Capturing the teaching of English oral skills in an Indonesian university: classroom activities and pedagogical challenges

Evi Puspitasari, Melliana Fitria Eka Dewi

Abstract


In the context of English as a foreign language, listening and speaking skills are frequently discussed in isolation. In fact, to improve students' language mastery, the skills had better be taught in an integrated way. This research aimed to unveil activities for teaching oral skills that teachers implemented and discussed their challenges in the implementation. The data of this case study were obtained by observing three classes and interviewing three university teachers who taught integrated listening and speaking skills in an English language education department of a university in Indonesia. To analyze data gained from the interview, we used open, analytical, axial, and selective coding to identify the emerged themes using thematic analysis. Findings revealed that discussion, information gap, role play and simulation, and oral presentation were applied in the classrooms. The study also revealed that the challenges of applying the activities come not only from the students' side, such as their anxieties, low participation, and tendency to use their first language, but also from the teachers' part regarding their classroom management skills. Those findings implied that the success of oral skill instruction is achievable through various activities that involve students' listening and speaking skills at once.


Keywords


classroom activity; EFL teaching and learning; English oral skill; pedagogical challenge; teaching oral skill

Full Text:

PDF

Article Metrics

Abstract view : 302 times | PDF view : 125 times

References


Abdulbaki, K., Suhaimi, M., Alsaqqaf, A., & Jawad, W. (2018). The use of the discussion method at university: enhancement of teaching and learning. International Journal of Higher Education, 7(6), 118–128. https://doi.org/10.5430/IJHE.V7N6P118

Abrar, M. (2022). An investigation into Indonesian EFL university students’ speaking anxiety. Journal of English Education and Linguistics Studies, 4(2), 221–448. https://doi.org/10.30762/jeels.v4i2.358

Ahmad, A., Rahman, G., Hamid, A., & Ahmad, M. (2021). The impact of simulation on speaking skills of intermediate level students in district Abbottabad. Multicultural Education, 7(7), 638–651. https://doi.org/10.5281/zenodo.5741122

Al Hosni, S. (2014). Speaking difficulties encountered by young EFL learners. International Journal on Studies in English Language and Literature, 2(6), 22–30. https://www.arcjournals.org/pdfs/ijsell/v2-i6/4.pdf

Al-Abdallat, Z. M., & Omari, H. A. (2019). An investigation on the challenges of teaching oral skills as perceived by upper basic stage English language teachers in Jordan. International Journal of English and Education, 1(3), 50. https://ijee.org/assets/docs/16_geina.98134959.pdf

Al-Issa, A. S., & Al-Qubtan, R. (2010). Taking the floor: oral presentations in EFL classrooms. TESOL Journal, 1(2), 227–246. https://doi.org/10.5054/tj.2010.220425

binti Abdul Rahman, N. A., & Maarof, N. (2018). The effect of role-play and simulation approach on enhancing ESL oral communication skills. International Journal of Research in English Education, 3(3), 63–71. https://doi.org/10.29252/ijree.3.3.63

Borg, S. (2015). Teacher cognition and language education: research and practice (1st ed.). Bloomsbury Academy.

Brooks, G., & Wilson, J. (2014). Using oral presentations to improve students’ English language skills. Humanities Review, 19(2014), 199–212. https://core.ac.uk/download/pdf/143638488.pdf

Candraloka, O. R. (2016). Implementing three step interviews in teaching speaking. Edulingua, 3(1), 39–46. https://ejournal.unisnu.ac.id/JE/article/viewFile/499/814

Chen, Z., & Goh, C. (2011). Teaching oral English in higher education: challenges to EFL teachers, Teaching in Higher Education, 16(3), 37–41. https://doi.org/10.1080/13562517.2010.546527

Creswell, J. W. (2007). Qualitative inquiry and research design: choosing among five approaches (2nd ed.). Sage Publications.

De Vera, J., & De Vera, P. V. (2018). Oral communication skills in English among grade 11 humanities and social sciences (HUMSS) students. The Asian ESP Journal, 14(5), 30–52. https://eric.ed.gov/?id=ED604403

Djahimo, S., Bora, D. B., & Huan, E. (2018). Student anxiety and their speaking performance: teaching EFL to Indonesian student. International Journal of Social Sciences and Humanities, 2(3), 187–195. https://doi.org/10.29332/ijssh.v2n3.235

Ghafouri, R., & Ofoghi, S. (2016). Trustworth and rigor in qualitative research. International Journal of Advanced Biotechnology and Research, 7(4), 1914–1922.

