Teachers’ Teaching Speaking Strategies at Junior High School

This study aims to describe the teacher's strategy in teaching speaking skills to the students of SMP Dharma Pancasila Medan. This is done to find out what the teacher uses in teaching speaking skills to special class students at SMP Dharma Pancasila Medan, the strategies used by the teacher, as well as the problems and solutions faced in the implementation of teaching and learning. The method used in this study is a qualitative method. The research subjects were teachers at SMP Dharma Pancasila Medan. Data was collected through a questionnaire with an English teacher. The results showed that the strategy used by the teacher was only a question and answer strategy.


Introduction
Teaching means giving or transferring information and making someone understand what the teacher has instructed. In teaching, the teacher guides students to find out about new information. This can be relevant to Brown (2007:7) that teaching is showing or serving someone to find a way to do something, giving direction, guiding in learning something, conveying information. In teaching speaking, teachers face many difficulties, therefore teachers have tricks and reasonable ways to improve students' speaking skills. In order to improve speaking skills, teachers must demonstrate skills well. In line with Gerlach and Ely in Istanto (2017:4), the teaching strategy chosen was due to the provision of teaching methods in learning. That is, teachers want methods to teach students. Teaching speaking is a major concern in some programs, thanks to the desire to assess English.
Seeing this reality, teaching methods cannot be rejected as one of the things that affect teaching outcomes. The methods commonly used to achieve writing and speaking skills will be very different because the goals of each skill are not the same. the main one relates to the power to provide written communication, while the second focuses on language assembly (Anjaniputra, 2013:1). In addition, English teaching methods must be made to support individual skills to realize the expected results. regarding speaking teaching strategies, ironically, supports skills whereas the researcher found in middle school, most junior high school students cannot speak English. In addition, people who graduated from high school did not have adequate West Germanic language skills so that teaching English in the Dutch East Indies was not successful (Cahyono and Widiati, 2011:2).
Therefore, an outline of teaching methods will be examined. In line with Fisher in Wahyuni and Yulianti (2016:16), speaking is an association-level interaction made by one person with another to gather information, share, and exchange ideas with the victim's language. Economical communication is that the purpose of learning to speak. In teaching speaking, the teacher must use and provide additional opportunities for students to apply speaking. this suggests building additional student confidence. To optimize the application of teaching methods, lecturers must remember the difficulties faced by students before applying them. The teacher suggests finding out student problems separately. Speaking from time to time, and therefore compulsory study indefinitely, while written communication becomes permanent and legible. where to organize, organize, and convey their auditory communication, the writer spends more time reviewing, reviewing, and writing words (Ginusti, 2014:15) so that they can communicate and communicate equally. be a reward throughout the activity. In contrast to writing, narratives don't have to be forced to use numbers massively in succession for increments because they increase a lot of diplomacy like stress, intonation, pitch, volume, pause.
From the number of clause problems, the narrative tends to have shorter clauses than the author. Before discussing teaching methods, it is useful to look at the principles of the speaking method planned by Brown (2007:331) There are many methods for speaking skills, including: (1) those that apply principles and accuracy, depending on your goals. (2) providing such a motivational method; (3) encourage the use of authentic language in very substantial contexts; (4) applicable feedback and corrections; (5) benefit from the relationship between speaking and listening; (6) provide opportunities for students to start speaking and encourage speaking strategies. no matter the strategy to be used, teachers must take these principles into account. This can be needed to realize education. Speaking is one of the humanities of speaking as a communication interaction with someone, and it is very difficult to master it (Untari, 2017:14). From the above data, it undoubtedly causes problems in teaching and learning speaking skills. Cortical region constraints will affect students' speaking interest.
Therefore, strategy teachers are needed only to maintain these categories but also to support, support, and disinterest students in the lessons being taught. Although it is an easy thing for a structure to try, he must be aware of the right strategy to implement according to the number of scholars. There are many methods that can be used by lecturers but not all of these methods can be applied and can be applied to the number of students.
However, some students have difficulty in learning to speak by acting inappropriately in expressing ideas, choosing words, and having the courage to speak. Being a teacher does not need to imagine individuals, because external teachers carry out their identities in developing their own information skills and applying them (Loughran, 2010:1). Supported by Agnyoto (2012:4), interaction and expression of ideas are problems that students show in action because they feel insecure about their level of English. They become models for their students. Thus, the feelings and behavior of teachers are mainly expected to be imitated by their students in the school room. Therefore, the teacher must be the very reason for his students towards the goals to be achieved because perfection depends on them. According to the author of the manuscript (2017:54), the lecturer's idea to make developments is based on the wishes of scholars in obtaining. In addition, with this statement Harmer (2007:102) said that teachers need to try to equate their actions with students in teaching and learning activities. Thus, the statement above shows the need to consider the wishes of the ulama in choosing to present the material.
On the other hand, teaching students with special needs requires a different strategy. There are many types of disabilities in the classroom, one of which is visual impairment. Newman (2004:12) emphasizes that students with learning disabilities need more help, stimulation, and encouragement to improve skills than other students. It can be concluded that teaching English to students with special needs is different from teaching capable students because they have diverse abilities and learning needs. These differences can be seen from the teaching activities that must be developed by the teacher. Speaking is symbolized as a way for people to express their feelings to others. Through speaking, humans are able to be aware of every aspect of life. They preserve and contribute to their opinions, thoughts, and Krismardo Gea,Delsianti Dohude,Erikson Saragih Teachers' Teaching Speaking Strategies at Junior High School 680 emotions.

