Journal of English Education and Teaching (JEET)

e-ISSN: 2622-5867
p-ISSN: 2685-743x
Volume 7 number 1, March 2023
Page 33-43

Exploring Teachers Techniques in Teaching Speaking

Fakhria Mega Alfallah

English Education Study Program, Department of Language and Art
University of Bengkulu
[email protected]
Hilda Puspita
English Education Study Program, Department of Language and Art
University of Bengkulu
[email protected]
Azhar Aziz Lubis
English Education Study Program, Department of Language and Art
University of Bengkulu
[email protected]
Corresponding email: [email protected]

Abstract

The objectives of this research were to find out the types of techniques in teaching
speaking and to describe how the teachers implement the teaching speaking tech-
niques at SMA 6 Kota Bengkulu. This research used a case study qualitative method.
The population of the research was two teachers who taught the first-grade students
of SMA 6 Kota Bengkulu. To collect the data, the researcher used observation, inter-
view, and documentation. Data processing was divided into three stages, those are
data reduction, displaying data, and conclusion. The result of the research showed
that teachers used some techniques in teaching speaking, such as discussion, story-
telling, and brainstorming. In the discussion, the teacher asked students to make a
group consisted of two people because students in the class were just half of the total
of students. In storytelling, the teacher told her stories when she was a student to mo-
tivate students in learning. In brainstorming, the teacher began the lesson by giving a
question to make students think and got ideas. It is concluded that teachers used
techniques adjust with the material and condition of the class. It is recommended for
further researchers in conducting the same topic about speaking technique.

Keywords: Teachers Techniques, Teaching Speaking.

Introduction,
The teachers’ teaching technique usually determines students’ success.
Teaching technique is the way that teachers apply in the teaching and learning pro-
cess to make students succeed or get maximum results of goals of learning. Therefore,
the teacher should find a good technique and provide engaging to get maximal
results (Haqien & Rahman, 2020).
The teaching and learning process normally is face-to-face, the teacher and
students do the teaching and learning process in the class. But, the problem today is

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Alfallah, Puspita, Lubis Exploring Teachers Techniques in Teaching Speaking

the covid-19 pandemic. According to WHO (2019), Coronavirus disease (covid-19) is

an infectious disease caused by a newly discovered coronavirus. Most countries in the
world get the virus covid-19, and also Indonesia. There are many aspects that get the
effect of this pandemic, such as economic, social, education, etc.
Due to the spread of covid-19, the government of Indonesia has the policy that
people have to stay at home to conduct self-quarantining to limit social interaction
to a certain extent. The field of education, also greatly affected. Because to prevent
the spread of coronavirus, the teaching and learning process at the school must be
stopped.
During the pandemic, teaching is held online, including in English. Teachers and
students do activities teaching and learning from home online. Teachers are required
to prepare good techniques to make students understand the material, even the pro-
cess of teaching and learning online.
The teaching process will be fun when the teachers do that happily and pro-
fessionally, because during the learning and teaching process there will be a lot of
problems. One of the problems nowadays is the virus covid-19. Teachers as profes-
sional workers must be ready in all conditions.
As professional workers, teachers also need to continuously carry out their skills
improvement through professional development for performing their duties more pro-
fessionally. The government of the Republic Indonesia has appreciated teachers as
professional workers issued in (Law Number 14 the year 2005 regarding teachers and
lecturer), that stated teachers should have an academic qualification, competence,
teachers’ certification, physical and mental health, and have the abilities to realize
the goals of national education.
In learning English, there are four important component skills that students
must have to learn, that is reading, writing, listening, and speaking. Speaking is one of
the skills that must be learned face-to-face because learning to speak requires a lot
to speak fluently. Based on Harmer (2007), speaking is the ability to speak fluently and
presupposes not only knowledge of language features, but also the ability to process
information and language on the spot. But, learning English especially speaking skills,
is not only about how to speak.
According to school based curriculum of the Indonesia government through
the Ministry of National education in 2006, the teaching of English in Senior High School
is aimed at developing student's ability to communicate in written and spoken form,

