Teachers’ Strategies in Teaching Speaking Skills at Islamic Boarding School
DOI:
https://doi.org/10.15642/ijet2.2025.14.2.218-232Keywords:
strategy, speaking skills, teaching speaking, islamic boarding schoolAbstract
This study aimed to explore the strategies that teachers use to teach speaking skills at an Islamic boarding school and to investigate the strengths and weaknesses of those strategies. A qualitative case study was conducted at Ar Rahmat modern Islamic boarding school in Majalengka, Indonesia, where students are encouraged to use English in their daily communication. The participants were two English teachers, two junior high school students, and two language administrators. Data were collected through observation, interviews, and document analysis, and were analyzed using the interactive model of Miles, Huberman, and Saldaña (2014). The findings show that speaking skills were developed through four stages: vocabulary learning (drilling and memorizing), conversation (role-play and direct teaching), speaking performance (public speaking), and enrichment programs (drama and read-aloud). The strengths of these strategies are that they build students’ vocabulary, pronunciation, fluency, cooperation, and confidence to speak. Their weaknesses are boredom caused by repetitive drilling and memorizing, limited supervision during role-play, difficulty for low-ability students in direct teaching, and students’ nervousness, embarrassment, and shyness during public speaking, drama, and read-aloud. The study is expected to validate and extend previous research and to enrich references in English language teaching.
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