The particular dialect or language that a person chooses to use on any occasion is called a code 1482 Copyright © 2024 The Author IDEAS is licensed under CC-BY-SA 4.0 License Issued by English study program of IAIN Palopo IDEAS Journal of Language Teaching and Learning, Linguistics and Literature ISSN 2338-4778 (Print) ISSN 2548-4192 (Online) Volume 12, Number 2, December 2024 pp. 1482 -1504 Teacher’s Strategies and Technique in Teaching Speaking Juni Jeffri Aritonang1, Sondang Manik², Kammer Sipayung3 juni.aritonang@student.uhn.ac.id1, sondang58manik@gmail.com2, kammer.sipayung@uhn.ac.id 1,2,3 Universitas HKBP Nommensen Received: 2024-04-12 Accepted:2024-10-30 DOI: 10.2456/ideas. v12i2.4964 Abstract Speaking is a topic that has relevance for all of us. As an important component in direct spoken language processing. Speaking is also an area that is interconnected with numerous areas of inquiry and development. The research was done through an experimental design using one-way ANOVA. The population of the research was tenth grade students of SMA Negeri 1 Rantau Utara which consisted of 148 students while the samples were class X-I as the experimental group A, X-II as the experimental group B and X-IV2 as the control group which consisted 90 students. The data were taken by using instrument or test. After validating the test, the researcher gave the pre-test to both classes to examine the normality and homogeneity of the data. It would be good for us to know about the testing criteria in the ANOVA TEST. If the value is significant or the (P Value) is less than 0.05 then we can conclude that there is a significant difference. And if the significance value or (P Value) is greater than 0.05 then it can be concluded that there is no significant difference. Based on the data analysis in speaking skill through this Cognitive and Dictogloss Strategies in SMA Negeri 1 Rantau Utara. Both of the strategies provide the teaching learning process more interisting and the students more to comprehend the speaking material and do every task from the researcher correctly. The result show both of the strategies pre-test and post-test significance values were obtained of 0.001 for the pre-test and 0.000 for the post-test. If this value is less than 0.05, it can be concluded that there is a significant difference and accepted. Keywords: Cognitive and Dictogloss Strategies, Students’ Ability in Speaking Skill; http://u.lipi.go.id/1457703302 mailto:juni.aritonang@student.uhn.ac.id1 mailto:sondang58manik@gmail.com2 IDEAS, Vol. 12, No. 2, December 2024 ISSN 2338-4778 (Print) ISSN 2548-4192 (Online) 1483 Introduction English is one of the languages in the world that has an important role for communication. Studying English means to study the four language skills; listening, speaking, reading and writing. To reach the goal of teaching, the teacher must be creative to choose teaching technique in learning process. Teaching technique is a method used by teachers in implementing specific learning techniques. For example, the use of the teacher's technique in a class with a limited number of students must technically be different from the use of the teacher's technique in a class with a large number of students. Rahardjanto and Husamah (2022) said that technique is a foremost stratagem or procedure used to finalize a foremost objective to solve the problem. So, learning techniques are concrete ways that are used during the learning process. In teaching English activities to achieve the aims of teaching and learning Especially in teaching speaking, the teacher has innovative knowledge that is very useful to develop in teaching learning process through strategy in teaching. Strategy is very important; strategy is defined as ways consisting of some actions or plans which are designed to achieve a specific objective. Naibaho and Manik (2023) stated that, teaching strategy is providing opportunities for students so that they can more easily understand the subject matter. On the other hand, teaching strategy is helping the students’ ability in speaking skill. So, learning processes and strategies teachers in classroom management are two interrelated things. But the problems such as adjusting learning strategies to the load of Basic Competencies