HAMBATAN DAN STRATEGI GURU DALAM MENGEMBANGKAN KETERAMPILAN BERBICARA SISWA SEKOLAH DASAR

Abstract

This research is motivated by the low speaking skills of elementary school students, which are evident in their lack of courage in expressing opinions, low self-confidence, and minimal student participation in learning activities. These conditions become obstacles in the communication and learning process in the classroom, so appropriate learning strategies are needed to develop students' speaking skills. This study aims to describe the factors that influence students' low speaking skills and the learning strategies used by teachers to overcome these problems. The study used a qualitative approach with a phenomenological design. The study was conducted at MI Hidayatul Mubtadiin, Kadur Village, Pamekasan, involving grade IV, V, and VI teachers as key informants. Data collection techniques were carried out through in-depth interviews, observation, and documentation. Data analysis used the Miles and Huberman model and was assisted by the ATLAS.ti application in the data coding process. The results showed that students' low speaking skills were influenced by internal and external factors. Internal factors include shyness, fear of making mistakes, lack of confidence, and students' limitations in constructing sentences. External factors include lack of speaking practice, low reading habits, excessive use of gadgets, and lack of student social interaction. The strategies used by teachers include question and answer methods, group discussions, presentations, speech practice, motivation, use of learning media, and creating an active and communicative learning atmosphere. Based on the findings, it can be interpreted that one of the inhibiting factors is due to lack of communication and lack of literacy so that teachers apply several strategies such as group discussions and others. The implications of this study indicate that improving students' speaking skills cannot be done only through speaking practice alone, but must be integrated with strengthening the culture of literacy and communication in the learning process.