Name: Fiveronika

Class/Semester: 4A

Student Number: 12210421338

COMBINE ANNOTATED

TEACHERS STRATEGIES TO IMPROVING STUDENTS

SPEAKING SKILLS

Fatahillah, M. E., & Agustina, S. (2024). “Speak Up Please!” Teachers’ Strategies

in Teaching Speaking Skills at Vocational High School in Sidoarjo.
Jambura Journal of English Teaching and Literature, 5(1), 13–24.

This article by Fatahillah and Agustina, described Speaking

instruction is a crucial component of learning a foreign language. The
purpose of this study is to learn more about the challenges teachers have
with students when instructing speaking and what methods they employ at
a Sidoarjo vocational high school. Two English teachers at the vocational
high school were the study's subjects. The findings demonstrated that low
grammatical proficiency, anxiety, lack of practice, desire, lack of
vocabulary, and pronunciation issues were the main causes of difficulties
for teachers 1 and 2. Teacher 1 employed nine tactics, such as role-
playing, brainstorming, interviews, word walls, describing and telling
visuals, storytelling, and presentations, to get beyond these obstacles.
Teacher 2 employed nine tactics as well, some of which were distinct from
those used by Teacher 1. These include role-playing, dialogue, narrative,
and interviews. brainstorming, playing cards, reporting, and summarizing
and telling visuals. Teachers might thus apply the techniques employed to
help pupils who struggle with speaking.

This article only discusses comparison between teachers' strategies in

vocational schools and high schools, and does not discuss comparison
between teachers' strategies in improving speaking skills. In this research, I
only found a variety of strategies used by teachers, and there was no
information about what strategies were most suitable for use in that school.
This article will help my future research a little.

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SUSENO, E. (2024). IMPROVING SPEAKING ABILITY IN DISCUSSION
SESSIONS BY MANIPULATING THE INSTRUCTIONAL PODCAST
CONTENT. Innovare Journal of Social Sciences,Vol 12, Issue 3.

Suseno’s journal article highlights Delivering ideas to others was a

challenge for the majority of EFL students, particularly during group
discussions. To correct their mistakes, they require direction. Podcasts that
teach can be a great tool for improving speech skills, particularly while
debating. Teachers can design interactive and captivating speaking
exercises that enhance language production and fluency by modifying the
podcasts' content. Through interactive exercises, role-playing games, or
facilitated discussions, educational podcasts give students the chance to
hone their public speaking abilities in a purposeful and entertaining
manner. Through the integration of these tactics into language education
programs, instructors can enable learners to develop into competent and
self-assured communicators. It may be inferred that students' skills in
presenting ideas are developed in discussion sessions by exposing some
viewpoints and utilizing a qualitative strategy for employing podcast
materials to improve the students' success in discussion. This type of
research is helpful for educators who teach related subjects. It encourages
other researchers to look into similar subjects as well.

This article explains that the use of podcast content can improve students'
speaking skills in terms of pronounciation and fluency. and also podcasts
can improve discussion skills in class. discussions train students' critical
thinking and their confidence to speak.. Unfortunately, not all students can
suit with discussion method using podcast content. Maybe some students
will take a little longer to increase their confidence in speaking in class.
This method is good because it is immediate practice, This article helps
my research because this method is still rarely used.

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Sari, E.A., & Salsabela, K. (2024). Strategy for increasing Public Speaking skills
through the News Anchor method (Evaluative study in the Literacy Class
at SMA Muhammadiyah 3 Yogyakarta). Commicast. Vol. 5, No. 1.

This journal article by Sari and Salsabela uses firsthand

observations from the author's literacy class at SMA Muhammadiyah 3
Yogyakarta, to identify techniques for enhancing public speaking abilities
using the news anchor method. The application of this learning media
helps students develop their communication skills, courage to speak up,
and methods for effectively conveying news. It also gives them experience
as a news anchor overall, in terms of attitudes, knowledge, and
comprehensive skills. opportunities as well as difficulties in the current
competitive period. Enhancing public speaking abilities through the news
anchor method involves the following elements: body language, voice
tone, or vocal processing aspects such as articulation, intonation, tempo,
pauses, visual cues, or using visual cues in this case through a camera's
visual medium, supported by the element of willingness to gain the ability
to increase public speaking capacity through the news anchor method. In
addition, the element of will to achieve ability is supported.

News anchors are important material at the high school level,

almost every curriculum provides news anchor learning. and this time I
found an article discussing news anchors. This strategy can not only
improve oral communication skills but also involves all aspects of body
language, facial expressions, intonation and improvisation abilities. Of
course, this strategy trains clear speaking skills. The advantage of
implementing this strategy is that students can convey messages well.
However, not all students can do it well depending on their individual self-
confidence. The weakness of this article is that the researcher repeats too
much material about news anchors, we can find it on several pages. This
article will help my research later.

Sayow, E. L. M., & Marsevani, M. (2024). Improving high school students’

speaking skill through role play strategy: A classroom action research.
English Learning Innovation.

Sayow and Marsevani conducted this research with 20 eighth-

grade students, using classroom action research during a teaching
internship at a junior high school in Batam, Indonesia. The study aimed to
investigate how the Role Play Strategy influences students' motivation,

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 attitude, and effort in developing their English speaking skills. Following
the introduction of role play, the students' average post-test score rose to
73 points from their initial pre-test score of 67.85 points. This suggests
that encouraging students to engage more actively in speaking during
classes can be effectively achieved through the implementation of the role-
playing strategy. The results indicate that to enhance students' interest in
learning English, teachers should adopt innovative and tailored lesson
plans.

In learning, especially speaking, teachers must use creativity and innovation

so that learning material can be conveyed to students, one of which, as discussed
in this article, is learning strategies using roleplay. This strategy increases
students' enthusiasm for learning because they learn in pairs which makes them
feel fun in learning. The weakness of this article is that it contains a lot of
information which is written too densely without gaps so it is difficult to read, the
author did not use writing techniques correctly. This study helps my research in
researching the learning needs of students at the elementary and middle school
levels.

Tamayo, M. R., Almeida, E., & Pillajo, M. (2024). ECRIF as a strategy to boost
EFL students' speaking skills: An exploratory action research approach.
REPOSITORIO INSTITUCIONALUNIVERSIDAD CENTRAL DEL
ECUADOR

This journal article by Tamayo, et al, purpose of this exploratory

action research is to find out how well 37 ninth-grade students in an
Ecuadorian public school can improve their speaking abilities by using
the ECRIF framework. Additionally, the purpose of this study is to
determine how the instructor implemented this method in their pedagogy
and how the students responded to it. The findings demonstrate that
ECRIF is a workable strategy for progressively enhancing the process of
learning speaking abilities in a cooperative setting with student-centered
activities, and that students react very positively to the implementation of
ECRIF as they become aware of their progress in speaking fluency.

ECRIF is a post-method framework in language teaching. It

can facilitate and encourage teachers to consider the content and the
activities from the student learning perspective. It is a scaffolding
language-lesson framework that is learner centered, contextualized, and
integrated. So, from my point of view, language learning must use design
so that it is directed and precise. The contents of this article are so
complex and extensive that it is a little difficult to understand. I will learn
more if this research is important to my research.

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Tuan, P. T., & Nguyen, T. N. (2024). Enhancing IELTS Speaking Skills through
Blended Learning: A Pedagogical Action Research. IJELS: AL-KINDI
CENTER FOR RESEARCH AND DEVELOPMENT.