to emergence the difficulties, feeling the smartest in class, and having difficulty handling, understanding and distinguishing students' characteristics because the teachers still use learning strategies using telling methods. In teaching speaking there are many techniques and strategies used the teachers in teaching. According to Mulyanti, et. all (2021) cited in Brown (2004) There are main types teaching techniques and strategies in teaching speaking such as: Cooperative Learning, Describe and Draw, Slowly Reveal a Picture, Modeling Strategy, Discussion Group, Distogloss Strategy, Direct Method, Demonstration Means Performing, Cognitive Strategy, Practice and Exercise, Communication Strategy, The Question-answer Relationship (QAR), Role-Playing, and Question Stories Strategy. Based on the theory above in teaching speaking the researcher Juni Jeffri Aritonang, Sondang Manik, Kammer Sipayung Teacher’s Strategies and Technique in Teaching Speaking 1484 using a Cognitive & Discussion Group Strategy both in experimental group. Teaching speaking receives high attention in many language programs and teaching strategies cannot be denied as a factor influencing teaching outcomes. The strategies used to achieve listening, speaking, reading and writing skills will vary because the goals of each skill are not the same. On the other hand, speaking skills mainly focuses on the production of spoken language. The strategies for teaching speaking should be made appropriate in order to attain the expected outcomes. Furthermore, the strategy has an important role to achieve a particular goal; teacher should balance the strategies to the needs of students. So, the different teaching strategies mean different ways of helping students in creatively to learn. Speaking is the ability of human to express their ideas, knowledge, feeling, and thoughts by using oral speech in which it usually involves speaker and interlocutor. According Burns and Siegel (2018:86) Speaking is a highly complex interactive skill that has the complexity. Based on the theory above the researcher concludes, speaking is one of skills that is badly needed by everyone including those who are studying the production of spoken English language. Speaking skill in a foreign language is in order to share understanding with other people who need attention to an accurate specific language. A speaker needs to find the most appropriate words and correct grammar to express meaning accurately and specifically and needs to organize the discourse so that the listener will understand. In other word speaking is a fundamental skill that foreign language learners should master. According to Sinambela, et. all (2022) stated, speaking skill is an important competence that should be mastered by students when they learn a language. Next, Tampubolon, et. all (2023) Speaking is one of the skills or abilities and how one can interact with others. In other words, someone’s speaking ability has a strong relationship with his or her ability in acquiring language particularly English in school. As one of the basic skills of English, speaking has an important role in the language learning process which is used to convey and receive all types of information from the person you are speaking to. In school, the interlocutors can be individuals or groups who convey their messages directly or through intermediaries. Through speaking, students express their ideas, feelings and desires to others. In teaching speaking, the teachers as a facilitator in offering instructions and information to students so they can communicate. Therefore, the role of the teachers is very important to provide understanding to students in teaching speaking skills. On the other hand, to achieve the goals in the teaching and IDEAS, Vol. 12, No. 2, December 2024 ISSN 2338-4778 (Print) ISSN 2548-4192 (Online) 1485 learning process, appropriate strategies are needed in teaching speaking. In practicing speaking skills, teachers need to pay attention to several aspects of assessment which include linguistic and non-linguistic aspects. Linguistic aspects include articulation, intonation, diction, and accuracy of sentence structure. Meanwhile, non-linguistic aspects include expressions, gestures and mastery of