Method
The type of this research is descriptive qualitative research. This study focuses on the teacher's strategy in teaching speaking skills in SMP Dharma Pancasila. Speaking is one of all kinds of productive skills besides writing. Nunan emphasized that speaking can be a productive aural/oral skill. It consists in making systematic verbal utterances to convey that meaning. Talking can become a daily routine to talk to people. As emphasized by Thornbury (2005:1) that speaking can be from the standard of living so we choose to take it without consideration. In line with Richard and Renandya (2002), learners learn English to develop their language in speaking. Speak for various functions in particular to explain one thing, to complain about one thing, to direct someone, or to make a polite request. Based on the above speaking, scientists will conclude that speaking is the ability to use language, the ability to share concepts, data, suggestions, and feelings to others orally that is used in the standard of living.
Tohirin (2012:3) argues that qualitative research is research to understand the phenomena experienced by research subjects such as behavior, perception, motivation, and action. There are several characteristics of qualitative research, namely: qualitative research has a natural setting as the direct data source and the researcher as the key instrument. Qualitative research is descriptive; the data collected is in the form of words and pictures, not numbers (Sugiyono, 2008: 8-13).
The qualitative method is considered relevant in this study for two main reasons: (1) the researcher only explored the teaching strategies in speaking skills by the teacher and did not attempt to develop these strategies, and (2) the researcher also observed the phenomena found in the teaching. English for blind students regarding class activities. So the researcher emphasizes efforts to find out the teacher's strategy in teaching speaking skills. Qualitative researchers' functions sort of follow the line of investigative tools, but they often want to conduct interviews. This study uses one of the data collection techniques. The technique used is an interview. Interviews were addressed to teachers in this study. For teachers, interviews were intended to enrich the researcher's understanding of the data obtained in order to clarify what was still 'fuzzy' related to speaking skills in class. To get to the problem or clarify the initial topic, a researcher must conduct data. According to Mukhtar (2007:88), there are two data collection techniques in qualitative research as the basis for field research, namely: classroom observation and interviews. However, as a researcher, one of the data collection techniques is interviews. Interviews were conducted based on the principles introduced by Gall, et. Al. (2007:239), which includes (1) informal conversational interviews, (2) a general interview guide approach, and (3) standard open interviews. Interviews were conducted by telephone. In this study, the researcher used the data analysis process proposed by Yin (2016: 187). According to Yin (2016), there are five stages in analyzing qualitative data: compiling, disassembling, reassembling (and compiling), interpreting, and concluding. So it is helpful to know concerning the aim of speaking for themselves. According to kill and Anderson in Hazairin Hasan and that i.S.P Nation categorical (2009) there ar eight objectives of learning to speak: A. to attain and expand students' linguistic competency B. to extend their confidence in victimization spoken English C. To develop their ability to research and assess oral performance D. To sharpen their strategic competency in face-to-face interactions e. To convey their message to others. F. Learners will use communication methods, dictionaries or before inputs to hide gaps in their productive information. G. There are several opportunities to earn. H. Learners cite things that ar most acquainted to them