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Alfallah, Puspita, Lubis Exploring Teachers Techniques in Teaching Speaking

understanding about the importance of English to increase competitiveness in global

society, and developing student’s knowledge of the language and culture.
The scientific approach in general includes the learning process. Students cre-
ate arguments by contrasting methods, rules, and strategies. Kemendikbud (2013) ex-
plains that scientific approach is broadly speaking the process of learning includes,
(1) students observing and repeating the action actively involving all the senses, (2)
students asking and questioning new things encountered, (3) students trying to do the
action independently, (4) students building reasons by comparing the ways, rules and
strategies used by other or obtained from other sources , (5) students performing the
new action that have learned and implement in the real life as social function of Eng-
lish itself.
As it is mentioned by Kayi (2006), the activities such as discussion, role
play, simulations, information gap, brainstorming, storytelling, inter-
views, story completion, reporting, playing cards, picture narrating, picture de-
scribing, and finding the difference can help students to improve their speaking skills.
So that is the challenge for teachers on how to teach speaking through online class in
this situation.
Technology is really important in this situation to support the teaching and
learning process, the transition from offline teaching to online teaching requires prep-
aration of all elements including, government, schools, teachers, students, and par-
ents. (Chapelle, 2003) mentioned that the “technology is a force worthy of consider-
ation, whether one wishes to focus on the technological potential, to examine prag-
matic technology use or to criticize both”. Further the technology that can apply in
this teaching is held online including applications such as google classroom, zoom,
and youtube. As well as media like video, audio, powerpoint, animation.
There are some previous studies that have conducted the related research of
teaching techniques in teaching speaking, the first is Syakur (2020) found a significant
increase in speaking skills students. Nabilah (2019) found that the techniques that are
used by the teachers are discussion, role play, brainstorming, reporting, and games
that are based on Kayi (2006). Tamah et al (2020) in the result of their research is that
there are some factors of the online learning process, one of which is about technol-
ogy. Rindy Aswary & Srijono (2016) found the advantages and disadvantages of tech-
niques that the teacher used.

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Alfallah, Puspita, Lubis Exploring Teachers Techniques in Teaching Speaking

In this research, the researcher employs two English teachers who teach the
first grade students in SMAN 6 Kota Bengkulu. SMAN 6 Kota Bengkulu is a senior high
school located in Bajak Kota Bengkulu. This school is one of coastal schools in Kota
Bengkulu which has some professional and good qualified teachers in teaching. Thus,
from this school the researcher will get more information about the teacher’s tech-
nique in teaching English specially in speaking skill.
This research is different from previous research, because this research analyzes
in detail about the teacher technique in teaching speaking in senior high school stu-
dents. Thus, the researcher focuses to carry out the study entitled “Exploring Teachers
Techniques in Teaching Speaking at SMA 6 Kota Bengkulu”.

Research Methodology
The methodology of this research was qualitative method research, in which
the case study was the design of this research. According to Creswell (2014) Qualita-
tive research is an approach for exploring and understanding the meaning individual
or group describes to a social or human problem. Case study is a qualitative research
approach in which the researcher focuses on a unit of study known as a bounded
system (e.g., individual teachers, a classroom, or a school)(Crowe et al., 2011).
The researcher chose the qualitative method in analyzing the research be-
cause it is an appropriate method that allows the researcher to find out more detailed
information of the tools that teachers use and the application of teaching speaking
online techniques by the teachers in SMA 6 Kota Bengkulu.
The participants of this research were the teachers who taught the first-grade
students in SMA 6 Kota Bengkulu. The samples of this research were two teachers. This
research analyzed their teaching technique in teaching online speaking. The two
teachers who were chosen by researchers were selected by several criteria. The sev-
eral criteria are teachers who have taught more than five years and are certified in
that school. Teacher A had 24 years of teaching experience at SMA 6 Kota Bengkulu.
The second English teacher is teacher B. Teacher B had 8 years of teaching experi-
ence at SMA 6 Kota Bengkulu. Another criterion is the teacher who teaches the first-
grade students of SMAN 6 Kota Bengkulu.
The instruments were Online observation protocol and Interview Protocol. The
data collected by doing observation, interviews, and documentation. To collect the
information during the online observation, the researcher used the field note to write

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Alfallah, Puspita, Lubis Exploring Teachers Techniques in Teaching Speaking

the events. The purpose of applying the daily field note is to make the researcher
remember the facts and details that happened during the online observation. To see
the whole activities in the online classroom and the techniques used by the teacher
while teaching the students. The researcher recorded the teaching-learning process
to make sure when the researcher analyzing the data there was no one data left. The
interview was used to get the in-depth information needed.
In collecting the data, first, the researcher asked the teachers first and asked
the material that more speaking activity rather than writing, reading, and listening
activity. Before the researcher observed the online class, the researcher did the inter-
view to the teachers about the tools used by the teachers to teach speaking online.
After observation, the researcher met the teachers to do an interview to explore more
about the techniques that teachers use and what are the advantages and disad-
vantages of the techniques in teaching speaking online.
The data were analyzed by using the procedures from Miles & Huberman
(1994) namely data reduction, displaying data and making conclusion. In reducing
data, the researcher gained the data from observation using the field note and video
recording. Then, the researcher transcribed, select and focus on the essential data by
referring to the research problems. After reducing data, the step is displaying data.
Data display was applied to see the whole of the data description. Last, making the
conclusion. The conclusion was the last procedure of analyzing the data of the re-
search. Making a conclusion is the process of drawing the content of data collected
in the form of a statement. The researcher can decide the accuracy of finding results
by using member checking and triangulation. In this research, the researcher used
member checking to check the correctness of finding results.

