation. Based on the picture exactly there are many vocabularies 
that will be arisen. Then those vocabularies can be used for them to describe the picture 
and this thing can be called one of the ways to improve speaking skill. 

The next discussion exactly how the students applied the teachers' strategy so that 
they can improve their speaking skill. The main point of the strategy that is applied by the 
teacher is how they can speak well without a problem. The main problem of speaking 
exactly the vocabulary. It means that there is just a good way in order that the vocabulary 
is not difficult again for them. 

One of the ways that are applied by teacher 1 is in the classroom he or she asked for 
the students to tell the event one by one based on the time. Here he or she used again the 
picture to apply it. A picture is one of the ways that is offered by him or her. Based on the 
picture exactly there are many vocabularies that can be arisen without they should think 
harder. They just seek the meaning vocabulary on the dictionary and then they can make 
sentence based on it. 

 
 "Yes, after giving the picture to the students I ask for them to tell what happens with 

the picture and how the characteristic on the picture" (Teacher 1 on October 17th, 
2019) 

 
Based on the result above can be gotten that the teacher 1 in the classroom gave the 

picture to the students. This is very important because there are many vocabularies that 
can be gotten from the picture. This is also one of the ways that are used by the teacher 1 
in teaching speaking skill. The students should tell the events based on the picture and 
how also the characteristics.  

The next question is about the main point of this research. The writer asked about 
the strategy that is used by teacher 1 in teaching speaking in the classroom. Here the 
strategy that is used in the classroom in teaching English especially teaching speaking. 

 
 "There are some strategies that I use in teaching speaking. The first is a learning 

project. It is about projects like making English speech and then they show it. The 
second they make a project such as a report and then they should present it" (Teacher 
1 on October 17th, 2019) 

 
Based on the result above can be understood that there are two strategies that are 

used by teacher 1. The first strategy is the best learning project. For this strategy, the 
students are asked to make an English speech. After that, they should tell or present their 
speech in front of the class. Exactly this activity can practice their speaking skill because 
they should be brave to speak by using their speech. Besides that, after presenting the 
speech their friends can give one or more questions. Based on these questions they can 
also practice again their speaking skill. 

The second strategy by teacher 1 is making the project like a report and then they 
should present in front of the class. This strategy also can practice their speaking skill 
because based on their report they can speak in much time. In this par, their friends also 
can give some questions. Based on it, they can practice their speaking skill. 

For the last question, the writer asked about the reason why the teacher 1 used both 
of those strategies. Exactly he or she had the main reason to use them. 

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 "Actually, there are many strategies that can be used but the first thing that must be 

considered is the condition of the class and the condition of the students because the 
time that is given by curriculum is very little. So, just project form that I apply in the 
classroom" (Teacher 1 on October 17th, 2019) 

 
Based on the last question above can be understood that the teacher 1 used best 

learning project because they considered the condition of the class and the condition of 
the students. Besides, that time problem is the main cause so that teacher 1 used it. The 
time that is given by the curriculum is very little in order that he or she just applied the 
best learning project. 

Teacher 2 

In teaching speaking in the classroom, teacher 2 exactly also used the strategy. 
Therefore, the writer also interviewed him or her about it. Same with the teacher 1, the 
writer gave some questions to get a result about the strategy that is used by the teacher 
2 in teaching speaking skill. 

The first question that is asked by the writer is the applying of discussion method. 
How the applying of discussion method during teaching and learning process of speaking 
in the classroom. 
 "Yes, if the material about exposition text I use discussion. For applying by giving them 

a topic and then I ask them to observe it. The mean students are asked for to be 
discussed for their group and exactly every group presents the result from what they 
have discussed" (Teacher 2 on October 17th, 2019) 

 
Based on the result above can be understood the teacher 2 used the discussion 

method in teaching speaking in the classroom. This method can practice their speaking 
skill by producing many vocabularies and then they can use them to speak in front of the 
class. Besides that, in applying the discussion method the teacher 2 gave the topic and 
they are given into some groups. After that, based on their group, they should observe the 
content of the topic. Then every student presented the result on by one as a vice of the 
group. 
  
