logo logo European Journal of Educational Research

EU-JER is is a, peer reviewed, online academic research journal.

Subscribe to

Receive Email Alerts

for special events, calls for papers, and professional development opportunities.

Subscribe

Publisher (HQ)

Eurasian Society of Educational Research
Eurasian Society of Educational Research
Christiaan Huygensstraat 44, Zipcode:7533XB, Enschede, THE NETHERLANDS
Eurasian Society of Educational Research
Headquarters
Christiaan Huygensstraat 44, Zipcode:7533XB, Enschede, THE NETHERLANDS
Research Article

Investigating English Speaking Problems: Implications for Speaking Curriculum Development in Indonesia

Sri Wahyuningsih , Muhamad Afandi

The present study aims at investigating some English speaking problems found by the students of English language education department at State Islamic.

T

The present study aims at investigating some English speaking problems found by the students of English language education department at State Islamic Institute of Kudus and exploring some implications for speaking curriculum development of English language education department. This study used a descriptive qualitative approach and the data were taken from semi-structured interviews, observation and focus group discussion (FGD). The results of the analysis reveal that the problems encountered by the students in English language education department in speaking English cover the lack of appropriate vocabulary, the lack of grammar mastery, the lack of correct pronunciation, the lack of input of English outside the class, the lack of confidence and the lack of English speaking curriculum development. There have been some implications for developing English speaking curriculum. First, the curriculum of speaking should be well designed. Second, lecturers should design English speaking curriculum integrated by technology and social media that makes students to enrich some culture, knowledge and experience around the world. Third, lecturers should facilitate the English speaking curriculum with the English speaking community so that the students will have more chance to speak English inside and outside the class.

Keywords: Curriculum development, English speaking problems, implications, Indonesia.

cloud_download PDF
Cite
Article Metrics
Views
2511
Download
3285
Citations
Crossref
20

Scopus
14

References

Al-Jarrah, J. M., Waari, O. T., Talafhah, R. H., & Al-Jarrah, T. M. (2019). Improving english grammar achievement through educational games among eleventh grade students in East Jerusalem. International Journal of Academic Research in Business and Social Sciences, 8(1), 75–86. https://doi.org/10.6007/IJARPED/v8-i1/5529

Al-mekhlafi, A. M., & Nagaratnam, R. P. (2011). Difficulties in teaching and learning grammar in an EFL context. International Journal of Instruction, 4(2), 69–92.

Alhebaishi, S. M. (2019). Investigation of EFL student teachers’ emotional responses to affective situations during practicum. European Journal of Educational Research, 8(4), 1201–1215. https://doi.org/10.12973/eu-jer.8.4.1201

Almzary, M. M., Al-Alawneh, M. K., Alomari, I. M., Albado, I. A., & Alawneh, K. M. (2020). Vocational students’ perceptions toward the traits of effective faculty members: The case of Albalqa Applied University. International Journal of Learning, Teaching and Educational Research, 19(2), 13–28. https://doi.org/10.26803/ijlter.19.2.2

Alshehri, A., Rutter, M., & Smith, S. (2019). Assessing the relative importance of an e-learning system’s usability design characteristics based on students’ preferences. European Journal of Educational Research, 8(3), 839–855. https://doi.org/10.12973/eu-jer.8.3.839

Becker, C., & Roos, J. (2016). An approach to creative speaking activities in the young learners’ classroom. Education Inquiry, 7(1). https://doi.org/10.3402/edui.v7.27613

Cheskin, A. (2013). Exploring russian-speaking identity from below: The case of Latvia. Journal of Baltic Studies, 44(3), 287–312. https://doi.org/10.1080/01629778.2012.712335

Chou, M. H. (2018). Speaking anxiety and strategy use for learning English as a foreign language in full and partial english-medium instruction contexts. TESOL Quarterly, 52(3), 611–633. https://doi.org/10.1002/tesq.455

Diehl, J. et al. (2019). Situational speaking anxiety in adults who stutter. Speech, Language and Hearing, 22(2), 100–110. https://doi.org/10.1080/2050571X.2018.1441782