Result
This chapter contains the findings and discussion of research conducted at SMP Dharma Pancasila Medan. This chapter describes the strategies used by teachers and the problems of teachers in implementing the strategies. From the data collected, the researcher found that the strategies used by teachers when teaching speaking were: According to the data we obtained from SMP Dharma Pancasila Medan, an eighth grade English teacher at SMP Dharma Pancasila Medan in (interview on Oktober 29, 2021), he said "Teacher strategy, listen and repeat. First I teach them to repeat something and then they repeat it. "According to the data we got from the eighth grade English teacher of SMP Dharma Pancasila Medan in (interview on October 29, 2021), he said, "Then I give them exercises which they then practice with their friends in front of the class". M as an eighth grade English teacher at SMP Dharma Pancasila Medan in (interview on 0ctober 29, 2021), he said "The strategy is that I like to play role/roleplay because they each have their own responsibilities." From Mrs. M, students have low motivation to learn English, Krismardo Gea,Delsianti Dohude,Erikson Saragih Teachers' Teaching Speaking Strategies at Junior High School 682 especially speaking. Then students are ashamed to speak English in class because they are afraid that their grammar is not good. Students are also ashamed because if they don't answer correctly their friends will laugh at it. They think that grammar is the most difficult subject. They don't know grammar well enough to make them embarrassed and afraid to speak English. Students also don't think too long about grammar when they succeed in the most difficult subject. They don't know grammar well enough to make them shy and afraid to speak English. Students also don't think too long about grammar when they succeed in sentences. Next are students with less vocabulary. Our research found vocabulary deficiency as the cause of students' speaking problems. That is because the students rarely read or practice their English. Second, students are too lazy to open the dictionary.
English teacher questionnaire report in speaking teaching strategies.

Name
Isniar Media is an important tool for a teacher, in order to facilitate the teaching and learning process and make it easier for a student to understand or learn the material namely to make it easier for teachers to teach and make it easier for students to learn. Krismardo Gea, Delsianti Dohude, Erikson Saragih Teachers' Teaching Speaking Strategies at

Discussion
Interviews were conducted on October 29, 2021. Researchers conducted interviews with teachers. The researcher asked fifteen questions about the teaching and learning process, speaking to the English teacher. All the questions are related to the strategies used by the teacher in the classroom during the teaching and learning process. The teaching strategies used by teachers in teaching speaking skills are very useful and help students, and these strategies are very interesting to apply to improve speaking skills. Students have many opportunities to practice speaking and have an active involvement in speaking. Good language learners speak English fluently, but sometimes they find some problems with speaking, so they use certain strategies to solve their problems. After the researcher investigated the teacher's strategy in teaching speaking, the researcher finally got some data. Therefore, the themes found from the interviews are as follows:

The Dominant Strategy that the Teacher Uses in Teaching Speaking Skills
When the researcher asked about what strategy is dominantly applied in teaching, The teacher responded that the dominant strategy is question and answer, but that it is not entirely in English, so the teacher used the more dominant Indon Implementation. Krismardo Gea,Delsianti Dohude,Erikson Saragih Teachers' Teaching Speaking Strategies at Junior High School 696

Q&A Strategy
Teachers teach students. Teachers provide and develop appropriate strategies for teaching. Problems in learning to speak to students are related to their background knowledge, which is very minimal in vocabulary and limited in study time. In the end, the teacher only uses question and answer strategies, and discussions that are most suitable for them during the learning process.

Student Response to Activities and Strategies Applied in Teaching Speaking Skills
From the results of the interviews, researchers can identify interactions with the implementation of teaching strategies used by teachers. From the results of the interviews, it can be concluded (see Appendix 2 of the interview guide) that students are enthusiastic about learning to speak. Students pay attention to the teacher's explanation and they enjoy every class activity. Thus, with a positive response, students will have good classroom interactions in teaching and learning activities such as correcting mistakes and making understanding of the lesson.

Media Used in Teaching Speaking
Class interactions are defined as interactions between teachers and students in the classroom that enhance the development of language skills. Based on interviews conducted by researchers, the media helps teachers in carrying out teaching and learning activities in the classroom. This makes it easier for teachers to convey knowledge during learning to speak. However, before using the media, the teacher must know whether the media is useful or not and the teacher must choose the media to be used in teaching speaking based on the material needs to achieve the learning objectives. Meanwhile, schools have limited infrastructure, technology, and other problems, so teachers only use textbooks or materials from the internet.

The Media Helps Teachers in the Teaching and Learning Process
Based on interviews with teachers, teachers said that they often use question and answer strategies in teaching speaking. Then, the teacher will use textbooks or the internet as media.

How do teachers deal with problematic students?
Based on interviews with English teachers, the researcher found that there were problematic students that the teacher got. The difficulty of the teacher teaching and already explaining the material to be discussed, the students answered yes, but the students did not understand what was explained by the teacher but when the teacher was asked questions or questions they could not answer.

Teachers Encourage Students to Show Their Creativity
One way to encourage students to speak is to ask questions and translate the meanings of words. The teacher applies and directs. This will encourage students to express their creativity to produce English sentences.

Teacher Support in Learning Speaking for students
Students want the teacher to help them.Effective communication is essential to support students. interest, provide encouragement, listen carefully, and ask the leading unit area to know all ways to provide support. Once students encounter difficulties, the teacher will hear what the student area unit is experiencing and can ask effective questions to facilitate students in establishing acceptable solutions.

