An Analysis Of Teaching Strategises Applied By English Teachers In Teaching Speaking At MAN 1 Bukittinggi

Dofita, Zahwa Islami (2026) An Analysis Of Teaching Strategises Applied By English Teachers In Teaching Speaking At MAN 1 Bukittinggi. Skripsi thesis, UIN Imam Bonjol Padang.

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Abstract

This research employed a qualitative descriptive method, with data collected through classroom observations of two English teachers (T1 and T2), supported by lesson plans as a source of triangulation. The findings reveal that both teachers applied strategies corresponding to all three stages of Thornbury's framework, although in markedly different ways. In the awareness-raising stage, T1 explicitly taught the structure of recount text through eliciting and modeling, while T2's awareness-raising was limited to clarifying a reading-related concept. In the appropriation stage, T1 employed peer-mediated strategies such as individual drafting, peer feedback, and real-time linguistic scaffolding, whereas T2 relied on a teacher-directed questioning and justification routine supported by corrective feedback. In the autonomy stage, T1 released students to deliver an independent, spontaneous presentation to the whole class, while T2's autonomy stage took the form of individual oral reporting directly to the teacher. The study concludes that although both teachers' strategies can be mapped onto Thornbury's (2005) framework, the depth and authenticity of each stage depend on how directly the classroom activity is designed around spoken language production. These findings suggest that English teachers should design speaking activities that move deliberately through all three stages to optimize students' speaking competence. Keywords: Teaching Strategies, Speaking Skill, Thornbury's Framework, Awareness raising-activities, Appropriation activities, Autonomy, EFL

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