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All Journal FOSTER: Journal of English Language Teaching Journal of English Language Teaching and Learning (JETLE)
Nadia Indah Safhira
Universitas Pendidikan Indonesia
Education Languange, Linguistic, Communication & Media

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Exploring the role of English club for students' speaking skills Siti Sarah Herlina Romli; Kayla Hannifa Dwi Yanie; Nadia Indah Safhira; Imas Rohimah
Journal of English Language Teaching and Learning (JETLE) Vol 6, No 1 (2024): Journal of English Language Teaching and Learning (JETLE)
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/jetle.v6i1.31082

Abstract

This study explores the role of English clubs in improving the speaking skills of junior high school students. By utilizing a descriptive qualitative approach, data was collected through observation and semi structured interviews with nine participants from a public junior high school in Bandung, Indonesia. The result showed that enrollment in the English club can improve students’ confidence and speaking skills, including vocabulary, pronunciation, grammar, and fluency. The encouraging environment and engaging activities, such as public speaking, storytelling, and watching English movies, created a comfortable learning atmosphere. The teacher plays an important role providing constructive feedback, which motivates students to develop without fear of making mistakes. Collaboration with peers cultivates a positive learning environment. Apart from these benefits, challenges such as repetitive material and short duration of participation were also noted. The study concludes that English clubs effectively enhance speaking skills by combining interactive activities, teacher coaching, and peer support. The study also recommends integrating English clubs into school programs and carrying out further research on long term impact and wider application, including the use of digital tools to improve engagement and learning outcomes.
Negotiating Accent Diversity: Indonesian EFL Students Perceptions on Non-Native Accent Nadia Indah Safhira; Muhammad Handi Gunawan
FOSTER: Journal of English Language Teaching Vol. 7 No. 4 (2026): FOSTER JELT
Publisher : Faculty of Education and Teacher Training of UIN Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/foster-jelt.v7i4.533

Abstract

This study explores Indonesian EFL students’ perceptions toward non-native English accents after exposure to Global Englishes materials and examines how they negotiate accent diversity with continuing native-speaker expectations. Although previous studies have examined attitudes toward English accents and have shown the potential of GE-oriented instruction to promote acceptance of accent diversity, limited attention has been given to how Indonesian EFL students who have received GE-related instruction perceive and negotiate non-native English accents. Employing a qualitative research design, data were gathered from undergraduate students in an English Language Education program at a public university in Bandung who had completed a Listening for Academic Purposes 2 course. Preliminary insights were collected through an open-ended questionnaire distributed to 22 students, followed by semi-structured interviews with six purposively selected participants to explore their viewpoints in greater depth. The data were analyzed thematically utilizing NVivo software. The study revealed that students generally recognized the legitimacy of diverse English accents and prioritized intelligibility over native-like pronunciation. However, exposure to GE did not completely eliminate preferences for native-speaker accents, which remained associated with prestige, attractiveness, and personal language-learning goals. Students therefore demonstrated an ongoing negotiation between their growing acceptance of accent diversity and their continued orientation toward native-speaker models. The findings suggest that GE exposure can support greater awareness of accent diversity, while native-speaker ideology may continue to shape students’ perceptions and preferences. This study highlights the complexity of developing more inclusive perspectives toward non-native English accents in the Indonesian EFL context.
Co-Authors Imas Rohimah Kayla Hannifa Dwi Yanie Muhammad Handi Gunawan Siti Sarah Herlina Romli