material. However, the assessment of each aspect of skills can vary. Lack of speaking skills students due to a feeling of lack confident when students speak in front of class. Next, fear and difficulty arranging sentences is also one of them the cause. Therefore, teacher as a facilitator and internal motivator the learning process needs to be planned appropriate learning strategies so that students acquire optimal speaking skills. Teachers also need to provide stimulation and encouragement, as well as reinforcement so that students become more courageous in maximizing their potential, creativity and inventiveness in the learning process. Based on the explanation above, to know whether Teacher Strategies in Teaching Speaking has related to the strategies carried out by the teacher and the teacher's implementation each strategy in teaching speaking. The researcher conducted Qualitative Resarch to collect the data. In conclusion, the researcher has done research entitled, “ Teacher’s Strategies and Technique in Teaching Speaking at SMA Negeri 1 Rantau Utara. Method The design of the study is quasi-experimental design. Experimental design is a plan for an experiment that specifies what independent variables will be applied, the number of levels of each, how subject is assigned to groups, and the dependent variable. The research design of the study is an experimental design using ANOVA. Experimental design is a plan that specifies what independent variable applies, the number of levels of each, how object assigned to group, and the dependent variances. The population of the research is as the students at the tenth grade of SMA Negeri 1 Rantau Utara which consists of 148 students and divided in five classes. There were 3 of 5 classrooms are randomly selected by assigning a number to each classroom. Thus, the researcher used the two classes as the sample of the research from the population which is the tenth grade of SMA Negeri 1 Rantau Utara. The researcher selects a cluster of the both selected clusters that will be as Juni Jeffri Aritonang, Sondang Manik, Kammer Sipayung Teacher’s Strategies and Technique in Teaching Speaking 1486 experiment class randomly as suggested by Rasch, et, al (2020:117). Finally, the researcher is going to observe the students of the two experimental class using the Strategies. In collecting the data, the writer tested the students by asking them to give a report orally either in individual test or group test based on the topic given the time given was ninety minutes. In scoring the data of speaking test, the writer used the category that evaluates for criterions. Each criterion was scored 10 point. So, for all criterion’s students would get 100 point. Every aspect of speaking is 10 arranged from 0-25. The categories are vocabulary, pronunciation, accuracy, and fluency. Research Findings Research Description The location of the research was SMA Negeri 1 Rantau Utara, Jl. Mahoni Rantau Prapat. This school had some rooms, such as headmaster’s room, teacher’s room, classrooms, Labs, library, and canteens. There were some courts of sport such as football court, volleyball court and table tennis court. Furthermore, there were 3 (three) English teachers and there were 17 (seventeen) classes in this school, where the tenth grade was five classes. Next, in the school consisted of one headmaster, one vice of headmaster, thirty-five teachers and five officers in administration office. They were very kind and familiar. The population of this research was the students at the tenth grade of SMA Negeri 1 Rantau Utara consists of 148 students that divided into five classes; X-1, X-2, X-3, X-4 and X-5 and the sample of the research was selecting by the researcher by using cluster sampling technique and dividing the students of the experimental class A and experimental class B and control class based on the lottery taken. So, the sample of the research was class X-1 in experimental group A by using Cognitive Strategy, experimental group B X-2 by using dictogloss strategy and X-4 by using control group. There are two sorts of student speaking skill score data in this study. The findings of the pre-test and post-test are used to calculate this score. Descriptive texts from the tenth-grade curriculum