ENGLISH SPEAKING INSTRUCTIONAL MODEL AT SENIOR HIGH SCHOOL: A SINGLE CASE STUDY AT SMAN 01 SUTOJAYAN, BLITAR, EAST JAVA

The research delves into the implementation of English-speaking instruction at SMAN 1 Sutojayan Blitar, employing a qualitative single case study approach. Data collection involved in-depth interviews, meticulous observations, and comprehensive document analysis. The study's focus areas encompassed the planning, organization, implementation, and evaluation of English-speaking instruction.
The findings revealed a well-structured and effective approach to teaching English speaking, characterized by meticulous planning, diverse methodologies, and a commitment to continuous improvement. The school's proactive curriculum modification, alignment with proficiency levels, and comprehensive planning processes underscore the importance of learner-centered pedagogy. The clear division of roles, seamless coordination, and efficient resource management contribute to a conducive learning environment.
The implementation of a communicative approach, diverse teaching methods, and technology integration fosters active student engagement and real-world language application. The robust assessment framework, encompassing formative and summative evaluations, ensures continuous feedback and improvement.
The research concludes that SMAN 1 Sutojayan Blitar's success stems from a holistic approach that integrates effective planning, organization, implementation, and evaluation, ultimately enhancing students' English-speaking proficiency. The study's implications highlight the significance of adopting a student-centered, communicative approach, promoting collaboration and professional development, and utilizing technology to create an enriching language learning experience. The research serves as a valuable model for educators seeking to enhance English-speaking instruction in their contexts.