Indonesian Pre-Service English Teachers’ Perceived Challenges in Improving English Oral Communication Skills
DOI:
https://doi.org/10.30762/jeels.v5i2.716Keywords:
challenges, English oral communication, preservice teachersAbstract
The study investigates perceived challenges that pre-service teachers (henceforth refers to PSTs) majoring in an English Education Program of a state university in the Province of Gorontalo, Indonesia, experience in improving their English oral proficiency level. Data from the PSTs were collected mainly using individual semistructured interviews, and then corroborated with the interview results collected from several lecturers who participated voluntarily. Informed by a thematic analysis approach, the study shows that the PSTs reported three main areas of challenges; linguistic proficiency, socio-culture, and English language engagement opportunity. Recommendations seeking to assist PSTs as well as the English Education Program in anticipating such challenges are also addressed.
References
Abrar, M. (2017). An investigation into Indonesian EFL university students’ speaking anxiety. Journal of English Education and Linguistics Studies, 4(2), 221-248. Retrieved from https://jurnal.stainkediri.ac.id/index.php/jeels/issue/view/48
Abrar, M., Mukminin, A., Habibi, A., Asyrafi, F, Makmur, & Marzulina, L. (2018). “If our English isn’t a language, what is it?†Indonesian EFL student teachers’ challenges speaking English. The Qualitative Report, 23(1), 129-145. Retrieved from http://nsuworks.nova.edu/tqr/vol23/iss1/9
Adler, R. B. and Rodman, G. R. (2009). Understanding human communication (10th ed.). New York: Oxford University Press.
Al-Jamal, D. A., & Al-Jamal, G. A. (2013). An Investigation of the Difficulties Faced by EFL Undergraduates in Speaking Skills. English Language Teaching, 7(1), 19-27. doi:10.5539/elt.v7n1p19
Alyan, A.A. (2013). Oral communication problems encountering English major students: Perspectives of learners and teachers in Palestinian EFL university context. Arab World English Journal, 4(3), 226-238. Retrieved from http://www.awej.org
Canagarajah, S., & Ashraf, H. (2013). Multilingualism and Education in South Asia: Resolving policy/practice dilemmas. Annual Review of Applied Linguistics, 33, 258-285. doi: 10.1017/S0267190513000068
Departemen Pendidikan Nasional (Department of National Education). (2005). Undang-Undang No. 14/2005 Tentang Guru dan Dosen [The Law of Republic of Indonesia No. 14/2005 on Teachers and Lecturers]. Jakarta: Kementrian Pendidikan Nasional.
Fareh, S. (2010, 25 January). Challenges of teaching English in the Arab world: Why can’t EFL programs deliver as expected? Paper presented at the World Conference on Educational Sciences. doi:10.1016/j.sbspro.2010.03.559
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). doi:10.14221/ajte.2012v37n1.4
GarcÃa Mayo, M. P., & Ibarolla, A. L. (2015). Do children negotiate for meaning in task-based interaction? Evidence from CLIL and EFL settings. System, 54, 40-54. doi: 10.1016/j.system.2014.12.001
González Humanez, L. E., & Arias, N. (2009). Enhancing oral interaction in English as a foreign language through task-based learning activities. Latin American Journal of Content & Language Integrated Learning, 2(2), 1-9. doi:10.5294/laclil.2009.2.2.10
Hashemi, M. (2011). Language stress and anxiety among the English language learners. Procedia-Social and Behavioral Sciences, 30, 1811-1816.
Horwitz, E. K. (2001). Language anxiety and achievement. Annual Review of Applied Linguistics, 21, 112-126.
Jones, J. F. (2004). A cultural context for language anxiety. English Australia Journal, 21(2), 30-39. Retrieved from http://search.informit.com.au.dbgw.lis.curtin.edu.au
Klanrit, P., & Sroinam, R. (2012). EFL teacher's anxiety in using English in teaching in the language classroom. International Journal of Social Science and Humanity, 2(6), 493.