The teacher assesses the students' speaking ability
Learning how to teach and assessing speaking skills is perhaps one of the greatest challenges for teachers. Teachers should pay attention to aspects such as: fluency, pronunciation, vocabulary, accuracy, interaction, and communication. However, from the interview, the teacher said that he judged the students not based on the students' speaking ability, but rather the teacher judged based on the teacher's observations of the students' performance in class and how the students responded during the teaching and learning process.

Problems Faced by Teachers in Achieving Students' Speaking Competence
Sometimes teachers have problems or obstacles in managing the class. Teachers have difficulty in managing the class because each student has different characteristics. Based on interviews, we found that some of the obstacles faced by teachers were difficulties in controlling the class. So that the teaching and learning process does not run well.

The teacher's approach makes students participate and be enthusiastic in class
In almost every class, there are at least one or two students who are reluctant to follow what is going on. This is especially the case in compulsory language classes, such as when teachers teach English in class. On the other hand, based on interviews, the teacher said that peer assistance was a way to approach students to engage in class activities.

Questions and Answers are applied to every topic of the English subject taught.
Based on interviews with English teachers, we found that the question and answer strategy was used by teachers in teaching speaking for each topic they taught. The use of strategies is considered important because strategies will increase the likelihood that students can learn more and knowledge will be better stored in their minds. Thus, the teacher only uses question and answer as a good strategy because the time for learning to speak is not much and does not focus on speaking only.

Teaching Speaking in the teaching and learning process
The strategy that the teacher uses is question and answer (interview) in teaching speaking to blind students. Teaching speaking by the teacher is combined in one class at different levels and the learning process is only carried out in two weeks of one meeting and the questions are given by the teacher about their daily activities so that the question and answer strategy is very suitable to be used. The purpose of the teacher using this strategy is to increase students' understanding of what he or she is asking during the learning process.

Conclusions
This study is currently practicing strategies carried out by teachers in teaching speaking skills to students of SMP Dharma Pancasila Medan. This is also done to find out the student's response to the implementation of speaking learning carried out by the teacher in the classroom. Regarding the strategy of learning speaking skills, the obstacles faced in teaching speaking, and ways to solve the problems faced by the teacher in teaching students which were collected through interviews, it was stated that using a question and answer strategy in speaking skills to students. Then, he said that he often used books or materials from the internet to make it easier for students to learn and understand the material given. The main obstacle that comes from the students is the lack of words, which are short to teach them and the lack of improvement in the school. However, the teacher does not have a solution to the problem. Therefore, the teaching process cannot be achieved according to the desired target. Based on the research findings, discussion, and conclusions of this study, the researcher proposes several suggestions for English teachers and future researchers. First, it is suggested that teachers use other strategies in teaching according to the characteristics and level of proficiency of students. Second, the teacher must provide interactive materials that involve students to be active by using various media or learning aids available in teaching speaking. Therefore, teachers can apply strategies that require students to speak actively such as storytelling and role playing. The last suggestion, the researcher only conducts interviews with one teacher so that this research may only capture the activities and strategies carried out by the teacher in a limited time. Researchers suggest adding other instruments such as observations and field notes to collect more data.
In the way used by English teachers in teaching speaking, every English teacher has their own way of teaching. English teachers must carry out various plans, methods, approaches or a series of activities designed to realize instructional or teaching goals, as planned by the idea of Syaiful Bahri Djamarah (2010) which explains the basic ways of teaching and learning to speak, namely: characteristics and establishes specifications and qualifications for the expected changes in student behavior and temperament, selecting a system of learning approaches, selecting and deciding on teaching procedures, methods and techniques, and setting norms and minimum success thresholds or success criteria and standards. In order to see and describe the specifications and qualifications for the expected changes in students' behavior and temperament, the main problem that English teachers do to demonstrate speaking skills is to arrange some material from different ways in which and from the source, they must match. learning materials provided. plans and information. When showing the number of students' actions in learning to speak, they mention completely different material so that the qualifications that students must achieve are also different. To build a learning approach system, English language academics continue to use a student-centered approach to teaching speaking, as a result of victimization this approach can offer students the opportunity to continue in speaking English. To select and verify teaching procedures, methods, and techniques, English teachers use a completely different procedural way of teaching speaking by looking at their techniques, especially role playing; tell a story; and answering questions, this is often done with different techniques simultaneously looking at the strategies they use. In setting norms and minimum success thresholds or criteria and standards of success, most English teachers continuously verify the quality criteria for students' success in speaking, but not all students are able to achieve success targets which are supported by teacher expectations, so teachers continue to measure student learning. The results are mainly in speaking if students do not reach the target, then the teacher and students will provide feedback in various ways where in teaching talk about the teaching methods applied.