This recent research by Tuan and Nguyen states that Pedagogical

action research was performed in this study to evaluate how a blended
learning strategy can enhance students' IELTS speaking ability.
Conventional teaching approaches in IELTS classrooms frequently
encountered issues with limited opportunities for practice, insufficient
feedback, and a deficiency of group and interaction experiences for
learners. The results of the pre- and post-tests demonstrated a
considerable improvement in the participants' speaking abilities. The
majority of participants expressed happiness, engagement, and
increased levels of interaction with the introduction of blended learning
into the setting. But issues with asynchronous online feedback emerged,
indicating that more work has to be done. This study highlights the
importance of blended learning in addressing the drawbacks of
conventional teaching methods. It provides informative details on how
blended learning could boost engagement and offer thorough feedback
mechanisms, both of which would finally enhance IELTS speaking
abilities.
This study helps to overcome the problems faced by people when
taking the EILTS test, blended learning strategies can improve their
scores. However, the weakness of this article is that the author does not
explain how to improve online feedback systems in blended learning
settings, so as a reader I lack information. even though the author can
do research there. The references used in this article are only limited to
2017. The author should provide the latest sources to support his
research. This study can help my future research, considering that there
are still many people who fail the EILTS test.

Kumar, P., & Dr. P. R. (2023). Enhancing Speaking Skills through Efficacy of
Multimedia in Tertiary Education. International Conference on
Multidisciplinary Research & Practice 4ICMRP-2017)

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 The purpose of this article by Kumar and Dr are to enhance
speaking proficiency using multimedia. In the rapidly evolving 21st
century, various innovative technologies are being introduced to teach
speaking skills in classrooms. Today's world is driven by technology,
which is essential for engaging with modern society. While technology
cannot replace the role of a teacher, it serves as an additional tool to
enhance speaking skills in classrooms. Tools such as the internet,
podcasts, video conferencing, videos, speech recognition, and TELL are
considered effective resources for teaching speaking skills. Moreover, in
tertiary education, where students come from diverse backgrounds, the use
of technology is unavoidable. Given large class sizes and limited facilities,
technology remains the best tool in tertiary education for improving
speaking proficiency.

Teachers in this modern era must be experts in using technology as a

learning medium. Apart from implementing traditional strategies, learning
using technological media is no less effective. So teachers in this era must
continue to hone their abilities in using learning technology. Unfortunately
this article is not a research article using methods and participants, this
article takes information from journal articles. After reading this article, I
want to use these strategies in my future research because this article
contains a variety of learning strategies using technology which are
definitely needed now and in the future.
Azka, N. N. M., Ambarini, N. R., & Wahyuni, N. S. (2023). ENHANCING
STUDENTS’ SPEAKING ABILITY THROUGH SELF TALK
STRATEGY (STS). Didaktik/Didaktik: Jurnal Ilmiah PGSD STKIP
Subang, 9(5), 1589–1600.

This journal article by Azka, et al, investigates The principal

objectives of this research were to appraise the enhancement of students'
speaking abilities subsequent to the application of the Self Talk Strategy
(STS) and to appraise the results of instructing students' speaking
accomplishments before to and subsequent to the application of the Self
Talk Strategy (STS). The data analysis results showed statistically
significant differences between the students' pre- and post-test results.
The null hypothesis (H0) was rejected since the alternative hypothesis
(Ha) was shown to be statistically significant. The Results point to a
significant shift in the discourse patterns of the students in the classroom
both before and after the self-talk technique was used. The researcher
concluded that the use of the Self-Talk Strategy (STS) improved the
students' oral communication abilities based on the research's findings
and the conversation that followed.

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 Briefly, this article contains research on the use of self-talk
strategies, the data shows that there has been an increase in students'
speaking skills. Unfortunately, this article does not explain how to use
non-self strategies in class, researchers uses a few sources to support this
research. This article can help my futur research on how to implement
self-strategy in teaching .
Chanh, N. H. (2023). Enhancing EFL Vietnamese Students’ Communicative
Competence through Selected Speaking Strategies. REiLA, 5(1), 17–31.

This study by Chanh is aimsto find out how well various speaking
techniques work in real-world situations. The outcomes demonstrated that
applying these speaking techniques improved EFL students'
communicative competency, as shown by their evaluations and comments.
Additionally, it was shown that educators could adapt their speaking
techniques based on the particular kinds of exercises, using a certain
approach within a given class session. One of the earliest empirical studies
examining the contributions of speaking styles to enhancing students'
communication abilities and gaining learning autonomy in the setting of
Vietnamese tertiary education is this one. All things considered, this study
emphasizes the significance of effective speaking techniques in EFL
instruction and offers insightful advice to teachers looking to improve their
students' communicative proficiency.

This article tries to use many strategies to improve students' speaking

abilities. starting from the pre speaking phase, while speaking phase and
finally the post speaking phase. Students can choose what strategies are
suitable for them to use to improve their speaking skills. However, some
students have difficulty expressing their arguments and this is a problem
that must be found a solution. This research can help my future research by
using various learning methods.

Hamid, S., Mulyana, A., & Pambudi, M, T. (2023). ENHANCING ELEVENTH

GRADE STUDENTS' SPEAKING SKILLS THROUGH ROLEPLAY
IMPLEMENTATION. Lingua: Jurnal Pendidikan Bahasa, Vol. 19 No. 2

This journal article by Hamid, et al, looked into how roleplaying

improved the speaking abilities of 11th grade students at SMA Negeri 2
Tangerang Regency. Consequently, the alternative hypothesis (Ha) was

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 accepted and the null hypothesis (Ho) was rejected. This suggests that
using roleplay as a teaching strategy significantly improved students'
speaking and communication abilities. This study offers insightful
information. research on the value of roleplaying in improving speaking
abilities, providing useful insights for teachers looking to raise students'
language competency in the eleventh grade. It is highly advised that
teachers take into account using roleplay as a teaching strategy in their
language education for 11th-grade students based on the study's findings,
as it has an efficient way of improving communication and speaking
skills.

This article investigates improving speaking skills through roleplay.

Roleplay is an effective method. But here we need teachers who have
high levels of learning innovation, because at each meeting the teacher
has to use different methods. Unfortunately this article is only limited to
roleplay. while there are many learning strategies that can be
implemented. these understandings can help my research to examine
learning strategies at the elementary, middle and high school levels.

Paris, A. S. (2023). TURN-TAKING STRATEGY: THE EFFECTIVE WAY TO

IMPROVE STUDENTS’ SPEAKING SKILL. PRIMER: Jurnal Ilmiah
Multidisiplin, Vol. 1, No. 1, 42-46

This journal article by Paris, aims to enhance students' speaking

proficiency by employing a turn-taking approach. This study uses two
cycles, with planning, acting, observing, and reflecting as some of the
processes in each cycle. The research design is classroom action
research. The analysis of the data Consequently, it can be said that the
turn-taking technique, which made use of examinations and observation,
was a suitable tactic to enhance students' speaking abilities at MAN 1
Mataram. As a result of this study, students' self-confidence increased,
their communication skills improved, and they decreased using their
mother language.

Turn taking strategy is an action learning strategy where in its

implementation students take turns to come to the front of the class and
do whatever is instructed by the teacher. Apart from improving oral
communication skills, it can also shape students' self-confidence.
Unfortunately this article does not contain references to action learning

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 strategies. This article may only help my future research a little, because
it only researches turn taking strategies.

Kurniawati, K. L. (2023). An Analysis of Teacher’s Strategies of Teaching

Speaking in Junior High School. In JIIP (Jurnal Ilmiah Ilmu Pendidikan)
(Vol. 6, Issue 2, pp. 875–880).

This study by Kurniawan states that Speaking is a crucial

component of communication. The purpose of this study is to examine the
methods used by teachers at SMP Negeri 2 Melaya to teach speaking
skills. This study aims to demonstrate different teaching approaches for
speaking, as well as the challenges and solutions teachers faced during the
teaching [Link] outcome demonstrated that the teacher's only method
for teaching speaking was the question-and-answer format. It's deemed the
best course of action as a result of the large class size and constrained
English learning time. The difficulty a teacher faces when instructing
speaking. Giving English language learners extra practice and involving
them in group discussions are the answers to the challenges. A class with a
large number of kids made it difficult for him to regulate their speaking.

