Update Artikelilmiah: 53801

GLADYS FELISHA SUSAN MAHARANI

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Abstrak (Bhs. Indonesia)

Penelitian ini bertujuan untuk mendeskripsikan implementasi kegiatan warming-up dalam pembelajaran berbicara (speaking) serta mengeksplorasi perspektif guru bahasa Inggris terhadap penggunaannya di Britania English Course Purwokerto. Penelitian ini dilatarbelakangi oleh pentingnya keterampilan berbicara dalam pembelajaran EFL (English as a Foreign Language), khususnya karena adanya kecemasan, kurangnya rasa percaya diri, serta keterbatasan kesiapan siswa dalam berpartisipasi pada komunikasi lisan, serta perlunya kesiapan kognitif, emosional, dan fisik siswa sebelum melakukan aktivitas berbicara. Penelitian ini menggunakan desain deskriptif kualitatif dengan melibatkan dua guru bahasa Inggris berpengalaman di Britania Purwokerto. Data dikumpulkan melalui observasi kelas dan wawancara semi-terstruktur pada April 2026, kemudian dianalisis menggunakan analisis tematik Braun dan Clarke (2006). Hasil penelitian menunjukkan bahwa kegiatan warming-up secara konsisten diterapkan pada awal pembelajaran berbicara melalui pengulangan berbasis tata bahasa, latihan vokal, gerakan fisik, small talk, serta interaksi kolaboratif. Guru memandang kegiatan warming-up secara positif karena membantu meningkatkan fokus, pemahaman tata bahasa, rasa percaya diri, kelancaran berbicara, dan kesiapan siswa dalam berbicara. Kegiatan tersebut juga membantu mengurangi kecemasan serta menciptakan suasana belajar yang mendukung. Meskipun demikian, ditemukan beberapa tantangan, seperti rasa malu siswa, kondisi fisik, dan perbedaan motivasi belajar. Penelitian ini menyimpulkan bahwa kegiatan warming-up berperan sebagai strategi pedagogis yang mendukung kesiapan berbicara dan keterlibatan siswa dalam pembelajaran berbicara EFL.

Abtrak (Bhs. Inggris)

This study aims to investigate the implementation of warming-up activities in teaching speaking and explored English teachers’ perspectives regarding their use at Britania English Course Purwokerto. The study was motivated by the importance of speaking as one of the most challenging skills for EFL learners, particularly due to anxiety, lack of confidence, and limited readiness to participate in oral communication. Warming-up activities were considered important because they could prepare students cognitively, emotionally, and physically before engaging in speaking tasks. This research employed a descriptive qualitative design involving two experienced English teachers at Britania Purwokerto. The data were collected through classroom observations and semi-structured interviews conducted in April 2026. The data were analyzed using thematic analysis proposed by Braun and Clarke (2006). The findings revealed that warming-up activities were consistently implemented at the beginning of speaking lessons as part of the teachers’ instructional routines. The activities included grammar-based repetition, vocal exercises, physical movement, gestures, small talk, and collaborative interaction. Teachers used warming-up activities as lesson-opening and transitional strategies to prepare students before entering the main speaking activities. Furthermore, teachers perceived warming-up activities positively because they helped improve students’ focus, grammar understanding, confidence, fluency, and speaking readiness while reducing anxiety and creating a supportive classroom atmosphere. However, several challenges were identified, including students’ shyness, physical limitations, and varying motivation levels. Overall, the study concluded that warming-up activities functioned as meaningful pedagogical strategies that supported speaking preparation, classroom engagement, and students’ communicative readiness in EFL speaking classes.

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