Training Of Indonesian EFL teachers implementation of input, interaction, and output model to teach speaking skills : a participatory action research

Abstract

Prevailing practices of speaking skill enhancement common among English as a Foreign Language (EFL) teachers undervalue communicative approaches through reliance on traditional teaching approaches. Literature on speaking skill development emphasizes the crucial role of the communicative approach, underscoring the need for EFL teachers to utilize the input, interaction, and output (IIO) model. Participatory action research (PAR) was employed as the method of this study, recruiting four EFL teachers who engaged in two cycles of PAR. The study involved observation of the current teaching of the participants, a two-day training of the IIO model, an observed implementation of the IIO model at classes, and guided reflection by teachers and students through interviews. Key findings of the first cycle are the utilization of traditional methods in teaching speaking, and students’ speaking hindrances, such as the lack of confidence and limited opportunity to speak inside the classroom. The second cycle resulted in a positive view of the IIO model, increased awareness and understanding of the IIO model, and a positive influence of the IIO model on students’ speaking skills. For the refining stage of PAR, teachers refined their lesson plan, resulting in effective student group work, enthusiasm among students, and teachers’ increased confidence in implementing the IIO model. Ultimately, this study underscores how EFL teachers should integrate input, interaction, and output within a model to overcome the limitations of traditional approaches in enhancing speaking skills.