This article examines the speaking teaching strategies used by

teachers at SMP Negeri 2 Melaya. The strategy used is only question and
answer, and some cannot provide feedback. In my opinion, teachers at this
school should try other strategies in teaching speaking such as role play,
audio-visual and others. I don't find any shortcomings in this article
because the discussion is detailed and complicated. this article may not be
very helpful in my future research.

Kasmaini, K., Danim, S., Kristiawan, M., Zahrida, Z., Sufiyandi, S., & Maharrani,
D. (2023). IMPROVING ENGLISH STUDENTS’ SPEAKING SKILLS
THROUGH AN ACTION LEARNING STRATEGY. English
Review/English Review: Journal of English Education, 11(1), 143–152.

This journal article by Kasmaini, et al, investigated Speaking

abilities are crucial for English language education pupils. At Universitas
Bengkulu, a large number of students appeared to still have difficulty with
speaking English. Because the action learning approach (ALS) was shown
to be scientifically promising, it was decided to use it in this classroom
action research to address the issue of increasing the speaking abilities of

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 students enrolled in English conversation courses. In this study, two stages
of the class action design were applied. English-speaking tests, interviews,
and observations were used to collect the data. Almost all pupils
recommended the ALS, as was clear from the first observational period.
Few students spoke in front of the class, and the interview data showed
that a sizable percentage of students had benefited from this strategy. The
outcome showed that S1 students' speaking abilities are enhanced when
ALS is used in the conversation course during the first semester.

This article investigates the use of action learning strategies for

English students at Bengkulu University. After applying this strategy there
was an increase in pronunciation, vocabulary and proficiency. I can
conclude that the problem that arises when speaking is embarrassment and
lack of confidence. Action learning can also increase self-confidence and
get students used to speaking in front of the class or discussion forums.
therefore the action learning strategy is very effective. This article is useful
to help my future research. The weakness of this article is that the author
does not provide information about the challenges of this strategy.

Octavia, N., Astutik, Y., & Rahayu, E. M. (2023). Teachers’ Teaching Strategies
For Teaching Speaking Skills At Junior High School. Borneo Educational
Journal (Borju), 5(1), 37–47.

This journal article, by Octavia and Rahayu aim to examine the

teaching tactics used with eighth-grade students at a junior high school in
Pasuruan, East Java. This study also examines the reasons behind the
teacher's use of the teaching tactics for speaking skills. The study's
findings demonstrate that the instructors used Thornbury's suggested
teaching methods. The results of this study show that the teacher was
effective in putting her teaching strategies into practice when it came to
teaching speaking skills, as evidenced by the students' motivation to learn
English in general and speaking skills in particular.

The teacher applies all learning strategies from the theory proposed by
Thornbury except recording, transcript, roleplay and theater. Teachers
should also include recording and theater because these strategies can
improve pronunciation and intonation. this understanding helped me in my
research, implementing many strategies is better than just a few strategies
to improve oral communication skills.

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Hasbullah, H., Dabamona, M., Aulya, A. F., & Nanning, N. (2023). Integrating
Compulsion Strategy to Improve Students’ English-Speaking Skills
Through Podcast. Interference, 4(2), 217.

This journal article by Hasbullah, et al, is to investigate how using

podcasts and compulsion strategies can help students become more fluent
in English speakers. In a conversation, six respondents were asked whether
the Podcasts and the compulsion technique may or may not help students
speak English more fluently. It showed that the majority of students gained
advantages: a strong desire to learn English, a high degree of self-
assurance, and an interest in forced teaching strategies that incorporate
humanist ideas. For this reason, it is advised to employ a coercive
approach in conjunction with podcast media while teaching and learning
English to speakers of other languages.

The learning strategy for using podcasts is almost the same as audio
visuals, because they both use technology. This article explains that this
strategy is the most effective to use to improve speaking skills, and
teachers can implement this. I don't find any shortcomings in this article,
the information is very relevant and takes a lot of sources. This article can
help my research on the application of technology in teaching speaking.

Rahimi, M. (2023). Learning Ecology Perspective of Instructors to Enhance EFL

Students' Speaking Skills: A Microsystem Perspective of Bronfenbrenner's
Bioecological Model. Vision: Journal for Language and Foreign
Language Learning.

This journal article by Rahimi, the study uses a microsystem

viewpoint of Bronfenbrenner's Bioecological Model to examine EFL
instructors' thoughts and reflections on teaching ecology to improve
students' speaking abilities. The study draws attention to the knowledge
gap about the critical role that educators' learning ecological perspectives
have in helping students' English-speaking abilities to improve. The results
showed that learning ecology is seen as having a significant impact on
speaking abilities by EFL instructors in Indonesia. To take the most
Taking advantage of this, Indonesian educators employ techniques such as
participatory instruction and ample exposure. They also highlighted issues
related to the scarcity of native speakers, though. Based on the
microsystem layer of Bronfenbrenner's Bioecological Model, the study's
findings advance our knowledge of how educators may create a learning
environment that supports the growth of ESL students' speaking abilities.

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 This article provides a very complete explanation of the research. This
article contains limitations and challenges and examples of ecological
strategies in learning. An example of learning ecology is a speech contest
which can influence other people and increase self-
[Link], this article does not explain how to overcome
existing problems. this article will really help my research because this
article contains strategies that are still rarely used by schools.

Philomina, M. J., & Deivam, M. (2023). ENHANCING SPEAKING SKILLS

THROUGH FLIPGRID TECHNOLOGY: A NEW APPROACH.
Education for Future: Issues and Challenges – Vol. II

This journal article by Philomina and Deivam, explain the Flipgrid

application has become an effective tool in this setting, increasing
students' engagement with the learning process. Flipgrid has become more
well-known in educational contexts, especially in the field of mobile
education. The educational space has been witnessing an increase in the
use of Flipgrid, a flexible and inventive video discussion platform. In
addition to offering insights into real-world uses, it explores the
educational underpinnings of Flipgrid and shows how it encourages active
interaction smoothness and useful criticism. Teachers can enable pupils to
develop into competent and self-assured digital communicators by fusing
the advantages of technology with practice speaking. Flipgrid is changing
the way we think about oral communication by giving kids a platform to
express their ideas, work together with classmates, and get better at
speaking. This essay examines how Flipgrid helps students improve their
speaking abilities.

Flipgrid is a video creation platform that has sophisticated features.

This article finds that using Flipgrid can improve students' speaking skills,
which means that students are comfortable using this platform. However,
the drawback is that when using technology there will be interference such
as internet connection, lack of interaction and so on. The advantage of this
article is that the author explains the advantages and disadvantages of
using flipgrid. This study helps my research to learn more deeply about the
use of technology in improving students' speaking abilities.

Annisa, T. M., Lestari, L. A., & Anam, S. (2023). Teaching Strategies For
Speaking Skills: Teachers’ Implementation and Students Opinion. IDEAS

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 Journal of Language Teaching and Learning, Linguistics and Literature.
Vol 11, No. 1, pp. 870 – 882.

This study's main goal is to look at how teachers use speaking

skills instruction and what the students think of the methods they use in an
online classroom. Two English teachers and two students from each
teacher participated in the [Link] to the study's findings, teachers
used a variety of techniques to help students learn speaking in an online
class. These techniques included defining a clear goal, outlining the
material, incorporating previous knowledge through activities like
question and answer sessions, giving students more practice, giving them
feedback, and being adaptable so that they had enough time to learn. Thus,
in an online course, the ways in which educators instruct speaking are
crucial. The teacher's methods were met with overwhelmingly good
feedback from the kids. Despite this, students are inspired and genuinely
value the process of teaching and learning.