Findings and Discussion,

Findings
The Techniques That Teachers Used
In observation, the researcher found the first finding of this study that English
teachers at SMA 6 Kota Bengkulu used some techniques. Those techniques are dis-
cussion, storytelling, and brainstorming. The English teachers used those techniques in
the class. Based on observation and interviews, the English teachers just used some
techniques because they adjust with the material and students’ background in the
class. Based on the interview, in online classes the English teachers don’t use special

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Alfallah, Puspita, Lubis Exploring Teachers Techniques in Teaching Speaking

techniques for teaching online, especially speaking. They just used some platforms for
teaching online such as, google classroom, WhatsApp group, and zoom.
The Implementation of Teachers’ Techniques
The implementation of teachers’ techniques in discussion technique based on
observation, the researcher saw that the teacher explained the material before she
asked the students to discuss it in the class. Then, she asked the students to make a
group of two students because the class had only half of the students, the other stu-
dents studied online from home “Now, make a group of two to discuss” (Teacher 1),
“Let’s make a group consist of two people, I want you to make like short dialogue”
(Teacher 2). The teacher gave students several times for discussion with their groups.
After that, the student told the result of their discussion in front of the class. At the end
of the discussion, the teacher gave feedback to students. The teachers gave feed-
back such as gave applause and point plus for students.
The brainstorming technique was used by the English teacher at the beginning
of the study in the class. The teacher starts the lesson by giving a question. “What did
you do last night?”, then the students answered in Indonesian language “tidur, mam”.
The teacher helped the student answered the question in English “how to say it in
English? Remember!” The teacher asked the same questions in several time. After
that, she asked the students “so, what is the material today?”, then the class was
started.
In this study, the teachers used storytelling to motivate the students in learning
English. During the process of learning in the class, the teacher gave a story about her
when she was a student. First, the teacher explained the material on that day. Then
the teacher told a story about what she learned when she was a student. It was begun
in the middle of the lesson on that day. “I will give you some tricks in learning, the right
learning ways and a simple way to make a note. After the teacher finished explaining
the material, she certainly gave you time to take a note.” The teacher started to sto-
rytelling for her students. “When I was a student like you, I took notes by my own style.
I listened and focused to the teacher’s explanation, I took notes just the point of the
explanation. After the teacher finished explaining the material or at home I re-took my
notes while learned again the material” she told the students and the students fo-
cused and listened to her stories.

Discussion

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Alfallah, Puspita, Lubis Exploring Teachers Techniques in Teaching Speaking

The Techniques That Teachers Used

The first research question in this study was the types of techniques in teaching
speaking at SMA 6 Kota Bengkulu. The English teachers used some techniques in
teaching speaking at the class while in online class the English teachers don’t use any
techniques. As mentioned by Kayi (2006), there are 12 techniques commonly used by
the teacher, those are discussion, role play, simulation, information gap, brainstorm-
ing, storytelling, interviews, story completion, reporting, picture narrating, picture de-
scribing, and finding the difference.
The English teachers only used some techniques in teaching speaking in the
class, it might happen because the teachers adjust to the material and the student’s
abilities in the class. Nabilah (2019) stated that the strategies applied by the teacher
were based on the material that will be taught by the teacher and the students’ Eng-
lish background. The reason English teachers didn’t use any technique in teaching
speaking online might be the teacher not already in a pandemic situation, while they
should teach online. It is contrary to a previous study by Syakur (2020) in his research,
he used media online learning websites to improve students’ speaking skills and ap-
plied information gap techniques. The English teachers as professional teachers should
prepare well. Teachers must prepare for unforeseen circumstances, for online learning
teachers can practice by sharing with other teachers. It support by Montgomery et
al (2020), he gives advice to teachers who encourage teachers to take their classes,
the teachers can rehearse virtual classroom management with colleagues. Give
teachers an opportunity to rehearse an online lesson, with colleagues taking action
as students.
From those techniques based on the result of the interview, two teachers told
that every technique did not have advantages and disadvantages of those tech-
niques because it does not depend on the technique, but it depends on another thing
especially in learning online. Internet access is the main idea of learning. Also, stu-
dents’ knowledge background and students’ less motivation are the problems. It is
supported by Tamah et al (2020), the result of the research shows that there were
some factors of the online learning process, which is about technology. So, the teach-
ers’ prior exposure to online learning.

