Teachers’ Facilitation Of Language-Learning Strategies In Speaking Instruction At An Islamic Boarding School: An Analysis Using O’malley And Chamot’s Framework

Ahmad, Fatimah (2026) Teachers’ Facilitation Of Language-Learning Strategies In Speaking Instruction At An Islamic Boarding School: An Analysis Using O’malley And Chamot’s Framework. Undergraduate Thesis thesis, UIN K.H. Abdurrahman Wahid Pekalongan.

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Abstract

This study aims to describe teachers' strategies for teaching English speaking skills at an Islamic boarding school based on O’Malley’s strategy classification, as well as to identify the faced by teachers and the solutions implemented to overcome them. The study employs a descriptive qualitative approach. The research subjects consisted of three English teachers with more than one year of teaching experience. Data were collected through non-participant observation and semi-structured interviews, then analyzed through the stages of data reduction, data display, and conclusion drawing and verification. The research findings indicate that the teachers employed three types of strategies based on O’Malley’s classification: metacognitive, cognitive, and socio-affective strategies. Metacognitive strategies are implemented through setting learning goals, preparing vocabulary, monitoring comprehension and pronunciation, and evaluating via feedback and self-assessment. Cognitive strategies are implemented through dialogue, role-play, storytelling, presentations, group discussions, pair work, repetition exercises, and vocabulary development. Meanwhile, socio-affective strategies were implemented through the provision of motivation, praise, rewards, peer support, and cooperation, as well as the use of delayed correction to maintain students' self-confidence. Challenges encountered included limited vocabulary, pronunciation difficulties, anxiety, low self-confidence, varying student proficiency levels, limited instructional time, and limited exposure to English. To overcome these challanges, teachers implemented vocabulary and pronunciation exercises, communicative activities, motivation and rewards, and student collaboration, while also reinforcing an English-speaking environment through conversations, an English Club, speeches, and competitions. The study demonstrates that O’Malley’s three strategies were not applied in isolation but were integrated and reinforced by the language environment at the Islamic boarding school.

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