The two teachers in this study used strategies that were very effective
in implementing online learning. At this time the teacher must think in
advance what method will be used when teaching, when the teacher
implements an effective method then the students will give a good opinion.
Online learning started during the Covid 19 pandemic. In my opinion,
currently, offline learning is the most effective because students and
teachers can meet face to face. However, there are certain times when
online learning needs to be used. This research had little impact on my
research because I was researching strategies for offline learning.

Humairoh, L. (2022). The Use Of Self-Talk Strategy To Improve Students’

Speaking Skill At The First Grade, Semester 1. Academic Year of
2021/2022 of VOCATIONAL HIGH SCHOOL XYZ. JOLADU: Journal
of Language Education.

The goal of classroom action research is to identify the most

effective teaching strategies for your particular classroom in order to
enhance student learning. Every student at VOCATIONAL HIGH
SCHOOL XYZ is the focus of the study. One class is used in this study.

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 The first class with 20 pupils is the one that the researcher selects. To
enhance their speaking abilities and conduct study on online learning, the
researcher used the self-talk technique when teaching English. In order to
determine the extent to which the learning process can enhance students'
speaking abilities, the researcher created lesson plans, activities,
observations, and reflections for each cycle. from the findings of the
researcher. Students' learning objectives in cycle one were 51%, and in
cycle two, that number rose to 69%. The learning objective went boosted
once again in the most recent cycle, reaching 76%. The researcher comes
to the conclusion that using a self-talk method can help students speak
more clearly during the teaching and learning process.

This article investigates the increase in speaking competence of

first class vocational high school XYZ students. and data shows this
strategy is very effective to implement. In my opinion, the weakness of
this strategy is that not all students will follow the teacher's instructions,
laziness is the cause of this strategy being ineffective for some students,
teachers must have a way to overcome this problem and this article does
not explain the obstacles in implementing self-talk. This article helped me
find out more strategies that can be used to improve students' speaking
skills.

Felani, A. W., Arwemi., & Yustina , L. S. (2022). AN ANALYSIS OF

TEACHER’S STRATEGIES IN TEACHING SPEAKING AT SMP N 31
PADANG. Research in English Language Teaching, Vol. 8 No. 2

The purpose of this article by Felani, et al, is to identify the

methods that the instructor at SMPN 31 Padang uses to teach [Link]
researcher employed Kayi's theory, which outlines thirteen methods for
teaching speaking, including role-playing, discussion, simulation,
information void, interviewing, tale completion, brainstorming, playing
cards, and graphical story, making sketches, and identifying distinctions.
The researcher discovered four speaking instruction methodologies based
on the findings. These include role-playing, ideation, storytelling, and
dialogue. In the meantime, role-playing is the method that teachers most
frequently employ when instructing students in speaking English. The
researcher arrived to the conclusion that students were more engaged and
excited about learning to speak English with their seatmates when the
formation role play technique was used.

Role play is the strategy most widely used by teachers and this
strategy provides significant results on students' speaking abilities.

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 However, this article also discusses brainstorming strategies which I have
not found before. Brainstorming may be able to train students to generate
ideas quickly so that students can overcome concerns in speaking. This
study made me want to research more deeply about brainstorming
strategies to help my future research. The weakness of this article is that
the writing is not neat.

Nurhalija, S., & Syahrul. (2022). Teachers' Strategies in Teaching Speaking Skills
at MTSN 8 Agam. POPULER: Jurnal Penelitian Mahasiswa

This journal article by Nurhalija and Syahrul, aimed to identify the

teacher's approach to teaching speaking. The issue raised by this study is
that pupils' low vocabulary and lack of confidence when speaking in
English The MTSN 8 Agam teacher serves as the study's sample.
According to the study's findings, teachers teach speaking using drill,
drama, simulation, and group discussions.

This article examines speaking learning strategies at MTSN 8 Agam.

What is a challenge for teachers at this school is the lack of student
vocabulary, so teachers have difficulty teaching because most students do
not understand what the teacher is saying. One of the teaching methods
that must be applied is to memorize vocabulary to students so that their
vocabulary increases. If teachers just wait for students' awareness to learn
on their own then it will be difficult. Therefore, the teacher must provide
material for them to memorize, that way their vocabulary will increase.
This article helps my research to find out students' shortcomings when
learning Speking.

Suryanto, S., Purwanti, E., & Dewanti, F. A. (2022). Enhancing speaking skills
amidst and beyond the Covid-19 pandemic: Innovative strategies from
teachers’ perspectives for high school EFL learners. English Language
Teaching Educational Journal,

This journal article by Suryanto, et al, the findings show ten

activities lecturers utilize to instruct speaking skills during and post-
pandemic. The activities include giving speaking practices, making group
work activities, retelling stories, or experiences, assigning role play and
presentations, asking students to record activities, providing

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 communicating exposures, practicing interviews, and producing a vlog.
During and post the pandemic, the second set of findings highlights the
differences in teaching speaking during and post pandemics, covering the
nature of the activities in terms of flexibility, degree of control, and
engagement.

This article discusses learning activities carried out during or after Covid
19. According to teachers, there is no difference in learning during the
pandemic and after the pandemic, the difference only lies in flexibility,
degree of control, and engagement. This is a good idea because as
instructors they can face situations that occur during the learning process.
Overall the content of the article is good and detailed. This study helps my
research to explore teacher professionalism in implementing learning
strategies.

Situmorang, P., Purba, V. N. L., Sitohang, L., & Saragih, E. (2022). SPEAKING
TEACHING STRATEGIES BY SECONDARY SCHOOL ENGLISH
TEACHER. JEELL (Journal of English Education, Linguistics and
Literature). Vol. 08 No. 2

The purpose of journal article by Situmorang, et al, is to ascertain

the methods that secondary school teachers employ when instructing their
students in speaking as well as their opinions on the approach. Ten English
teachers from various secondary schools in north Sumatra participated in
this study. According to the research, information gaps were the tactics
employed by English teachers. conversational language through role-
playing, brainstorming, describing pictures, discussion, telling stories, and
real-life situations language, games, and the learning process. In the
meantime, the teacher's reaction to the technique produced a positive
outlook since they believed it was a fulfilling and useful way to support
kids in developing their speaking abilities.

This article investigates secondary school speaking teaching strategies

where teachers at this school implement various strategies and the students'
responses are positive. In fact, all teachers can use various learning
strategies depending on how they convey and encourage their students.
Varied strategies are necessary to increase student learning motivation.
This article contains detailed information and there are no shortcomings in
it. This study can help my future research.

16
Mulyati, S. (2022). An Analysis Study on Teacher Strategy to Improve Speaking
Skill Students in the Sixth Grade of Elementary School Diniyyah Al Azhar
Jambi. In Jurnal Ilmiah Dikdaya (Vol. 12, Issue 1, pp. 190–194).

This article by Mulyati, uses qualitative research methods to

investigate the strategies that teachers employ. Diniyyah Al-azhar Jambi's
primary school pupils served as the study's subjects. Particularly, sixth-
grade students Data were evaluated and compared to the previously
developed technique, and it was found that all schools showed a
substantial impact from speaking teaching strategies on teaching speaking
skills. Diniyah Al-Azhar Jambi.

From the research results, this article explains English teachers of

Primary school Al-Azhar Diniyyah Jambi uses several learning strategies
and the one most popular with students is role play. It has been proven that
roleplay is one of the best strategies that can be used when teaching
speaking. Unfortunately, researchers took sources that were only limited to
2012. Researchers should have taken more recent sources. This article will
help my future research.

