Speaking is one of the most important skills that students must have, but every student
has a different capability to speak English. After COVID-19, there have been many changes;
the learning system that was previously online has returned to being offline. This study aims
to find out the strategies the teacher used for students’ self-confidence in speaking English at
junior high school in Cirebon. It was carried out to gather data on the reasons why students
have difficulty speaking in the post-pandemic era as well as the methods teachers use to teach
speaking to help students gain more confidence speaking English. Three methods of
gathering data were used in this study's qualitative research design, which is presented as a
case study: observation, interview, and documentation. Three English teachers were the
subjects of this study. The information acquired from classroom observations was
supplemented with data from interviews. All of the data were analyzed using three major
phases of analysis: data reduction, data display, and conclusion drawing and verification. The
results of this study revealed there are four strategies that used by teacher for students
confidence in speaking English after pandemic era, these strategies are Discussion, Role-play,
Picture Describing, and Modelling. The researchers found problems experienced by students
in learning English speaking after the pandemic, there are lack of vocabulary, lack of
awareness to learn, lack of practice, and gadget addiction. The researcher also found ways for
teachers to overcome problems experienced by students, including giving motivation, giving
appreciation, using interesting teaching strategies, taking an emotional approach to students,
and the last is giving additional time.
Keywords: Teachers Strategies, Speaking Skill, Students Confidence, Post-Pandemic

speaking;teaching;strategies