Teachers’ Speaking Strategies Across Educational Levels in Indonesian Efl Classroom

Speaking is an essential language skill that enables learners to communicate effectively in English. However, many English as a Foreign Language (EFL) learners encounter challenges in developing speaking proficiency, making teachers' instructional strategies crucial for facilitating oral communication. This study aimed to investigate the speaking strategies employed by English teachers, examine how these strategies were implemented in classroom practice, and explore the pedagogical reasons underlying their selection. A qualitative descriptive case study was conducted involving two English teachers from different educational levels: an elementary school and a junior high school. The participants were selected through purposive sampling. Data were collected through classroom observations and semi-structured interviews. The findings revealed that the elementary school teacher primarily employed connecting sentences to gradually develop students' speaking confidence, whereas the junior high school teacher emphasized dialogue-based activities to promote authentic communication. Although different strategies were used, both teachers implemented them through guided instruction, pair or group work, continuous monitoring, supportive feedback, and the use of interactive learning media. The teachers selected these strategies to increase students' confidence, encourage active participation, expand vocabulary, and create meaningful communicative learning experiences while adapting instruction to learners' proficiency levels and classroom contexts. The study highlights the importance of developmentally appropriate speaking strategies and demonstrates that effective speaking instruction depends not only on the choice of communicative activities but also on teachers' ability to adapt their instructional practices to students' educational levels and learning needs.