Putri, S. B., Rustandi, A., & Faridah, D. (2022). TEACHERS’ MEANING

NEGOTIATION STRATEGIES IN CONSTRUCTING SPEAKING
SKILL THROUGH GOOGLE MEET. In JEEP: Journal of English
Education Program (Vol. 9, Issue 1, pp. 11–13).

This study by Putri, et al, explores the meaning negotiation

techniques used by educators to help students develop their speaking
abilities through Google Meet. Meaning negotiation might reveal a
teacher's level of student interaction. The purpose of this study was to
determine how teachers negotiate meaning when developing speaking
skills and how students interpret those negotiations. This study comes to
the conclusion that the teacher's use of meaning negotiation is a useful
strategy that works well in practical settings. The instructor pushes them to
practice using meaningful negotiation to resolve conflicts that arise in their
interactions with one another. According to the research, in order to help
students develop their speaking skills, teachers should provide content in a
more structured manner.

Speaking is the most difficult thing in learning English, therefore it

is recommended that learning be done face to face. However, as time goes
by, a lot of learning is also done online, such as using Google Meet. The

17
 success of learning depends on the strategy used by the teacher. Online
learning is difficult, so the right strategy is needed. This article explains
teachers' strategies in online learning, and they use meaning negotiation
strategies, namely continuous interaction between pupils and students and
this strategy also minimizes misunderstandings when learning speaking.
This is a very effective strategy. Unfortunately, this article does not
provide information about the obstacles and difficulties teachers have in
implementing this strategy. This research increases my knowledge about
strategies that should be used when online learning, and will probably help
my future research.

Anisa, N. A., Syatrian, E., & Natsir, R. Y., (2022). THE IMPLEMENTATION
OF EVERYONE IS A TEACHER HERE (EITH) STRATEGY TO
IMPROVE THE STUDENTS’ SPEAKING SKILL IN DELIVERING
OPINION. English Language Teaching Methodology

This journal article by Anisa, et al, was to determine how the

Everyone is a Teacher Here Strategy will affect students' speaking abilities
and self-confidence when studying English. According to the study's
findings, students' average pre-test scores on self-confidence were 45
before receiving treatment, and their average post-test scores after
receiving treatment were 62. It may be inferred that the Everyone is a
Teacher Here approach was successful in improving students' ability to
express their opinions, particularly in speaking.

This article highlights the use of the everyone is a teacher here

strategy and it turns out that this strategy can increase students' self-
confidence in speaking English. the reason is because they feel worthy to
be a teacher and worthy to speak in front of the class. The advantage is that
this strategy is still rarely used by teachers. This study can help my
research because I am interested in learning more. Unfortunately this
article does not explain the challenges when implementing this strategy, so
in the future I will identify these.

Hasibuan, I. R., Panjaitan, A. B. J., & Saragih, E. (2022). Speaking Teaching

Strategies Used by Vocational School EFL Teachers. In English Language
in Focus (Vols. 2–2, pp. 127–136).

This study by Hasibuan, et al, intends to describe the tactics used

by vocational school teachers in Medan, North Sumatra province,
Indonesia, to teach speaking to secondary school [Link] researcher

18
 employed a standardized, self-administered questionnaire consisting of 10
questions split into three sections: introduction, practice, and evaluation in
order to gather the data. The introductory section's questions were all
about the teacher's preparation process for teaching speaking. The practice
session questions then go through the teaching and learning process,
including what methods teachers use, why they choose this method, what
activities teachers do, and what activities students do during the speaking
skills process. Finally, the assessment session questions cover activities
that take place after the teaching and learning process, like how the teacher
evaluates students, what standards or rubrics are frequently applied, and
what recommendations are meant to assist students with their speaking
skill issues.

This article investigates Speaking Teaching Strategies Used by

Vocational School EFL Teachers, data taken from questionnaires given by
researchers to teachers, and the results show that role playing is the most
popular strategy. In my opinion, it is better at the vocational level to use
discussion and brainstorming strategies because they can form critical
thinking. I found no shortcomings in this article, the information is very
clear and detailed. This article made me want to research more about why
vocational school students prefer role playing.

Syafi’I, I., & Sudarso, H. (2022). Teacher’s Questioning Strategy to Teach

Speaking at MA An-Nidhomiyah. In SELL Journal: Vol. VOL. 7 NO. 1
(pp. 13–24).

This research by Syafi’I and Sudarso describe how the questioning

method is used to teach speaking and how the students react to it. The
research's subject was the eleventh-grade students at MA An-Nidomiyah.
The study's conclusion demonstrates the effectiveness of using this tactic.
Thus, employing a questioning technique can enhance vocabulary
knowledge and speaking abilities. It is also proposed that speaking classes
can benefit from the application of the questioning method.

This article investigates the use of questioning strategies in teaching

speaking. The data shows that the use of this strategy is effective, there is
visible improvement in students every week. However, it would be better
if teachers applied several methods such as brainstorming and problem
based learning to improve students' critical thinking abilities. This article
can help my research to examine why some teachers only use one research

19
 method. with limited learning strategies, the level of student learning
motivation will decrease

Loreto, M. M. (2022). Vlogging as Instructional Strategy: Improving English Oral

Communication Skills of Generation Z Students: A Case Study. In Rangsit
Journal of Educational Studies (Vols. 9–9, Issue 1, pp. 42–61).

This journal article, by Loreto, M. M, investigates One of the persistent

issues with communication between Vlogging is presented as an
instructional approach in this study. Its objectives were to determine how
well vlogging enhances oral communication abilities and to find out how
students feel about using vlogging as a teaching tool. Following a pre-
vlogging speech exercise, participants made four vlogs throughout the
course of the semester, which they shared in a closed Facebook group. A
speaking exercise using post-vlogging was held at the conclusion of the
semester. The content's overall arrangement was the biggest improvement.
Most of the participants said that vlogging was a good way to practice oral
communication skills and that it was an enjoyable experience.

Vlogging is a strategy that can not only improve oral comunication

skills but also increase self-confidence. especially nowadays, generation z
is inseparable from gadgets. In my opinion, this is an effective strategy
because vlogging can be done anywhere and this is good to apply in
Indonesia because there are still many students who are anxious about
their speaking skills. I am very interested in this research, so this article
will help my future research. The weakness of this article is that the author
uses sources with old publication years. and it would be better if the author
included the school levels that can use the vlogging method.

Jalaluddin. (2022). IMPROVING INDONESIAN STUDENTS SPEAKING

SKILL THROUGH ENGLISH DORMITORY. Nusantara Hasana
Journal, Vol. 2 No. 6

This journal article by Jalaluddin, explains There are three key

reasons why English Dormitory Activity (EDA) is so successful in
improving learners' spoken language proficiency. Initially, during EDA,
the participants are totally submerged in an English-speaking setting.

20
 Second, the program encourages students to be open to speaking English.
Finally, it gives students more useful speaking skills.

English Dormitory have been implemented in Indonesia and are in

several cities in Indonesia. The English dormitory system is to give
students learning targets such as learning targets for 3 months, 6 months
and others. This strategy is very effective because during the learning
process they are in the same environment as people who want to improve
their English skills, so the learning objectives can be achieved according to
the target. Unfortunately, this strategy cannot be implemented by some
people because the costs are relatively expensive and not everyone has free
time to study. This research can help my research to research the learning
methods used in the English Dormitory.

Kurniawan, R., Fussalam,Y. V., & Saswandi, T . (2022). AN ANALYSIS OF

TEACHERS’ STRATEGIES IN TEACHING ENGLISH SPEAKING
SKILL. JOURNAL OF LANGUAGE EDUCATION DEVELOPMENT, Vol.
3 No. 2

This journal article by Kurniawan, et al, aims to identify the kinds

and frequency of strategies used by educators to teach English speaking.
This study concentrated on Jambi's English teachers. The results showed
that the instructors used four different strategies. These were improving
students' conversation, creating role plays, creating stories, and conducting
training interviews. The most common method for teaching English to
speakers of other languages was role-playing. method that educators use.
Based on the resources supplied by the teachers, teachers found that by
using the developing role play technique, students become more engaged
and self-assured when acting out a role. Apart from instilling a greater
enthusiasm for studying English, role-playing prompted students to
participate in more dialogue with their peers and classmates.