 "Besides that, if the topic of the material, they should bring all of the tools from their 

home like the tools that can support their role" (Teacher 2 on October 17th, 2019) 
 

Based on the result above can be understood that the teacher 2 used the role model. 
This model can be used if the topic of drama. They can play a role and should bring all of 
the tools that can support their role. The drama also is a good way of teaching speaking 
because they are active to speak. There are many activities, topic, and vocabularies. All of 
it can improve their speaking skill. 
 
 "I especially like to use the drama because there are many dialogues. So, that is easier 

than debate method" (Teacher 2 on October 17th, 2019) 
 

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The more explanation the teacher 2 prefers drama than debate method. This thing 
can happen because in drama there are many dialogues. In the dialogue, there are many 
vocabularies and they can use it to speak with their friends. This method exactly is 
effective because they are active in speaking. If they are active in speaking, they can 
improve their speaking skill. Different from the debate, they should seek vocabulary and 
then they used it to speak. This is difficult for them because they need a dictionary to seek 
the meaning of vocabulary. 

After that, the writer continued for the main point of the research. The question 
about the main strategy in teaching speaking. She asked complete with the definition, 
example, and the applying. 

 
 "Exactly brainstorming is used as an introduction. We give simple way in order that 

the students have attended to the material that will be taught by us so that they can 
study maximal in the class" (Teacher 2 on October 17th, 2019) 
 
Based on the result above can be understood that the teacher 2 used brainstorming 

in teaching speaking as an introduction. This is strategy is used in order that the students 
have attended with the material that will be taught in the classroom. By using it they can 
practice their speaking skill. Therefore, if they have attended for their material, they can 
study maximal. 

The next question from the writer about the topic of the teaching process in the 
classroom. What is the topic and how the applying of this topic especially in teaching 
speaking? 
 "Yes, in the recount material I usually ask for the students to tell their unforgettable 

experience in front of their friends. This activity is very effective to practise their 
speaking skill" (Teacher 2 on October 17th, 2019) 

 
Based on the answer to the question can be gotten the information that the teacher 

2 if explain the recount material, he or she asked for the students to tell their 
unforgettable experience. After that based on it, they should tell in front of their friends. 
Then their friends can ask one or more questions. They tell it in 5 until 6 minutes is 
enough to practice their speaking skill. 
 The next question is about applying an interview in the classroom. The writer 
wanted to know if the teacher 2 used it.  
 
 "For the interview, I usually use it in an examination for speaking. The score is for an 

individual. Here we can look the ability of every student to deliver their argument in 
speaking form. Exactly interview become measurement to see their ability in 
speaking" (Teacher 2 on October 17th, 2019) 
 
Based on the result above can be understood that the teacher 2 used the interview 

just for examination. The students are given the questions one by one and then they 
should answer it. The scoring is individual. Besides that, the interview also can determine 
their ability because they should answer the question from their teacher directly without 
writing the answer in the paper. Exactly it will be seen the real ability from the students. 

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The next question about the content of the speaking skill. The topic of the material 
in the classroom. The writer wanted to know about the using of magazine or newspaper 
that has been they read. 
 "Yes, if the material of speaking is about a news item, I usually ask them to take from 

the news in the newspaper and then they deliver by using their own language based 
what they have read" (Teacher 2 on October 17th, 2019) 

 
 

Based on the result above can be understood that the teacher 2 asked for the 
students to seek the news from the newspaper. They can choose one topic and then they 
should develop the topic became one news. After that, they should deliver the report of a 
news item in front of the class. Then their friends can give one or more questions. 

The next question about the picture that is used by teacher 2 in the classroom. It 
can be known that picture is one of the media that is usually used by the teacher to teach 
English especially in teaching speaking.  
  
 "The picture can be used for the first class especially for class X because the material 

of the X class is easy. So, I ask them to bring the picture in the classroom and then they 
should describe it based on their knowledge" (Teacher 2 on October 17th, 2019) 

 
Based on the result above can be understood that the teacher 2 used the picture just 

for the first class like class X. In the picture, there are many vocabularies that can be 
produced. The students can use it as content to practice their speaking skill. 
  