were used in the study. For each of the two experiment courses and control group, four meetings were held. Pre-test and post- test were done both the two experimental class and control group. A pre-test was given to the students before they were treated to measure their understanding ability. Then, after giving the treatment to the students, a post-test was given to see how the treatment affected their understanding abilities. The Cognitive & Distogloss Strategies are the two types of therapy. Students' progress and the success of a plan are evaluated via achievement assessments. In IDEAS, Vol. 12, No. 2, December 2024 ISSN 2338-4778 (Print) ISSN 2548-4192 (Online) 1487 both the pre-test and post-test, oral test questions were used. Using oral test about descriptive person. Treatment experimental class A was The Cognitive Strategy and the students were from SMA Negeri 1 Rantau Utara tenth grade (X-1). In this study, a pre-test would be administered to determine the students' ability in speaking especially in descriptive person through oral test and post-test would be administered to find out the student’s ability in speaking after giving the treatment. There are 30 students in the Cognitive Strategy class. Oral test exams based on descriptive person were used to find data from the pre-test and post-test in speaking outcomes of students taught utilizing the Cognitive Strategy approach The table below shows the data description for the pre-test and post-test score. Table 1. The Result of Pre-Test by Using Cognitive Strategy No Students’ Initial Pre-Text (X-1) Score Name Vocabulary Pronunciation Accuracy 1 R1 14 16 4 34 2 R2 14 17 5 36 3 R3 15 18 5 38 4 R4 15 16 5 36 5 R5 16 18 5 39 6 R6 20 18 4 42 7 R7 21 22 5 48 8 R8 18 20 5 43 9 R9 18 20 5 43 10 R10 18 20 5 43 11 R11 17 16 5 38 12 R12 15 16 4 35 13 R13 15 16 4 35 14 R14 15 16 5 36 Juni Jeffri Aritonang, Sondang Manik, Kammer Sipayung Teacher’s Strategies and Technique in Teaching Speaking 1488 15 R15 16 18 5 39 16 R16 16 20 5 41 17 R17 20 20 4 44 18 R18 20 20 5 45 19 R19 18 18 5 41 20 R20 19 19 5 43 21 R21 18 18 5 41 22 R22 20 18 5 43 23 R23 20 20 5 45 24 R24 20 20 5 45 25 R25 18 18 4 40 26 R26 20 20 5 45 27 R27 18 20 4 42 28 R28 18 18 5 41 29 R29 18 18 5 41 30 R30 18 18 5 41 Total 1223 Mean 72,79 Table 2. The Result of Post-Test by Using Cognitive Strategy No Students’ Initial Name Post-Text (X-1) Score Vocabulary Pronunciation Accuracy 1 R1 15 18 6 39 2 R2 14 17 5 36 3 R3 17 20 6 43 4 R4 18 17 5 40 5 R5 20 20 6 46 6 R6 22 20 6 48 7 R7 20 23 6 49 8 R8 20 20 5 45 9 R9 20 21 5 46 IDEAS, Vol. 12, No. 2, December 2024 ISSN 2338-4778 (Print) ISSN 2548-4192 (Online) 1489 10 R10 18 20 5 43 11 R11 17 18 6 41 12 R12 15 17 5 37 13 R13 17 20 6 43 14 R14 20 18 6 44 15 R15 22 22 6 48 16 R16 22 20 6 48 17 R17 23 23 6 52 18 R18 21 21 5 47 19 R19 22 22 5 47 20 R20 19 20 6 45 21 R21 18 17 5 40 22 R22 22 20 6 48 23 R23 22 20 6 48 24 R24 22 23 6 51 25 R25 20 20 5 45 26 R26 22 21 5 48 27 R27 18 20 5 43 28 R28 20 20 6 46 29 R29 20 20 5 45 30 R30 23 23 5 51 Total 1.352 Mean 80,47 From the table above, it has shown that in pre-test and post-test in experimental class A by using Cognitive Strategy. The total score in pre-test was 1.223 and the mean score was 72,79. The lowest score for pre-test was 34 and the highest is 48. Otherwise, the total score in post-test was 1.352 the mean score was 80,47. The lowest score for post-test was 37 and the highest was 52. Juni Jeffri Aritonang, Sondang Manik, Kammer Sipayung Teacher’s Strategies and Technique in Teaching Speaking 1490 Pre-Test and Post-Test Data Description of Experimental Group B Treatment experimental group B was Dictogloss Strategy, and the students were from SMA Negeri 1 Rantau Utara tenth grade (X-2). In this study, a pre-test would be administered to determine the students' ability in speaking skill for descriptive person through oral test and post-test would be administered to find out the student’s ability in speaking after giving the treatment. There are 30 students in the Dictogloss Strategy class. Oral test exams based on descriptive person were used to find data from the pre-test and post-test. The table below shows the data description for the pre-test and post-test score. Table 3. The Result of Pre-Test by