This study contains an analysis of teachers' strategies in teaching

English speaking skills at SMA N 1 Bungo. From the research results it
was found that English teachers at this school used many learning
strategies such as teach strategies not just content, getting students
working together, traininginterview, improving their discussions and much
more. Varied strategies can increase students' learning motivation. This
article provides a simple and easy to understand explanation, but the

21
 researcher does not provide a literature review. This article will be very
helpful for my future research on ways to implement various strategies

Kehing, K. L., & Melor, M. Y. (2021). A Systematic Review on Language

Learning Strategies for Speaking Skills in a New Learning
Environment. European Journal of Educational Research, 10(4), 2055-
2065.

In this journal article by Kehing and Melor, the researchers using

the most popular methods for improving speaking abilities in language
learning have been reviewed in this article. The publications from two
databases, Google Scholar and ERIC, spanning the years 2017 to 2021,
were reviewed. In the review, the PRISMA 2020 technique is applied.
The review revealed that the most common strategies employed to
acquire speaking abilities were meta-cognitive and cognitive strategies,
which were followed by social and compensatory strategies. Memory
and emotional methods were the ones that learners utilized the least.
The results assist educators in selecting the best teaching strategy for
the modern classroom. A thorough analysis of the application of
learning techniques for various learning skills could be done as future
study.

This article explains that meta-cognitive strategies were able to self

monitor their own learning process which means that they can be
identified as successful learners. Meanwhile, cognitive strategies were
used by learners in practicing, receiving, and sending messages,
followed by creating sentence structures by taking notes. This is an
effective method to implement. Unfortunately, researchers do not
include information about what levels can use meta-cognitive and
cognitive strategies in learning because these strategies may not be
applied at all levels.

Nair, V., & Melor, M. Y. (2021). A Systematic Review of Digital Storytelling in

Improving Speaking Skills. Sustainability.

Nair and Melor's journal articles illustrated how teachers across

all educational levels, ranging from primary to tertiary education, can
improve their students' speaking skills by employing digital storytelling
as a valuable tool. Most of these researchers provided empirical
evidence backing the advantages of integrating digital storytelling in

22
 classrooms to aid students in enhancing their speaking and
communication abilities.

The advantage of this article is that the researchers reviewed articles about the
use of digital storytelling from various countries, this strengthens their argument
that digital storytelling can enhance students' speaking skills. Apart from that, the
researcher also uses various methods in his research, this article is very complete
and good, the researcher also uses the latest sources. This study will help my
future research to examine the use of digital story telling in learning and
variations in the use of digital media.

Gea, K., Dohude, D., & Saragih, E. (2021). Teachers’ Teaching Speaking
Strategies at Junior High School. In IDEAS (Vols. 9–9, pp. 677–703).
This journal article by Gea and Saragih, aims to outline the
teacher's approach to instructing SMP Dharma Pancasila Medan students
in speaking abilities. This is done to find out what the instructor at SMP
Dharma Pancasila Medan utilizes to teach speaking skills in special
classes, as well as the tactics she employs and the issues and solutions she
runs into when putting teaching and learning into practice.

The learning strategies used by teachers at SMP Dharma Pancasila

Medan are different. one of the teachers uses public speaking. In my
opinion, public speaking is not suitable to be applied at the junior high
school level. Teachers should use more simple strategies. listening and
practice is a method that is suitable for middle school children. they have
to listen more so that their brain stores a lot of memory and continues to
practice it. This article asks too many questions to teachers at SMP Darma
Pancasila Medan even though the author could have summarized their
answers. but this article can help my research because researchers ask
many questions to different teachers so I can investigate further.

Antara, I. M. A., & Ni, P. Y. A. (2021). TEACHERS STRATEGIES IN

TEACHING SPEAKING IN ONLINE CLASSROOM TO TOURISM
VOCATIONAL SCHOOL STUDENTS. Jurnal Manajemen Pelayanan
Hotel Akademi Komunitas Manajemen Perhotelan Indonesia. Vol 5, No 1

The purpose of this study is to outline the methods used by

teachers at Triatma Jaya Vocational High School to teach English to
elementary-level pupils virtually. The information was gathered by
observation and interview. Data was gathered through interviews with 14
teachers. The outcome demonstrated that the teacher used a variety of

23
 techniques, including role plays, discussions, games, interviews, and
visual aids, to teach online speaking. The teacher used photos for a
variety of exercises, including picture narration, picture description, and
storytelling. Nevertheless, several challenges arose throughout the
execution of these tactics.

This article discusses strategies for teaching online learning to

elementary level students of Triatma Jaya vocational high school. Online
learning for elementary school level is not easy, there are many
challenges faced by teachers in online learning. Teachers must provide
fun teaching so that students do not get bored and lose motivation to
learn. Parental supervision is also required here. So it is best that learning
is done face to face at elementary school level. This article made me
want to research more about the challenges faced by teachers and how to
overcome them.

Afri, E., Marpaung, E. Z., Maulina, I. (2021). Enhancing Students' Speaking

Skills through Debate Techniques. IJEAL (International Journal of
English and Applied Linguistics. Vol, 1. No. 2

This journal article by Afri, et al, states The importance of

mastering speaking skills is widely recognized. Many students face
challenges such as limited class participation and vocabulary. This study
aimed to enhance students' speaking abilities by employing debate
techniques through classroom action research conducted in two cycles.
Each cycle consisted of planning, action, observation, and reflection
stages. Data collected included observations, interviews, and students'
speaking scores. Results indicated an initial pass rate of 71% in cycle
one, with 29% not meeting expectations, while in cycle two, 92% passed
and 8% did not. This reflects a 21% improvement across both cycles.
Consequently, employing debate techniques effectively enhances English
language learning, particularly in speaking proficiency among students.

This article investigates the use of debate technique in learning

English. Of course, this is not easy for students who are still low in
English skills, so first the teacher must cover light topics so that students
can more easily give their arguments. The weakness of this article is that
the author was not careful in writing because on several pages there was
sloppy writing. However, the information is easy to understand because
the researcher is not wordy. This article is useful for my research because
debate technique is an effective technique for improving students'
speaking skills

24
Vellayan, G., Swaran Singh, C. K., Ong, E., Md Yunus, M., Masa Singh, T. S., &
Mulyadi, D. (2021). A Review of Studies on Cooperative Learning
Strategy to Improve ESL Students’ Speaking Skills. Turkish Journal of
Computer and Mathematics Education, 12(3), 63–68.

This study by Velayan, et al, examines how the cooperative

learning strategy can enhance the speaking abilities of Malaysian ESL
students. It is a common challenge for ESL/EFL learners worldwide,
including in Malaysia, to fluently engage in English conversations. The
Malaysian Education Ministry is actively addressing this issue to enhance
students' English proficiency, thereby expanding their future opportunities.
Effective strategies are essential in the teaching-learning process to
improve ESL students' speaking skills. Additionally, the research explores
ESL students' attitudes towards cooperative learning and their motivation
to develop speaking proficiency. This study is expected to benefit students,
educators, and policymakers alike.

Unfortunately, this article does not provide an overview of how to

implement this strategy. The author only includes the final results. The
sources taken by the author are quite new, but there are some that are old.
This article may only help my research a little because this article only
contains a review

Mulyanti, S. (2021). TEACHERS’ STRATEGIES IN TEACHING SPEAKING

AT HIGH SCHOOL. In Journal of Foreign Language and Educational
Research (Vol. 4, Issue 2).

