The aims of this study are 1) to analyze the students’ difficulties in English public speaking, 2) to analyze the kind of strategies conducted by the mentor to encourage students in English public speaking at the eleventh grade of Islamic Boarding School, and 3) to identify the impacts of the implemented teaching strategies towards students learning process.
The research design is descriptive qualitative. The subject of this study was teacher IS, a mentor in English public speaking and eleventh grade students in Islamic boarding school. The research data were taken from the observations in the classroom, the questionnaire, the interviews with the mentor and eight students, and document analysis. The observations, questionnaire, and interviews had been conducted on August until September 2021. The researcher used triangulation of data sources, method, and theories to check the trustworthiness of data collected.
The result showed that the appropriate teaching strategies could encourage students in English public speaking. Meanwhile, 1) the students have some difficulties in this public speaking, such as grammar, vocabulary, pronunciation, and confidence; 2) the mentor was providing the students with strategies in public speaking, such as brainstorming, demonstration, large group, discussion, role play, lecturing, and prepared talks; 3) the impacts of implemented teaching strategy are improving students’ pronunciation, training self-confidence, and improving vocabulary mastery.
Mentor should identify the students’ difficulties in English public speaking to find and use the relevant teaching strategies. So, mentor can help the students to have better understanding about material given by the mentor and to achieve learning goals.