Gibson, W., & Brown, A. (2009). Working with qualitative data. SAGE Publications.

Grabe, E., & Low, E. L. (2002). Durational variability in speech and the rhythm class hypothesis. In Laboratory Phonology 7 (pp. 515–546). Mouton de Gruyter. https://doi.org/10.1515/9783110197105.2.515

Hancock, R. D., & Algozzine, B. (2021). Doing case study research: a practical guide for beginning researchers (4th ed.). Teachers College Press.

Harmer, J. (2007). The practice of English language teaching (4th ed.). Longman.

Hasriani. (2019). Interview as a learning technique in speaking subject: students’ perspective. Language Circle: Journal of Language Literature, 13(2), 132–138. https://journal.unnes.ac.id/nju/index.php/LC/article/view/18976

Hismanoglu, M., & Hismanoglu, S. (2011). Task-based language teaching: what every EFL teacher should do. Procedia - Social and Behavioral Sciences, 15, 46–52. https://doi.org/10.1016/j.sbspro.2011.03.049

Ibrahim, A. I. (2019). Investigating the needs and drawbacks of L1 in L2 Education: students’ perception. Journal of Studies in Education, 9(1), 17-31. https://doi.org/10.5296/jse.v9i1.14088

Ismaili, M., & Bajrami, L. (2016). Information gap activities to enhance speaking skills of elementary level students. Procedia - Social and Behavioral Sciences, 232, 612–616. https://doi.org/10.1016/j.sbspro.2016.10.084

Jabbarova, A. (2020). Learning a foreign language in non-language institutions: the formation of professional foreign language competence. Journal of Foreign Languages and Linguistics, 1(1), 42–46. https://ruslit.jdpu.uz/index.php/fll/article/view/11

Javid, C. Z. (2013). An investigation of effectiveness of simulation in developing oral skills: a case study. European Scientific Journal, 9(32), 1857–7881. https://core.ac.uk/download/pdf/328023889.pdf

Jezhny, K. A., & Bapir, N. S. M. (2021). University learners’ perspective towards factors affecting the speaking skill. Cihan University-Erbil Journal of Humanities and Social Sciences, 5(1), 25–31. https://doi.org/10.24086/cuejhss.v5n1y2021.pp25-31

Junaidi, A., Wulandari, D., Arifin, S., Soetanto, H., Kusumawardani, S. S., Wastutiningsih, S. P., Utama, M. S., Cahyono, E., Hertono, G., Syam, N. M., Jumaipa, H., Putra, P. H., Wijayanti, C., & Jobih. (2020). Panduan penyusunan kurikulum pendidikan tinggi di era industri 4.0 untuk mendukung merdeka belajar kampus merdeka [Guide to preparing a higher education curriculum in the industrial era 4.0 to support independent learning on independent campus]. Direktorat Jenderal Pendidikan Tinggi, Kementrian Pendidikan dan Kebudayaan. https://dikti.kemdikbud.go.id/pengumuman/buku-panduan-penyusunan-kurikulum-pendidikan-tinggi-di-era-industri-4-0-untuk-mendukung-merdeka-belajar-kampus-merdeka/

Kadwa, M. S., & Alshenqeeti, H. (2020). The impact of students’ proficiency in English on science courses in a foundation year. International Journal of Linguistics, Literature and Translation, 3(11), 55–67. https://doi.org/10.32996/ijllt

Khamkhien, A. (2010). Teaching English speaking and English-speaking tests in the Thai context: a reflection from Thai perspective. English Language Teaching, 3(1), 184–190. https://files.eric.ed.gov/fulltext/EJ1081501.pdf

Leong, L., & Ahmadi, S. M. (2017). An analysis of factors influencing learners’ English-speaking skills. International Journal of Research in English Education, 2(1), 34–41. https://doi.org/10.18869/acadpub.ijree.2.1.34