This journal article by Mulyanti, aims to identify the methods used

by educators to teach speaking. The data was analyzed and the findings
were discussed in this study using a descriptive manner. This study
focuses on the English instructors at SMAN 5 Palu. The role play,
interview, visual description, and storytelling techniques are the four
methods that the teachers employ, according to the researchers' findings.
Of these four tactics, role play is the one that teachers employ the most
since it involves a large number of pupils, who are actively engaged in
their education.

This article contains many topics that I consider unimportant, making

readers confused about finding the main points. The data was obtained
from 2 different teachers with different strategies, so the two teachers will

25
 produce different learning. This article can help me research different
learning strategies to determine speaking learning outcomes.

Fahmi, R., Muslem, A., & Usman, B. (2021). THE USE OF PROBLEM BASED
LEARNING TO IMPROVE STUDENTS’ SPEAKING ABILITY.
ENGLISH EDUCATION JOURNAL (EEJ), 12–2, 260–282.

This journal article by Fahmi, et al, aims to determine whether the

use of problem-based learning (PBL) at Darul Ulum Islamic Boarding in
Banda Aceh could improve the speaking abilities of the pupils. The
outcome demonstrates that there was a notable variation in the pupils'
speaking abilities taught by applying Learning through Problems. The pre-
test mean score for the students was 51.64. Following that, the pupils'
post-test mean score was 63.64. In In other words, the II-IPA I pupils'
speaking abilities have been successfully improved through problem-based
learning. Because it allows students to relate to real-life problems that
demand real-life answers, problem-based learning may be one of the best
instructional strategies for enhancing students' English-speaking abilities.

This article highlights problem based learning strategies. As far as I

have read, this strategy is the most relatively difficult to implement
because students have to solve a problem, think critically and they have
discussion sessions. Even though it is difficult, the results of applying this
strategy have a very big effect on students. This article gives me
information that I didn't know about strategies for learning speaking. So
this article will be very useful for me in the future. A small drawback of
this article is that the researcher does not provide the challenges and
shortcomings of this strategy.

Mohammed, G. M. S. (2021). Speaking Skills in Online Learning: An

Investigation of the Strategies Used by EFL Learners at the University
of Bisha. In Asian EFL Journal Research Articles (Vol. 28, Issue Issue
No. 2.3).

The goal of the current study by Muhammed, is to investigate the

methods EFL students at the University of Bisha employ to improve
their speaking abilities when learning online. The study gathers data
from 120 undergraduate EFL students at the University of Bisha, KSA,
Departments of English, using the Strategy Inventory for Language
Learning (SILL). The findings show that: (1) The students have a
favorable opinion regarding the methods utilized to improve speaking

26
 abilities during online instruction (mean = 3.25). The views of male and
female learners regarding employing techniques to improve their
speaking abilities do not differ significantly (P. =.057). (3) Using
techniques to improve speaking abilities while learning online is agreed
upon (M = 2.96). All students, male and female, use the following five
categories of learning strategies: study-based, internet-based, listening-
based, in-class, and memory-based. Of these, memory-based strategies
are used more frequently than the other categories.

In this article the author tries to investigate the strategies used

in speaking skills in online learning at Bisha University, which was just
founded in 2014. In order for online learning to be more effective,
students must be given learning that is not boring, so that students can
apply the material well. because online learning is not as easy as offline
learning. This article should provide an explanation of the time used in
learning. This study can help my research in finding out the time
needed for online learning.

Wulandari, D. A., Kasmaini., Damayanti, I. (2021). IMPROVING STUDENTS’

SPEAKING SKILLS WITH ACTION LEARNING STRATEGY AT
EIGHTH GRADE OF JUNIOR HIGH SCHOOL (A Classroom Action
Research at Eight Grade Students of SMP N 01 Kota Bengkulu).
Wacana:JurnalPenelitianBahasa,Sastra&Pengajaran.

The purpose of this study was to examine how an action learning

technique in eighth grade English classes affected the speaking abilities of
the students. Thirteen male and seventeen female students from the VIII.6
class participated in this study. The study's findings show that pupils'
speaking skills have improved. Learners who improved their speaking
abilities: 20 students, or 62.5% of the preliminary data; 24 students, or
75% of the cycle I participants; and the cycle II had 27 students, or
84.375%. In cycle I, there were 25% of students or 8 students who did not
achieve, while in cycle II, there were 15.675% of students or 5 students
who did not succeed, according to the preliminary figures.

This article discusses action learning strategies and the problems that
exist in their application. In using this strategy, it was found that there
were some students who felt embarrassed and not confident in telling their
experiences, they felt they were no better than their friends. The advantage
is that researchers carry out further research on strategies to overcome
these problems. There is a weakness in this article, namely that the author
uses few references about action learning strategies. This article helped me

27
 find out the problems students face in learning English and how to
overcome them.

Zakiya, H., Santoso, R., & Nurkamto, J. (2020) Implementing School Policy:
Teachers’ Strategies in Improving Students Speaking Ability.
International Journal of Educational Research Review.

Speaking is still a challenge in many Indonesian educational

institutions when it comes to language acquisition. Overcoming this issue
becomes extremely difficult for schools and English teachers since
Indonesian students continue to underestimate the value of formal
education and the ability of English teachers to impart proper knowledge.
The study of this article by Zakiya, et al, will look into the policies of the
school and the methods used by the teachers to help the kids' speaking.
The goals of this study are to demonstrate effective teaching methods for
putting school policies into practice and raising students' speaking
proficiency in an Indonesian bilingual high school.

This article provides a lot of information about strategies in

improving students' speaking skills. The strategies used cover almost all
aspects of learning. From data obtained from interviews, observations and
documentation techniques, the strategy used is to give students practice
both fluency and accuracy, provide appropriate feedback and correction,
capitalize on the natural link between speaking and listening, and give
students opportunities to initiate oral communication; If these strategies
are implemented by all schools in Indonesia, students' speaking skills can
improve quickly. Achieving learning goals cannot be separated from the
teacher's role as a provider of motivation and encouragement. However,
unfortunately the writing of this article is not neat, so readers have
difficulty finding the break points and there is too much information
included, making it a little difficult for readers to understand the main
points. This article will help my research later because it provides a lot of
information for me.

Wardhany, D. S. (2020). TEACHER’S PERSPECTIVE IN IMPROVING

STUDENTS’ ENGLISH SPEAKING SKILL. The International English
Language Teachers and Lecturers Conference.

This journal article by Wardhany, is to learn how teachers see the

best ways to encourage their students to participate in speaking activities
and raise their level of English proficiency. Semi-structured interviews
were used in this qualitative study to gather data. It involved a single EFL

28
 teacher with eleven years of English teaching expertise. Due to her
extensive teaching experience, the teacher is aware of the attitudes that her
pupils have about the speaking class and uses a variety of tactics to help
them learn to speak. According to the teacher, a few things contributed to
the pupils' struggles in the English-speaking class and prevented them
from speaking up. Given that situation, the teacher feels that it is essential
to employ specific methods or techniques while teaching speaking in order
to assist students in overcoming obstacles and motivate them to attempt
speaking in English and participate in speaking exercises.

This research explores teachers' perspectives regarding the strategies

used to improve students' speaking competence, considering that there are
still many students who are silent when learning speaking. Unfortunately,
this research only highlights the experience of one teacher. The argument
for this research would be stronger if this research used several teachers as
research material. This study gave me information about teachers'
perspective in improving student speaking skills and maybe it will be a
little helpful for my future research.