Using Dictogloss Strategy No Students’ Initial Pre-Text (X-2) Score Name Vocabulary Pronunciation Accuracy 1 R1 12 14 4 30 2 R2 14 16 5 35 3 R3 16 17 5 38 4 R4 14 16 4 34 5 R5 15 16 5 36 6 R6 19 18 4 41 7 R7 20 21 5 46 8 R8 18 20 5 43 9 R9 18 19 5 42 10 R10 19 20 5 44 11 R11 16 16 4 36 12 R12 14 15 4 33 13 R13 15 15 4 34 14 R14 16 16 5 37 15 R15 15 18 4 37 16 R16 15 20 5 40 17 R17 19 20 4 43 IDEAS, Vol. 12, No. 2, December 2024 ISSN 2338-4778 (Print) ISSN 2548-4192 (Online) 1491 18 R18 19 19 5 43 19 R19 18 18 5 41 20 R20 16 17 5 38 21 R21 18 18 5 41 22 R22 20 18 5 43 23 R23 19 20 5 44 24 R24 21 22 5 48 25 R25 17 18 5 40 26 R26 20 19 5 44 27 R27 17 18 4 39 28 R28 17 18 5 40 29 R29 18 17 5 40 30 R30 18 17 5 40 Total 1190 Mean 70,83 Table 4. The Result of Post-Test by Using Dictogloss Strategy No Stude nts’ Initial Post-Text (X-2) Score Name Vocabular y Pronunciation Accuracy 1 R1 15 18 5 38 2 R2 14 16 5 35 3 R3 17 18 5 40 4 R4 18 17 5 40 5 R5 18 18 4 40 6 R6 22 21 6 49 7 R7 20 22 6 48 8 R8 20 18 5 43 Juni Jeffri Aritonang, Sondang Manik, Kammer Sipayung Teacher’s Strategies and Technique in Teaching Speaking 1492 9 R9 18 21 5 44 10 R10 17 19 5 41 11 R11 17 18 5 40 12 R12 15 16 4 35 13 R13 17 18 6 41 14 R14 18 18 6 42 15 R15 20 22 6 48 16 R16 18 20 5 43 17 R17 20 20 5 45 18 R18 20 19 5 44 19 R19 21 21 5 47 20 R20 19 19 5 43 21 R21 18 17 5 40 22 R22 18 18 5 41 23 R23 18 18 6 42 24 R24 21 20 6 47 25 R25 22 23 6 51 26 R26 20 20 5 45 27 R27 20 18 5 43 28 R28 17 17 5 39 29 R29 17 17 5 39 30 R30 22 22 6 50 Total 1283 Mean 76,39 From the table above, it has shown that in pre-test and post-test in experimental class B by using Dictogloss Strategy. The total score in pre-test was 1.190 and the mean score was 70,83. The lowest score for pre-test was 30 and the highest is 43. Otherwise, the total score in post-test was 1.283 the mean score was 76,39. The lowest score for post-test was 35 and the highest was 51. IDEAS, Vol. 12, No. 2, December 2024 ISSN 2338-4778 (Print) ISSN 2548-4192 (Online) 1493 Pre-test and Post-test Data Description of Control Group Control class was Conventional Strategy, and the students were from SMA Negeri 1 Rantau Utara tenth grade (X-4). In this study, a pre-test would be administered to determine the students' ability in speaking skill especially in descriptive person by conventional strategy and post-test would be administered to find out the student’s ability in speaking skill without giving the treatment or using strategy. There are 30 students in the control class. Oral text was used to find data from the pre-test and post-test speaking skill outcomes of students taught utilizing the conventional strategy. The table below shows the data description for the pre-test and post-test score. Table 5. The Result of Pre-Test by Using Conventional Strategy N o Students’ Initial Pre-Text (X-4) Score Name Vocabulary Pronunciation Accuracy 1 R1 10 12 4 26 2 R2 12 14 4 30 3 R3 14 15 5 34 4 R4 12 12 4 28 5 R5 15 16 5 36 6 R6 17 18 4 39 7 R7 18 18 5 41 8 R8 17 18 5 40 9 R9 17 18 5 40 10 R10 17 17 5 39 11 R11 17 17 4 38 12 R12 14 15 4 33 13 R13 15 14 4 33 14 R14 15 15 5 35 Juni Jeffri Aritonang, Sondang Manik, Kammer Sipayung Teacher’s Strategies and Technique in Teaching Speaking 1494 15 R15 15 17 4 36 16 R16 15 16 5 36 17 R17 18 18 4 40 18 R18 16 16 5 37 19 R19 16 16 5 37 20 R20 16 16 5 37 21 R21 18 18 5 41 22 R22 20 18 5 43 23 R23 19 20 5 44 24 R24 20 20 5 45 25 R25 12 14 4 30 26 R26 20 19 5 44 27 R27 17 18 4 39 28 R28 14 15 4 33 29 R29 13 15 4 32 30 R30 13 15 4 32 Total 1098 Mean 65,35 Table 6. The Result of Post-Test by Using Conventional Strategy No Students’ Initial Post-Text (X-4) Score Name Vocabulary Pronunciation Accuracy 1 R1 13 15 4 32 2 R2 14 16 5 35 3 R3 17 16 5 38 4 R4 15 16 5 36 5 R5 15 15 4 34 6 R6 18 18 5 41 7 R7 18 20 5 43 8 R8 17 16 5 38 IDEAS, Vol. 12, No. 2, December 2024 ISSN 2338-4778 (Print) ISSN 2548-4192 (Online) 1495 9 R9 18 19 5 42 10 R10 16 15 4 35 11 R11 17 16 4 37 12 R12 15 14 4 33 13 R13 17 17 5 39 14 R14 16 16 5 37 15 R15 20 20 6 46 16 R16 18 18 5 41 17 R17 18 18 5 41 18 R18 17 17 4 38 19 R19 17 16 5 38 20 R20 19 18 5 42 21 R21 18 18 5 41 22 R22 16 16 5 37 23 R23 17 15 4 36 24 R24 19 19 5 43 25 R25 20 20 5 45 26 R26 20 20 5 45 27 R27 20 18 5 43 28 R28 17 17 5 39 29 