Kurihara, Y., & Samimy, K. K. (2007). The impact of a U.S. teacher training program on teaching beliefs and practices: A case study of secondary school level Japanese teachers of English. JALT Journal, 29(1), 99-122. Retrieved from http://www.jalt-publications.org
Lamb, M., & Coleman, H. (2008). Literacy in English and the transformation of self and society in post-Soeharto Indonesia. International Journal of Bilingual Education and Bilingualism, 11(2), 189-205. Retrieved from http://www-tandfonline-com.dbgw.lis.curtin.edu.au
Lie, A. (2007). Education policy and EFL curriculum in Indonesia: Between the commitment to competence and the quest for high test scores. TEFLIN Journal, 18(1), 1-14. Retrieved from http://journal.teflin.org
Lo, Y. Y. (2018). The ESL teachers’ willingness to communicate in English. Indonesian Journal of Applied Linguistics, 7(3), 594-603. doi: 10.17509/ijal.v7i3.9809
Maulana, R., Opdenakker, M. C., Stroet, K., & Bosker, R. (2012). Observed lesson structure during the first year of secondary education: Exploration of change and link with academic engagement. Teaching and Teacher Education, 28(6), 835-850.
Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook (2nd ed.). Thousand Oaks: Sage Publications.
Mukminatien, N. (1999). The problem of developing speaking skills: Limitations of second language acquisition in an EFL classroom. English Language Education, 5(1), 1-10.
Mustafa, B. (2001). Communicative language teaching in Indonesia: Issues of theoretical assumptions and challenges in the classroom practice. TEFLIN Journal, 12(2), 184-193. Retrieved from http://journal.teflin.org/index.php/journal
Oliver, R., & Philp, J. (2014). Focus on oral interaction. Oxford: Oxford University Press.
Panggabean, H. (2015). Problematic approach to English learning and teaching: A case in Indonesia. English Language Teaching, 8(3), 35.
Sahiruddin. (2013, April). The implementation of the 2013 Curriculum and the issues of English language teaching and learning in Indonesia. Paper presented at the Asian Conference on Language Learning, Osaka, Japan.
Sakamoto, M. (2012). Moving towards effective English language teaching in Japan: Issues and challenges. Journal of Multilingual and Multicultural Development, 33(4), 409-420. doi: 10.1080/01434632.2012.661437
Sulistyo, G. H. (2015). English as a measurement standard in the national examination: Some grassroots’ voice. TEFLIN Journal, 20(1), 1-24.
Suryanto, S. (2015). Issues in teaching English in a cultural context: A case of Indonesia. Journal of English Literacy Education, 1(2), 75-82. Retrieved from http://ejournal.unsri.ac.id
Suryati, N. (2015). Classroom interaction strategies employed by English teachers at lower secondary schools. TEFLIN Journal, 26(2), 247. doi: 10.15639/teflinjournal.v26i2/247-264
Ur, P. (1996). A course in language teaching: Practice and theory. Cambridge, UK: CUP
Wang, P., & Roopchund, R. (2015). Chinese students’ English-speaking anxiety in asking questions in the MSc Tesol classroom. International Journal of English Language Teaching, 2(2), 1-18. doi:10.5430/ijelt.v2n2p1
Widiati, U., & Cahyono, B. Y. (2006). The teaching of EFL speaking in the Indonesian context: The state of the art. Bahasa dan Seni, 34(2), 269-292. Retrieved from http://sastra.um.ac.id/wp-content/uploads/2009/10/
Yulia, Y. (2013). Teaching challenges in Indonesia: Motivating students and teachers’ classroom language. Indonesian Journal of Applied Linguistics, 3(1), 1-16. Retrieved from http://ejournal.upi.edu
Zein, S. (2014). Pre-service education for primary school English teachers in Indonesia: policy implications. Asia Pasific Journal of Education, 36(1), 119 - 134. doi: 10.1080/02188791.2014.961899
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2018 JEELS (Journal of English Education and Linguistics Studies)
This work is licensed under a Creative Commons Attribution 4.0 International License.
