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All Journal Journal of Development Research JET (Journal of English Teaching) Adi Buana ELTALL: English Language Teaching, Applied Linguistic and Literature
Wuryaningrum, Rica Sih
Wijaya Kusuma Surabaya University
Humanities Civil Engineering, Building, Construction & Architecture Education Languange, Linguistic, Communication & Media Social Sciences

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Familiarization and Confidence: Factors Affecting Young Learners’ Speaking Test Performance Wuryaningrum, Rica S
JET ADI BUANA Vol 3 No 2 (2018): Volume 03 Number 02 October 2018
Publisher : English Education Department, Faculty of Teacher Training and Education, Universitas PGRI Adi Buana Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36456/jet.v3.n2.2018.1725

Abstract

Acquiring second language for young learners is a challenging task for them especially when it comes to speaking competence. Speaking may be the hardest competence that young learners have to master as it involves many aspects of language skills such as grammar, vocabulary, pronunciation, fluency at the same time. Young learners find difficulty in expressing their thought and idea in spoken language as they have to combine what is in their mind with the target language and then express it orally. These young learners finds difficulties in expressing their ideas in the target language because they have limited knowledge in vocabulary and grammar while speaking is the key skill in primary school foreign language curricula as the learners develop their social-awareness and become competent speakers of the target language (Toledo & Hoit, 2016).For this reason, some school holds English Proficiency test which include speaking as one of the test. Young learners or primary school students need to practice speaking more as it is the medium through which language is encountered, understood, practiced and learnt, (Cameron, 2001).This study aims to find out what are the factors affecting young learners’performance in speaking test and to find out what problems encountered by young learners in speaking test. This study was done in a private school in West Surabaya, Indonesia and the subjects were 87 students from second grade to sixth grade. The research instruments are questionnaire and interview. This study was expected to help students with their difficulties and improve their speaking skill. Keywords: speaking test, speaking skill, young learners, difficulties
Familiarization and Confidence: Factors Affecting Young Learners’ Speaking Test Performance Rica S Wuryaningrum
JET ADI BUANA Vol 3 No 2 (2018): Volume 03 Number 02 October 2018
Publisher : Universitas PGRI Adi Buana Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (538.922 KB) | DOI: 10.36456/jet.v3.n2.2018.1725

Abstract

Acquiring second language for young learners is a challenging task for them especially when it comes to speaking competence. Speaking may be the hardest competence that young learners have to master as it involves many aspects of language skills such as grammar, vocabulary, pronunciation, fluency at the same time. Young learners find difficulty in expressing their thought and idea in spoken language as they have to combine what is in their mind with the target language and then express it orally. These young learners finds difficulties in expressing their ideas in the target language because they have limited knowledge in vocabulary and grammar while speaking is the key skill in primary school foreign language curricula as the learners develop their social-awareness and become competent speakers of the target language (Toledo & Hoit, 2016).For this reason, some school holds English Proficiency test which include speaking as one of the test. Young learners or primary school students need to practice speaking more as it is the medium through which language is encountered, understood, practiced and learnt, (Cameron, 2001).This study aims to find out what are the factors affecting young learners’performance in speaking test and to find out what problems encountered by young learners in speaking test. This study was done in a private school in West Surabaya, Indonesia and the subjects were 87 students from second grade to sixth grade. The research instruments are questionnaire and interview. This study was expected to help students with their difficulties and improve their speaking skill. Keywords: speaking test, speaking skill, young learners, difficulties
Investigating Undergraduates’ Professionalism Expectations to The English Language Education Department Curriculum: A Case Study Feronika, Eva Freginda; Andanty, Ferra Dian; Wuryaningrum, Rica Sih
ELTALL: English Language Teaching, Applied Linguistic and Literature Vol. 6 No. 2 (2025)
Publisher : UIN Kiai Ageng Muhammad Besari Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21154/eltall.v6i2.11757

Abstract

This qualitative case study investigates the professionalism expectations of undergraduate students in the English Language Education Department at Universitas PGRI Adi Buana Surabaya concerning their curriculum and study materials. Drawing on in-depth interviews with five graduates from batches 2017, 2018, 2019, and 2020, supplemented by curriculum documents and academic transcripts, the research identifies a significant gap between students' academic preparation and the demands of their diverse professional careers. Findings reveal that while the curriculum is generally acknowledged as a crucial roadmap for education, specific courses, most notably literature and English syntax, are widely perceived as lacking practical contribution to daily work in various fields, including teaching, tourism, transportation, administration, and hospitality. This disconnect is further exacerbated by a divergence between initial career aspirations and actual employment realities, often influenced by academic performance (GPA) and limited job market opportunities. The study highlights a clear undergraduate perspective advocating for a more practical and professionally relevant curriculum. Graduates expressed a strong desire for reduced theoretical content, increased hands-on application, and the integration of courses that directly address career readiness, job market dynamics, and professional ethics. The implications of this research underscore the critical need for the English Language Education Department to re-evaluate and adjust its curriculum to better align with the evolving needs of the workforce, thereby enhancing graduates' preparedness and competitiveness in their respective careers.
Teachers’ Views on Artificial Intelligence Integration in ESP Courses: Readiness, Advantages, and Obstacles Andanty, Ferra Dian; Ardini, Dessy Ayu; Rahmasari, Annisa; Wuryaningrum, Rica Sih
Journal of Development Research Vol. 10 No. 1 (2026): Volume 10, Number 1, May 2026
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat Universitas Nahdlatul Ulama Blitar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.28926/jdr.v10i1.529

Abstract

The Artificial Intelligence (AI) integration into English for Specific Purposes (ESP) instruction has brought up both  new opportunities and difficulties in language instruction. This study investigates ESP teachers’ views on AI integration, focusing on teachers’ readiness, perceived advantages, and encountered obstacles in ESP instruction. Employing a qualitative descriptive design, data were collected through semi-structured interviews with six ESP teachers from public and private universities and polytechnics in East Java, Indonesia. The participants were purposively chosen based on their experience in teaching ESP and exposure to AI-assisted learning approaches. Data were examined thematically using  Braun and Clarke’s thematic analysis. The results show that teachers generally interpret AI as pedagogically beneficial for improving instructional efficiency, generating contextualized ESP materials, providing rapid feedback, and supporting students’ autonomous learning. However, teachers’ readiness for AI integration remains conditional and influenced by AI literacy, pedagogical considerations, ethical concerns, academic integrity, and institutional support. The study also identifies several obstacles, including student overreliance on AI, inaccuracies and hallucinations in AI-generated content, limited infrastructure, and the absence of clear institutional policies regarding AI use in academic settings. The study highlights the importance of AI literacy, ethical guidelines, and institutional support to ensure responsible and pedagogically meaningful AI integration in ESP education.
Co-Authors Ardini, Dessy Ayu Feronika, Eva Freginda Ferra Dian Andanty