 "For the next explanation, if there is textbook that has picture especially on the 

descriptive material, I ask the students to explain it" (Teacher 2 on October 17th, 2019) 
 

For this opportunity, the teacher 2 asked for the students to explain the picture on 
their textbook. It means that they can practice again their ability in speaking. The picture 
became the key because it can produce many vocabularies. 

The next question again for the main point about the strategy in teaching speaking. 
The writer here gave a complete question about it. The most important part of how the 
applying of the strategy. 
 
 "Talking about the strategy based on the ability of the students and can make them 

enjoy studying. For example, playing ice ball by describing something. Like I throw the 
ball to A then A describes on the ball and the A throws to the B and then also describe 
it and so on. The purposes to make students are happy in studying English. So, back 
again all of should be based on the condition of the class. If the students have high 
ability, we can use also high strategy while for the class who have the low ability we 
can give based on their ability. The main point we don't force one strategy because all 
of based on the condition of the class and students. Besides that, I ever use debate 
method. From it, the students can practice their speaking skill because every student 
can help each other because they are divided into some groups" (Teacher 2 on October 
17th, 2019) 

 

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Based on the result above can be understood that the teacher 2 used another 
strategy in teaching speaking. The strategy is playing ice ball. Where one student if get 
the ball, they should explain the word on the ball. After that, the ball is given to another 
student and then they should also explain it and so on until the last students. 

The key to the applying of this strategy is the condition of the class and the students. 
everybody has the purpose to make the students joyful and happy in studying English 
especially in studying speaking. If they are joyful and happy, they will understand and 
comprehend the material easily. 

After that, the writer gave the question about the reason for the teacher 2 so that he 
or she used the strategy in teaching speaking skill. This is the last question from teacher 
2. 
 
 "Because the name is speaking, we hope there is feedback from the students. So, as a 

teacher just give direction and observe them in the classroom" (Teacher 2 on October 
17th, 2019) 

 
Based on the result above can be understood that the reason so that the teacher 2 

used all the strategies. The key is there is feedback from the students. The most important 
part is the teacher in the classroom just gave the direction and observed them in the 
classroom. 

Beside that in this era, the students should act if they study in the classroom. The 
mean the teacher did not explain in a long time but just explain the main point. The more 
the students should be active in sharing the explanation from their teacher. This is can be 
called by the students' centre. 

Therefore, the writer made the main point of the findings of this research. This table 
shows the strategy that is applied by the teacher in teaching speaking skill in the 
classroom. 

Table 4.1 Teachers' Strategies in Teaching Speaking 

No Teachers Strategies 

1 Teacher 1 
Brainstorming, Discussion, Roleplay, Storytelling, 
Interview, Reporting, Describing Picture, Learning 
Project 

2 Teacher 2 
Brainstorming, Discussion, Simulation, Storytelling, 
Interview, Reporting, Describing Picture, Role Play, 
Playing Ice Ball  

 
DISCUSSION 

In teaching speaking skill in the classroom teacher 1 used two strategies. The first 
strategy is brainstorming. He or she used it to lose the students' bored in the classroom. 
The first thing that must be lost from the students is a boring situation. If there is a boring 
situation in the classroom, exactly they will be lazy in studying. It means that the teacher 
1 use the brainstorming to lose their bored. He or she applied it by mapping the main 
point of the material and use the unique way like using the picture or diagram in order 
that the students will be comforted in studying. 

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Beside that teacher 1 also use brainstorming in order that the students can enjoy 
the teaching and learning process. The key here is enjoying. The mean if they enjoy the 
process of learning in the classroom, exactly they will be attending in studying. So, 
brainstorming here have the purpose to lose the students' bored and then they can enjoy 
the learning process. 

The second strategy that is applied by the teacher 1 is a learning project. The 
applying of this strategy by asking the students to make two something. The first is the 
students should make English speech. After that, they should practice their ability in 
speaking by using their speech. They key they should comprehend about their speech 
because later they should present in front of their friends. Exactly this strategy will make 
them study hard because there are many friends of them that they will listen about. Later, 
after they have been finished in presenting their speech, one or two of their friends will 
give some questions. Exactly they should answer the question from their friends. In 
answering the questions, they can practice their speaking skill answered the question 
without seeing the speech. By using the speech, teacher 1 can see the ability of the 
students. 