Sari, C. R., & Yetti, Z. (2020). Teachers’ Strategies in Teaching Speaking English
at SMAN 15 Padang. Journal of English Language Teaching. 9. (4): pp.
733-739

The purpose of this article by Sari and Yetti, was to examine how
teachers teach speaking English. Three teachers in grade 15 at SMA 15
Padang who were enrolled in English as an elective participated in this
study. The outcome showed that the teacher's methods included
conversation, role-playing, and games that promote communication.
Speaking tactics that teachers employ have the effect of making pupils
more engaged in their education, encouraging them to think positively,
and boosting their motivation. Out of the three strategies used by the
teacher to teach speaking, nearly all of the students prefer the
communication game because they believe it can enhance their speaking

29
 skills, increase their motivation to speak, and make the teaching-learning
process more enjoyable.

This article highlights the implementation of group work and

strategy games to improve students' learning skills. and from the research
results it was found that some students still used their mother tongue
when learning speaking in class, indicating that this strategy was less
effective. In my opinion, group work makes students dependent on one
another and makes some of them lazy, thereby preventing learning goals
from being achieved. On the other hand, students prefer the game method
which makes them feel fun in learning.

Parera, et al. (2020). Teachers' Teaching Strategy to Improve Students' Speaking

Achievement in Online Learning. ATLANTIS PRESS: Advances in
Engineering Research

The teaching strategies used by teachers to raise students'

speaking achievement in online learning are the main subject of this
study. The school learning system has been altered by the Covid-19
epidemic. Consequently, educators must exercise creativity in order to
raise students' performance in online learning. In the field of education,
there are many things that can support learning and achievement, and
teaching knowledge and skills related to subjects is one of them.
Teachers can motivate students to study for exams, teach them how to
solve complex problems, teach them how to monitor how much they
have learned, and much more. By doing these things, they are promoting
a teaching strategy. A learning strategy is the way a teacher guides their
pupils through the learning process so they can accomplish the objectives
they have set.

Even though the pandemic has ended, the impact of online learning
still exists today and will continue to exist because technology has
developed rapidly. So it is necessary to do research on the strategies used
when online learning as discussed in this article. This study provides
many strategies that can be used for online learning. but this article does
not use the participant method, the author only researches based on
articles. This article can help my future research.

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Hadi, I., & Netrawati. (2020). Contribution of Emotional Intelligence and Parental
Social Support in Student Learning Achievement. International Journal
of Applied Counseling and Social Sciences VoL. 02 No. 01

This article journal by Hadi and Netrawati aims to analyze three

main aspects: (1) learning achievement, emotional intelligence, and
parental social support; (2) the individual and combined contributions of
emotional intelligence and parental social support to student achievement
behavior. The research adopts a descriptive quantitative method,
surveying a population of 436 students from SMK Country 3 Padang,
with a sample of 209 students selected through purposive sampling.
Instruments include scales for emotional intelligence, parental social
support, and mid-semester academic results. Data analysis involved
descriptive statistics, simple regression, and multiple regression. The
findings demonstrate that: (1) emotional intelligence contributes 31.5%
to student achievement; (2) parental social support contributes 27.6% to
student achievement; and (3) combined emotional intelligence and
parental social support contribute 33.4% to student achievement. These
results suggest implications for developing guidance and counseling
programs aimed at enhancing student learning outcomes.

The advantage of this article is that the researcher took many

research samples in his research, namely 209 students from SMK
Country 3 Padang. Of course, this research is not easy, the more samples
used, the more difficult the research will be. and the weakness of this
article is that the researcher provides too much information that is not
very important so that readers find it difficult to find the points of this
article. This article can help my future research.
Kathirvel, K., & Harwati, H. (2020). The Use of Audio-Visual Materials as
Strategies to Enhance Speaking Skills among ESL Young Learners.
Scientific Research Publishing: Creative Education, 11, 2599-2608.

This journal article by Kathirvel and Harwati explain that

Teachers have developed a number of ICT-based strategies for teaching
and learning in the twenty-first century to help ESL students become
more proficient speakers. Using audio-visual resources is one tactic to
improve speaking abilities. An technology-based technique that has
yielded many beneficial outcomes for ESL students is audio-visual
content. It follows that this approach would help ESL students improve
their speaking abilities. Thus, the purpose of this study is to describe the
advantages of utilizing audio-visual materials and how they help to
improve speaking abilities.

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 This article is very complicated and the explanation is very
detailed, but this strategy requires students to be able to master
technology, even just a little. The lack of researchers does not provide
information about the limitations of audio-visual strategies, the
application of which is certainly not easy for online [Link] article
made me want to research the limitations of this strategy.

Anggraeni, W., & Assafary, A. F. (2020). Teachers’ Strategies in Teaching

Speaking Skills at SMAN 1 Palopo. In Islamic State Institute of Palopo
(IAIN Palopo). Vol. 1, No.

This article journal by Anggraini and Assafary was to determine

the methods that teachers at S.M.A. Negeri 1 Palopo used to teach
speaking skills. To gather information, the researcher looked at two
English teachers at the school. The findings of the study revealed that
teacher 1 employed discussion, role-play, brainstorming, writing,
conversation, blogging, picture description, and learning assignments,
while teacher 2 used modeling, role-play, brainstorming, writing,
questioning, reading, explaining, and ice hockey.

This article analyzes 2 teachers in S.M.A. Negeri 1 Palopo. I came to

the conclusion that all effective strategies depend on the teacher because
each teacher has different methods and personalities. This article contains
too many answers from teachers, researchers should summarize the
answers given by teachers. This article might just help a little in my future
research.

Oktary, D., Marjohan, M., & Syahniar, S. (2019). The Effects of Self-Confidence
and Social Support of Parents On Interpersonal Communication of
Students. Journal of Educational and Learning Studies, 2(1), 5.

This research by Oktary, et al, states that the challenges students

encounter in interpersonal communication within school settings. Factors
such as self-confidence and parental social support are believed to alleviate
these challenges. Therefore, this study aimed to assess how parental social
support contributes to interpersonal communication alongside self-
confidence. The research employed a descriptive correlational quantitative
approach, surveying a population of 73 students from SMP N 4
Batusangkar using a stratified random sampling technique. The study
utilized self-confidence, parental social support, and interpersonal
communication as measured variables. Data was gathered using a Likert

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 scale model and analyzed through multiple regression analysis, revealing a
significant (58.1%) correlation between self-confidence, parental social
support, and interpersonal communication.

This article highlights that parental support also has an influence on

the development of student speaking skills. Parental support can provide
encouragement for students. The advantage of this research is that
researchers took a lot of participants and sources in this study, which can
strengthen the results of their research. It would be better if this article
provided data on students who do not receive support from their parents
and its impact on learning. This article will be useful for my research
because it is still rare to research the role of parents in learning speaking.

Taghizadeh, M., & Adhami, N. (2019). In-service Instructors’ Motivational

Strategy Use for Enhancing EFL Students’ Speaking Skill. Proceeding of
the International Conference on Comparative Education.

This research by Tanghizadeh and Adhami, looked into the

motivational techniques used by in-service teachers to help EFL students
become better speakers. The study's findings showed that teachers' goals
were most frequently to support students' speaking abilities and improve
their correctness and fluency when speaking. of a speaking motivation
techniques course. The findings also showed that instructors' utilization of
engaging and pertinent material, a welcoming and encouraging learning
environment, and a variety of Speaking exercises were the methods that
encouraged people to talk as students. Additionally, the most common
methods teachers employed to encourage EFL students to talk included
group work, a variety of engaging assignments, positive reinforcement,
and boosting their self-confidence.

This article investigates motivational strategies in improving EFL

speaking skills. In this case, teachers have to play many roles in classroom
learning, such as being a promoter, participant and feedback provider. An
emotional approach is also needed here. The weakness of this article is that
the author does not explain the percentage of students who improved their
speaking skills and did not increase their use of this strategy. This study
helps my research in terms of understanding the learning motivation needs
of each student.

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