Lingga, Y. M., Yuliyanti, W., & Ningsih, Y. (2020). Improving English speaking skill of EFL class by using video blogs on social media. Journal of Applied Linguistics and Literacy, 5(1), 19–36. http://dx.doi.org/10.25157/jall.v5i1.4899

Luu, T. T., & Nguyen, T. K. N. (2010). Theoretical review on oral interaction in EFL classrooms. Studies in Literature and Language, 1(4), 29–48. http://dx.doi.org/10.3968/n

Marashi, H., & Naddim, R. (2019). Using information gap and opinion gap tasks to improve introvert and extrovert learners’ speaking. Applied Research on English Language, 8(2), 187–206. https://doi.org/10.22108/are.2019.113273.1371

Mulhall, A. (2003). In the field: notes on observation in qualitative research. Journal of Advanced Nursing, 41(3), 306–313. https://doi.org/10.1046/j.1365-2648.2003.02514.x

Namaziandost, E., & Nasri, M. (2019). The impact of social media on EFL learners’ speaking skill: a survey study involving EFL teachers and students. Journal of Applied Linguistics and Language Research, 6(3), 199–215. http://jallr.com/index.php/JALLR/article/view/1031

Nation I. S. P., & Newton J. (2009). Teaching ESL. Routledge.

Nurmalasari, M., & Apsari, Y. (2019). Improving students’ participation in speaking English using snowball throwing technique. Project: Professional Journal of English Education, 2(2), 14-20. https://doi.org/10.22460/project.v2i2.p115-121

Ortiz-Neira, R. A. (2019). The impact of information gap activities on young EFL learners’ oral fluency. Profile: Issues in Teachers´ Professional Development, 21(2), 113–125. https://doi.org/10.15446/profile.v21n2.73385

Ostovar-Namaghi, S. A., & Tajzad, M. (2014). Exploring EFL learners’ perceptions of integrated skills approach: a grounded theory. English Language Teaching, 7(11), 92–98. https://doi.org/10.5539/elt.v7n11p92

Owen, E. A., Razali, A. B., Abd Samad, A., & Noordin, N. (2019). Enhancing Libyan students’ English speaking performance through language game and information gap activities. Problems of Education in the 21st Century, 77(1), 110–125. https://doi.org/10.33225/pec/19.77.110

Pardede, P. (2020). Integrating the 4Cs into EFL integrated skills learning. JET (Journal of English Teaching), 6(1), 71–85. https://doi.org/10.33541/jet.v6i1.190

Park, Y. (2018). Task-in-process during information-gap activities in Korean middle school English classrooms. English Teaching, 73(2), 59–86. https://doi.org/10.15858/engtea.73.2.201806.59

Peebles, J. L., Mendaglio, S., & McCowan, M. (2023). The experience of parenting gifted children: a thematic analysis of interviews with parents of elementary-age children. Gifted Child Quarterly, 67(1), 18-27. https://doi.org/10.1177/00169862221120418

Phuetphon, P., Chayanuvat, A., & Sitthitikul, P. (2012). Using unscripted role play to improve speaking ability of Thai EFL students. Proceedings-Teaching Techniques-006, 4th International Conference on Humanities and Social Sciences (pp. 1–12). Prince of Songkla University.

Rahimy, R., & Safarpour, S. (2012). The effect of using role-play on Iranian EFL learners’ speaking ability. Asian Journal of Social Sciences and Humanities, 1(3), 50-60.

Rojas, M. A., & Villafuerte, J. (2018). The influence of implementing role-play as an educational technique on EFL speaking development. Theory and Practice in Language Studies, 8(7), 726–732. https://doi.org/10.17507/TPLS.0807.02

Rokhyati, U. (2013). Teaching English at higher education in Indonesia: searching for usefulness. Proceedings of Annual Seminar on English Language and Teaching (pp. 235–240). Universitas Negeri Padang. https://eprints.uad.ac.id/2780/

Ryan, F., Coughlan, M., & Cronin, P. (2009). Interviewing in qualitative research: the one-to-one interview. International Journal of Therapy and Rehabilitation, 16(6), 309–314. https://doi.org/10.12968/ijtr.2009.16.6.42433

