Abstrak
English speaking is a crucial component of language learning that enables learners to communicate ideas, opinions, and emotions in real-life interactions. This study aims to investigate teachers’ strategies in teaching speaking skills within the implementation of the Merdeka Curriculum at SMP PGRI 1 Labuhan Maringgai and to identify the supporting and inhibiting factors influencing the implementation of these strategies. This research employed a descriptive qualitative method. The data were collected through classroom observation, semi-structured interviews with the principal, an English teacher, and seventh-grade students, and documentation. The research instruments included observation sheets and interview guidelines. The data were analyzed using data reduction, data display, and conclusion drawing techniques, while data validity was ensured through triangulation of sources and methods. The findings show that the teacher primarily applies role play and describing pictures as dominant strategies in teaching speaking. These strategies are effective in improving students’ motivation, participation, vocabulary development, fluency, and confidence. The supporting factors include students’ learning motivation, teacher creativity, and the availability of learning media. Meanwhile, the inhibiting factors consist of differences in students’ English proficiency levels, low self-confidence, and limited exposure to English outside the classroom. In conclusion, interactive and contextual teaching strategies play an important role in enhancing students’ speaking skills within the Merdeka Curriculum framework. It is recommended that teachers continuously develop varied speaking activities and create a supportive learning environment to overcome students’ difficulties and improve their communicative competence.