Dilekli, Y., & Tezci, E. (2019). Adaptation of teachers’ teaching thinking practices scale into English. European Journal of Educational Research, 8(4), 943–953. https://doi.org/10.12973/eu-jer.8.4.943

Ebadi, S., & Asakereh, A. (2017). Developing EFL learners’ speaking skills through dynamic assessment: A case of a beginner and an advanced learner. Cogent Education, 4(1), 1–18. https://doi.org/10.1080/2331186X.2017.1419796

Fedorov, A. A., Sedykh, E. P., & Mialkina, E. V. (2019). University of education: Structure and main components of management. European Journal of Educational Research, 8(4), 1257–1268. https://doi.org/10.12973/eu-jer.8.4.1257

Gan, Z. (2012). Understanding L2 speaking problems: Implications for ESL curriculum development in a teacher training institution in Hong Kong. Australian Journal of Teacher Education, 37(1), 43–59. https://doi.org/10.14221/ajte.2012v37n1.4

Hamzaoğlu, H., & Koçoğlu, Z. (2016). The application of podcasting as an instructional tool to improve Turkish EFL learners’ speaking anxiety. Educational Media International, 53(4), 313–326. https://doi.org/10.1080/09523987.2016.1254889

Hung, S. T. A., & Huang, H. T. D. (2015). Video blogging and english presentation performance: A pilot study. Psychological Reports, 117(2), 614–630. https://doi.org/10.2466/11.PR0.117c20z6

Iberri-Shea, G. (2017). Adaptation and assessment of a public speaking rating scale. Cogent Education, 4(1), 1–16. https://doi.org/10.1080/2331186X.2017.1287390

Iman, J. N. (2017). Debate instruction in EFL classroom: Impacts on the critical thinking and speaking skill. International Journal of Instruction, 10(4), 87–108. https://doi.org/10.12973/iji.2017.1046a

Indah, R. N., Rohmah, G. N., & Afifuddin, M. (2020). What I know best: Assessing Indonesian student’s structural knowledge through student-generated topics rohmani. European Journal of Educational Research, 9(2), 629–638. https://doi.org/10.12973/eu-jer.7.3.555

Levis, J. M., Sonsaat, S., Link, S., & Barriuso, T. A. (2016). Native and nonnative teachers of L2 pronunciation: Effects on learner performance. TESOL Quarterly, 50(4), 894–931. https://doi.org/10.1002/tesq.272

Liontas, J. I., & Siegel, M. (2018). Role of input in teaching speaking and pronunciation. The TESOL Encyclopedia of English Language Teaching, 1–8. https://doi.org/10.1002/9781118784235.eelt0239

Mason, A., & Payant, C. (2019). Experienced teachers’ beliefs and practices toward communicative approaches in teaching English as a foreign language in rural Ukraine. TESOL Journal, 10(1), 1–15. https://doi.org/10.1002/tesj.377

Mestari, S. A., & Malabar, F. (2016). The use of authentic materials in teaching grammar for EFL students (Teachers’ perspective). Language and Language Teaching Journal, 19(02), 125–131. https://doi.org/10.24071/llt.2016.190207

Müller, M., & Schmenk, B. (2017). Narrating the sound of self: The role of pronunciation in learners’ self-constructions in study-abroad contexts. International Journal of Applied Linguistics (United Kingdom), 27(1), 132–151. https://doi.org/10.1111/ijal.12109

Oflaz, A. (2019). The effects of anxiety, shyness and language learning strategies on speaking skills and academic achievement. European Journal of Educational Research, 8(4), 999–1011. https://doi.org/10.12973/eu-jer.8.4.999

Qureshi, M. A. (2018). Building student background for specific academic vocabulary. The TESOL Encyclopedia of English Language Teaching, 1–7. https://doi.org/10.1002/9781118784235.eelt0730

Riasati, M. J. (2018). Willingness to speak English among foreign language learners: A causal model. Cogent Education, 5(1), 1–17. https://doi.org/10.1080/2331186X.2018.1455332