Sa’d, S. H. T. (2018). World English and world Englishes: perspectives from English language learners in Iran. Journal of World Languages, 5(1), 23–45. https://doi.org/10.1080/21698252.2018.1500151

Sirisrimangkorn, L. (2021). Improving EFL undergraduate learners’ speaking skills through project-based learning using presentation. Advances in Language and Literary Studies, 12(3), 65-72. https://journals.aiac.org.au/index.php/alls/article/view/6743

Sreenivasulu, Y., & Kasyap, R. V. J. (2014). Need of teaching oral communication skills in technical institutes of A.P: a critical outlook. SMART MOVES JOURNAL IJELLH, 2(3), 50-72. https://ijellh.in/index.php/OJS/article/view/72

Stepanovien?, A. (2012). Barriers to academic listening: research perspectives. Sustainable Multilingualism, 1(2012), 134–141. http://dx.doi.org/10.7220/2335-2027.1.13

Syahfutra, W., & Wibowo, A. P. (2021). Students’ speaking anxiety in English education study program. ELT-Lectura: Studies and Perspectives in English Language Teaching, 8(1), 74-83. https://doi.org/10.31849/elt-lectura.v8i1.5920

Tavil, Z. M. (2010). Integrating listening and speaking skills to facilitate English language learners’ communicative competence. Procedia - Social and Behavioral Sciences, 9(2010), 765–770. https://doi.org/10.1016/j.sbspro.2010.12.231

Tipmontree, S., & Tasanameelarp, A. (2018). The effects of role-playing simulation activities on the improvement of EFL students’ business English oral communication. The Journal of Asia TEFL, 15(3), 735–749. https://doi.org/10.18823/asiatefl.2018.15.3.11.735

Tuan, N. H., & Mai, T. N. (2015). Factors affecting students’ speaking performance at Le Thanh Hien high school. Asian Journal of Educational Research, 3(2), 8-23. http://www.multidisciplinaryjournals.com/wp-content/uploads/2015/03/FACTORS-AFFECTING-STUDENTS%E2%80%99-SPEAKING.pdf

Turley, C., & Graham, C. (2019). Interaction, student satisfaction, and teacher time investment in online high school courses. Journal of Online Learning Research, 5(2), 169-198. https://files.eric.ed.gov/fulltext/EJ1229415.pdf

Westrup, U., & Planander, A. (2013). Role-play as a pedagogical method to prepare students for practice: the students’ voice. Högre Utbildning, 3(3), 199–210. https://hogreutbildning.se/index.php/hu/article/view/801

Wicaksana, B., & Fitriani, E. (2020). The effectiveness of role-play towards vocational school students’ speaking skill. Journey: Journal of English Language and Pedagogy, 3(2), 74–80. https://doi.org/10.33503/journey.v3i2.1081

Yazdanmehr, E., & Akbari, R. (2015). An expert EFL teacher’s class management. Iranian Journal of Language Teaching Research, 3(2), 1-13.

Yin, R. K. (2014). Case study research: design and methods (5th ed.). SAGE.

Yolanda, D., & Hadi, M. S. (2019). Using puppet games in teaching speaking for tenth graders of senior high school. English Language in Focus (ELIF), 2(1), 1–8. https://doi.org/10.24853/elif.2.1.1-8




DOI: https://doi.org/10.23971/jefl.v13i2.6466

Refbacks

  • There are currently no refbacks.


Copyright (c) 2023 THE AUTHOR(S)

Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.


JEFL is published by Institut Agama Islam Negeri (IAIN) Palangka Raya in collaboration with the Association of Teachers of English Linguistics, Literature and Education (ELITE Association) in Indonesia [MoU manuscript].

Editor and Administration Address:

Department of English Language EducationFaculty of Teacher Training and Education, Institut Agama Islam Negeri (IAIN) Palangka Raya, Jalan G. Obos Komplek Islamic Centre Palangka Raya, Kalimantan Tengah, Indonesia, Postal Code 73111, Email: [email protected], Website: http://e-journal.iain-palangkaraya.ac.id/index.php/jefl

OAI address of JEFL is available at http://e-journal.iain-palangkaraya.ac.id/index.php/jefl/oai



Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License

web
stats View My Stats


Flag Counter