R29 17 17 5 39 30 R30 18 18 5 41 Total 1175 Mean 69,94 From the table above, it has shown that in pre-test and post-test in Control Group by using Conventional Strategy. The total score in pre-test was 1.098 and the mean score was 65,35. The lowest score for pre-test was 30 and the highest is 43. Otherwise, the total score in post-test was 1.175 the mean score was 69,94. The lowest score for post-test was 32 and the highest was 45. Juni Jeffri Aritonang, Sondang Manik, Kammer Sipayung Teacher’s Strategies and Technique in Teaching Speaking 1496 Data Analysis by Using ANOVA SPSS 25 program using Kolmogorov Smirnov and Shapiro-Wilk with level of significance =5%. Calculation result of asymptotic significance is higher than α (5%). So, the distribution data was normal To analyze whether there was effect in List, teacher’s strategies and Technique in teaching speaking at SMA Negeri 1 Rantau Utara by using Cognitive Strategy and Dictogloss Strategy and Control Group on students’ achievement in speaking skill in both of the experimental classes and control group or not, the researcher used ANOVA which was calculated by used IBM SPSS classes. The output of calculated data in SPSS as follows; Pre-Test and Post-Test Data Description of Experimental Group A In this study, a pre-test and post-test would be administered to determine the students' ability to speaking skill through oral test. The table below shows the data description for the pre-test and post-test score. Table 7. Descriptive Kelas Statisti c Std. Error Hasil Belajar Speaking Skill Pre-Test Experimen tal Group (Cognitive Strategy) Mean 40.77 .648 95% Confidence Interval for Mean Lower Bound 39.44 Upper Bound 42.09 5% Trimmed Mean 40.78 Median 41.00 Variance 12.599 Std. Deviation 3.549 Minimum 34 Maximum 48 Range 14 Interquartile Range 5 Skewness -.245 .427 Kurtosis -.597 .833 Post-Test Mean 45.07 .732 IDEAS, Vol. 12, No. 2, December 2024 ISSN 2338-4778 (Print) ISSN 2548-4192 (Online) 1497 Experimen tal Group (Cognitive Strategy) 95% Confidence Interval for Mean Lower Bound 43.57 Upper Bound 46.56 5% Trimmed Mean 45.19 Median 45.50 Variance 16.064 Std. Deviation 4.008 Minimum 36 Maximum 52 Range 16 Interquartile Range 5 Skewness -.503 .427 Kurtosis -.129 .833 The score result of the pre-test and post-test in the Cognitive Strategy was described in the table above. The pre-test mean in the Cognitive Strategy is 40.77 and post-test is 45.07. In the Cognitive Strategy, the pre-test has a minimum is 34 and maximum is 48. In post-test has a minimum is 36 and maximum is 52. . Next, the pre-test standard deviation in the Cognitive Strategy is 3.54 and variance is 12.59 and post-test standard deviation is 4,00 and variance is 16.06. Pre-Test and Post-Test Data Description of Experimental Group B In this study, a pre-test and post-test would be administered to determine the students' ability to speaking skill through the oral test. The table below shows the data description for the pre-test and post-test score. Juni Jeffri Aritonang, Sondang Manik, Kammer Sipayung Teacher’s Strategies and Technique in Teaching Speaking 1498 Table 8. Descriptive Kelas Statistic Std. Error Hasil Belajar Speaki ng Skill Pre-Test Experimental Group (Dictogloss Strategy) Mean 39.67 .753 95% Confidence Interval for Mean Lower Bound 38.13 Upper Bound 41.21 5% Trimmed Mean 39.72 Median 40.00 Variance 16.989 Std. Deviation 4.122 Minimum 30 Maximum 48 Range 18 Interquartile Range 6 Skewness -.299 .427 Kurtosis -.141 .833 Post-Test Experimental Group (Dictogloss Strategy) Mean 42.77 .745 95% Confidence Interval for Mean Lower Bound 41.24 Upper Bound 44.29 5% Trimmed Mean 42.76 Median 42.50 Variance 16.668 Std. Deviation 4.083 Minimum 35 Maximum 51 Range 16 Interquartile Range 6 Skewness .200 .427 Kurtosis -.351 .833 IDEAS, Vol. 12, No. 2, December 2024 ISSN 2338-4778 (Print) ISSN 2548-4192 (Online) 1499 The score result of the pre-test and post-test in the Dictogloss Strategy was described in the table above. The pre-test mean in the Cognitive Strategy is 39.67 and post-test is 42.77. In the Dictogloss Strategy, the pre-test has a minimum is 30 and maximum is 48. In post-test has a minimum is 35 and maximum is 51. Next, the pre-test standard deviation in the Dictogloss Strategy is 4.12 