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Alfallah, Puspita, Lubis Exploring Teachers Techniques in Teaching Speaking

The Implementation of Teachers’ Techniques

The second research question in this study was described how the teachers
implement the teaching speaking at SMA 6 Kota Bengkulu. In the discussion tech-
nique, the teachers implemented communicating steps using a scientific approach.
Based on Kayi (2006), discussion technique means that the teacher can form a group
of students, preferably 4 or 5 in each group, and provide a topic. Then each group
works on their topic for a given time period, and then presents their opinions to the
class. This step is very important for the students to build their confidence in speaking.
. (Permendikbud No. 58 2014) stated that communicating steps means the teacher
asked the students to show the results of their works in oral and written in front of the
class.
The purpose of brainstorming was to make students remembered last week’s
material or to produce the ideas on the material for that day. Also by using brain-
storming techniques, students could feel free to think and gave information about the
topic. After giving some questions and the students answer that, the teachers contin-
ued to explain the material from the ideas that students tell. Kayi (2006) stated that
Brainstorming means students can produce ideas of a given topic, in a limited time.
Depending on the context, either individual or group brainstorming is effective and
learners generate ideas quickly and freely. Airasian et al (2000) stated that brain-
storming is a group or individual creativity technique by which efforts are made to
find a conclusion for a specific problem by gathering a list of ideas spontaneously
contributed by its members. Thornbury (2005) stated there are three stages to com-
plete the teaching speaking. The first stage is stating objectives. When the students
understand the objectives of learning, the instruction will be done communicatively.
The teacher could tell students the objective of the lesson directly. Giving students
clues for brainstorming the objective is preferable.
In this study, the teachers used storytelling to motivate the students in learning
English. During the process of learning in the class, the teacher gave a story about her
when she was a student. Probably, the teachers used storytelling techniques it might
be to make the better class condition. Storytelling based on Kayi (2006) means that
students can briefly summarize a tale or story they heard from somebody, or they may
create their own stories to tell their classmates.
The implementation of teaching at SMA 6 KOTA Bengkulu was included in the
free technique of teaching. Before the performance in the class by the students, the

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Alfallah, Puspita, Lubis Exploring Teachers Techniques in Teaching Speaking

teacher explained and gives the instruction to the students. The teachers were sup-
posed to do that clearly. So, all of the students know what to do. It is line
Thornbury(2005) that often language productivity can be increased by mak-
ing sure that the speaking activity has a clear outcome. Those activities in the class
should maximize the speaking opportunity and increase the chances that learners will
experience autonomous language use.
Therefore, being a teacher has its own challenges. In this pandemic, the chal-
lenge for teachers becomes greater, because teachers not only teach directly at the
school but also teach online. Kristiawan (2014) stated that a teacher is demanded to
be able in managing the class, such as how to manage the room, how to supervises,
how to motivated students in learning, and how to create a good atmosphere. Based
on interviews and observations, English teachers didn’t implementation any tech-
niques in teaching speaking online. The teacher teaches through some platform me-
dia to gives the material and collected their assignments, sometimes the teachers
asked students to collect the assignment at the school.

Conclusion and Suggestion

Conclusion
Based on the research finding, first the researcher concluded that the teachers
in SMA 6 Kota Bengkulu used the techniques which were proposed by Kayi (2006),
namely discussion, brainstorming, and storytelling. Second, the result of the study
showed that teachers in SMA 6 Kota Bengkulu used different techniques in different
classes because it was depended on the material and students’ background
knowledge. Third, the researcher also found that teachers used those techniques for
a long time and they didn’t try any new techniques for teaching speaking.
In addition, the teacher used a brainstorming technique at the beginning of
the class to stimulate students and remember the last material. In the discussion, the
teacher gave an example for students to start a discussion and the teacher asked
the students to express their ideas through their friends. After that, the students report
their results and the teacher gives feedback to correct the right pronunciation of stu-
dents. Storytelling was used to motivate students in the class to learn English.
Suggestion
Based on this research, the researcher would like to give some suggestions. For
teacher, it is expected that teachers can improve their teaching skills and learn new

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Alfallah, Puspita, Lubis Exploring Teachers Techniques in Teaching Speaking

techniques based on the new era or adjust to the situation, especially speaking tech-
niques. For the further researcher, It is expected that this research can provide basic
information for other researchers in the future who are interested in the same topic
about speaking techniques.

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