Students’ Perception Toward Efl Teachers’ Strategies In Speaking Skill Practice In Eight-Grade At SMP Muhammadiyah Jayapura

This research aims to (1) describe the perceptions of class VIII students regarding the methods used by English teachers in teaching English speaking skills at Muhammadiyah Jayapura Middle School (2 identify what methods most students like and think can motivate them to be able to speaking English. (3) identify obstacles that interfere student in speaking English. The design of this study uses a descriptive–qualitative method. The sample for this research was class 8 consisting of 6 study groups, with a total of 134 students, while the sample used was 3 study groups consisting of 97 students. The sampling technique used was a purposive sampling because these 3 study groups had been taught by the same teacher (the teacher who is currently being used as a source of information). The instruments used to collect data in this research were interviews and questionnaires. Interviews were used to collect data related to students' perceptions of the types of methods used by EFL teachers in speaking skills in the classroom. while a questionnaire is used to identify the speaking skill method most preferred by students. To find out the obstacles faced by students in speaking skills, interviews were conducted as well as observations regarding the availability of learning facilities. The research results show that EFL teachers use various strategies in teaching speaking skills in the English language learning context. There are 4 strategies that they like most from several speaking skill strategies presented in the questionnaire, namely: "taboo" and annoying letters, playing short, imitating, and discussing with percentages of 80%, 79%, 72%, and 72% respectively. Additionally, EFL teachers often ask direct questions to encourage student participation resulting in quick responses. Students are required to answer the teacher's questions in English as a means of honing their speaking skills.