and variance is 16.98 and post-test standard deviation is 4,08 and variance is 16.66. Pre-Test and Post-Test Data Description of Control Group In this study, a pre-test and post-test would be administered to determine the students' ability to speaking skill through oral test. The table below shows the data description for the pre-test and post-test score. Table 9. Descriptive Kelas Statis tic Std. Error Hasil Belajar Speaki ng Skill Pre-Test Control Group (Convention al Strategy) Mean 36.60 .884 95% Confidence Interval for Mean Lower Bound 34.79 Upper Bound 38.41 5% Trimmed Mean 36.70 Median 37.00 Variance 23.42 1 Std. Deviation 4.839 Minimum 26 Maximum 45 Range 19 Interquartile Range 7 Skewness -.248 .427 Kurtosis -.457 .833 Post-Test Mean 39.17 .663 Juni Jeffri Aritonang, Sondang Manik, Kammer Sipayung Teacher’s Strategies and Technique in Teaching Speaking 1500 Control Group (Convention al Method) 95% Confidence Interval for Mean Lower Bound 37.81 Upper Bound 40.52 5% Trimmed Mean 39.19 Median 39.00 Variance 13.17 8 Std. Deviation 3.630 Minimum 32 Maximum 46 Range 14 Interquartile Range 5 Skewness -.019 .427 Kurtosis -.650 .833 The score result of the pre-test and post-test in the Control Group was described in the table above. The pre-test mean in the Control Group is 36.60 and post-test is 39.17. In the Control Group, the pre-test has a minimum is 26 and maximum is 45. In post-test has a minimum is 32 and maximum is 46. Next, the pre-test standard deviation in the Control Group is 4.83 and variance is 23.42 and post-test standard deviation is 3.63 and variance is 13.17. Research Findings The main problem of the research is to investigate the students who are taught by using Teacher’s Strategies and Technique in Teaching Speaking at SMA Negeri 1 Rantau Utara. The researcher through the strategies for teaching speaking should be made appropriate in order to attain the expected outcomes. Furthermore, the strategy has an important role to achieve a particular goal; teacher should balance the strategies to the needs of students. Based on the data analysis in speaking skill through this Cognitive and Dictogloss Strategies, Cognitive strategy also invites students to do speaking activity in a fun way so they more enjoy and motivate in learning. This strategy is better than by using real teaching that is done commonly by the teacher in the classroom when teaching speaking skill to the students. From the result, the pre- test and post-test significance values were obtained of 0.001 for the pre-test and IDEAS, Vol. 12, No. 2, December 2024 ISSN 2338-4778 (Print) ISSN 2548-4192 (Online) 1501 0.000 for the post-test. If this value is less than 0.05 and accepted. Discussion The data in this research was taken from speaking test in the form of oral test. The research was conducted in two classes. The data was taken from the tenth grade of SMA Negeri 1 Rantau Utara. The exact number of the students in both of classes are 60 students. The research shows that the result of the test that was given to the students after teaching learning process by Cognitive and Dictogloss Strategies. Cognitive Strategy got higher result than the result of the students was taught by using Dictogloss Strategy. The findings indicate that the use of Cognitive Strategy is proven effective to affect the students’ speaking skill. Studying with Cognitive Strategy invites the students to do speaking activity in a fun way, so they more enjoy and motivate in learning. Conclusion After analyzing the data as presented in the previous chapter, the researcher takes some conclusions as follows; 1) This test is used to determine whether ANOVA TEST. Before we interpret the output of the ANOVA TEST. It would be good for us to know about the testing criteria in the ANOVA TEST. If the value is significant or the (P Value) is less than 0.05 then we can conclude that there is a significant difference. And if the significance value or (P Value) is greater than 0.05 then it can be concluded that there is no significant difference; 2) The score of the students’ ability in teacher’s strategies in pre-test and post-test significance values were obtained of 0.001 for the pre-test and 0.000 for the post-test. 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