Exploring teachers' strategies in teaching speaking skill through collaborative learning approach at junior high school

Yustika, Adinda Muhasona Dwi (2026) Exploring teachers' strategies in teaching speaking skill through collaborative learning approach at junior high school. Undergraduate (S1) thesis, UIN Syekh Wasil Kediri.

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Abstract

Teaching strategies are steps that teachers have prepared to facilitate the learning process. These strategies include methods, models, approaches, and techniques. Speaking skills in English refer to an individual’s ability to express their thoughts and ideas orally in English. And collaborative approaches aim to help students develop interpersonal skills such as communication and teamwork. The purpose of this study was to analyze the implementation of teachers’ teaching strategies and to identify the challenges faced by teachers when teaching in the classroom. The research design of this study was a qualitative descriptive method and focused on two English teachers who used a collaborative approach. The data collection was conducted through direct observation in eighth-grade classes D and E, as well as semi-structured interviews with teachers and students, along with documentation from December 2025 to January 2026. To ensure data validity, this research was conducted using Method triangulation. The research findings indicate that teachers have implemented several strategies, such as PBL, PJBL, Group discussions, and the Jigsaw technique. Teachers taught using a collaborative approach in three stages: pre-teaching, whilst-teaching, and post-teaching. The interesting aspect of the implementation of these strategies is the difference in how teachers applied their teaching stages. Teacher 1 used a PBL strategy combined with game-based activities in a collaborative setting for a group discussion. The materials were greeting cards with topics such as birthday cards, wedding cards, etc. Meanwhile, Teacher 2 employed a PJBL strategy linked to tasks using the Jigsaw technique in collaborative learning. The material consisted of narrative texts on the topic of fairy tales or legends. The challenges faced by these two teachers were certainly different. Teacher 1 faced challenges such as Classroom Management and the lack of Student Motivation. However, Teacher 1 faced challenges such as Student Dominance, Difficulty in monitoring Student, and the use of Mother Tongue. Furthermore, teachers used media such as greeting cards, legend texts, PowerPoint, and videos. Despite challenges such as classroom management, student dominance, lack of student motivation, and the use of mother tongue, this study demonstrated that these strategies successfully increased student involvement and self-confidence and developed speaking ability.

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