Saito, K., & Plonsky, L. (2019). Effects of Second Language Pronunciation Teaching Revisited: A proposed measurement framework and meta-analysis. Language Learning, 69(3), 652–708. https://doi.org/10.1111/lang.12345

Scarpino, S. E. et al. (2019). Effects of home language, oral language skills, and cross-linguistic phonological abilities on whole-word proximity in spanish-english–speaking children. American Journal of Speech-Language Pathology, 28(1), 174–187. https://doi.org/10.1044/2018_AJSLP-18-0050

Setiawan, R. et al, Mardapi, D., Aman, & Karyanto, U. B. (2020). Multiple intelligences-based creative curriculum: The best practice risky. European Journal of Educational Research, 9(2), 611–627. https://doi.org/10.12973/eu-jer.7.3.555

Sofyan, H., Anggraeni, E., & Saadiah, J. (2019). Development of e-modules based on local wisdom in central learning model at kindergartens in Jambi city. European Journal of Educational Research, 8(4), 1137–1143. https://doi.org/10.12973/eu-jer.8.4.1137

Sopin, G. (2015). Students’ perceptions of grammar teaching and learning in english language classrooms in Libya. IOSR Journal of Research & Method in Education Ver. I, 5(2), 2320–7388. https://doi.org/10.9790/7388-05216772

Spring, R. et al. (2019). Factors associated with improvement in oral fluency when using video-synchronous mediated communication with native speakers. Foreign Language Annals, 52(1), 87–100. https://doi.org/10.1111/flan.12381

Sulistiyo, U., Wiryotinoyo, M., & Wulan, R. (2019). Examining an English as a foreign language teacher education program (EFLTEP)’s curriculum: A case study in an Indonesian university. European Journal of Educational Research, 8(4), 1323–1333. https://doi.org/10.12973/eu-jer.8.4.1323

Talley, P. C., & Hui-ling, T. (2014). Implicit and explicit teaching of english speaking in the EFL classroom. International Journal of Humanities and Social Science, 4(6), 38–46.

Townsend, D. (2009). Building academic vocabulary in after-school settings: Games for growth with middle school english-language learners. Journal of Adolescent & Adult literacy, 53(3), 242--251. https://doi.org/10.1598/JA

Troike, M. S. (2006). Introducing Second Language Acquisition. New York: Cambridge University Press.

Tsai, C. (2018). The effects of communication strategy training on efl speaking anxiety and speaking strategy among the community college adult learners in Taiwan. International Forum of Teaching and Studies, 14(2), 3–19.

Ulla, M. B. (2018). English language teaching in Thailand: Filipino teachers’ experiences and perspectives. Issues in Educational Research, 28(4), 1080–1094.

Wahyuningsih, S. (2018). The use of video to enhance speaking proficiency in broadcasting: perceptions of undergraduate students. International Conference on Linguistics.

Wahyuningsih, S., & Dewi, S. (2019). Promoting speaking proficiency in broadcasting through youtube project: Perceptions of undergraduate students. Proceedings of Third English Language and Literature International Conference, 1–7. https://doi.org/10.4108/eai.27-4-2019.2285332

Wessels, S. et al, Trainin, G., Reeves, J., Catalano, T., & Deng, Q. (2017). Pre-service teachers’ confidence and attitudes toward teaching English learners. Teacher Education & Practice, 30(3), 443–461. Diambil dari http://proxy.libraries.smu.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=125894889&site=ehost-live&scope=site

Wood, C., Fitton, L., Petscher, Y., Rodriguez, E., Sunderman, G., & Lim, T. (2018). The effect of e-book vocabulary instruction on Spanish–English speaking children. Journal of Speech, Language, and Hearing Research, 61(8), 1945–1969. https://doi.org/10.1044/2018_JSLHR-L-17-0368

Young, S. S. C., & Wang, Y. H. (2014). The game embedded CALL system to facilitate english vocabulary acquisition and pronunciation. Educational Technology and Society, 17(3), 239–251.

Zhai, K., & Gao, X. (2018). Effects of corrective feedback on EFL speaking task complexity in China’s university classroom. Cogent Education, 5(1), 1–13. https://doi.org/10.1080/2331186X.2018.1485472

...