The second one in applying learning project the students should make some reports 
like news. Later the students should make some reports and then they should report it 
also in front of the class. They should report it one by one and the teacher or their friends 
can also give some questions. The key to practising their speaking skill they should 
answer the question without seeing the report. It means that before presenting the report 
they should practice at home in order that they can show the maximal effort in practising 
their speaking skill. 

Teacher 2 also applied two main strategies in teaching speaking. The first strategy 
that is applied by the teacher 2 also same with teacher 1 is brainstorming. The differences 
from the teacher 1 are from the purpose. The teacher 2 applied the brainstorming in 
order that the students have full attention to the material in the classroom. Beside that 
brainstorming is applied by using simple way in picture or diagram. In other words, they 
can see all the complete materials just with the picture or diagram. 

After they have full attention, exactly they can understand the material completely. 
They can know the content, the example or the applying of one topic that is explained by 
their teachers. So, brainstorming here is applied to make them have full attention to the 
material that is taught by their teacher.  

The second strategy that is applied by the teacher 2 is playing ice ball. The event 
that makes them are enjoyable is from the applying of playing ice ball. The teacher 2 
provided ball and on the ball, there are some words or sentences. After that, teacher 2 
threw the ball to student 1. Then the student 1 has to explain the word or sentence on the 
ball. In explaining it he or she has to need time at about 5 minutes. This time is taught by 
teacher 2 is enough to practice their speaking skill.  

After the student 1 is finish in explaining the topic, student 1 can throw the ball to 
the student 2. After that the student 2 also the topic on the ball until on the last student 
they should explain the topic on the ball. 

Teacher 2 also applied the students with many activities in order that they can 
improve their skill by themselves.  

Besides that, the teacher 2 just observed and gave the correction if in practising the 
speaking skill the students make some mistake. The first mistake that usually is done by 
the students is pronunciation in speaking. If this thing happens, teacher 2 can give the 

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correction in order that they did not make the same mistake. The second mistake that 
usually is done by the students are they did not know the meaning of vocabulary in 
English. Teacher 2 also can help them in seeking the meaning of vocabulary in English. 
So, by using playing ice ball the students can practice and improve their speaking skill 
with enjoying the game and many activities. 

Based on the strategies above that are used by the teacher there are some strategies 
that are not used by the teacher in teaching speaking. The teacher 1 did not use 
simulation, information gap, story completion, playing card, find differences, picture 
narrating and playing ice ball. He or she did not use those strategies because has applied 
own strategies like the explanation above neither general nor specific. The teacher 2 did 
not use information gap, playing card, find differences, picture narrating and learning 
project. Same with the teacher 1, the teacher 2 did not use those strategies because has 
applied own strategies neither general nor specific. 
 
CONCLUSION  

In teaching speaking skill in the classroom, there are two teachers who applied their 
own strategies. The teacher 1 applied to brainstorm and learning project as the main 
strategies. Both strategies are used for the students so that they are active with the 
activities in the classroom. If they are active with the activities in the classroom, they can 
practice and improve their speaking skill. Besides that, there are supporting strategies 
that are used for example Discussion, Roleplay, Storytelling, Interview, Reporting and 
Describing Picture. All of the strategies that are used by the teacher 1 in teaching 
speaking. 

Teacher 2 also applied two strategies in teaching speaking skill. The first is also 
brainstorming and the second is playing ice ball. By using both strategies especially 
playing ice ball the students are active in activities. These activities can practice and 
improve their speaking skill because in the playing ice ball there is some topic that makes 
them active to speak in English. Besides that, there are also supporting strategies that are 
used like Discussion, Simulation, Storytelling, Interview, Reporting, Describing Picture 
and Roleplay. All of the strategies that are used by the teacher 2 in teaching speaking. 
been presented in a seminar or conference, you can also mention them in this section. 

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