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p-Index From 2021 - 2026
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All Journal Edu Cendikia: Jurnal Ilmiah Kependidikan JELL (Journal of English Language Learning
Arum Putri Rahayu
STAI MA'arif Magetan
Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

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Self-Efficacy and Speaking Proficiency Development through Communicative Language Teaching: A Case Study of College Students Arum Putri Rahayu; Hendra Sudarso; Ahmad Fathir Imran; Azhariah Rachman; Himaya Praptani Adys
Edu Cendikia: Jurnal Ilmiah Kependidikan Vol. 6 No. 01 (2026): Call for Papers April 2026
Publisher : ITScience (Information Technology and Science)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47709/educendikia.v6i01.7939

Abstract

This study examined how speaking self-efficacy and speaking proficiency developed through Communicative Language Teaching (CLT) in an undergraduate EFL classroom at STAI Ma’arif Magetan, Indonesia. A qualitative case study design was employed. Data were collected from repeated classroom observations across an eight-session CLT unit, semi-structured interviews with twelve students, instructional documents, and students’ speaking task recordings rated descriptively with an analytic speaking rubric. Observational evidence showed increasing student talk time, frequent pair and group interaction, and growing negotiation of meaning as tasks progressed from information-gap exchanges to problem-solving discussions and short presentations with Q&A. Thematic analysis revealed five pathways of self-efficacy growth: mastery experiences from successful task completion, peer support, supportive feedback, systematic scaffolding, and emerging self-regulation strategies. Performance evidence from recordings indicated noticeable improvement in fluency and interactive communication, alongside gradual gains in intelligibility and vocabulary range, while grammatical accuracy improved more modestly. Triangulation across interviews, observations, and performance samples suggested a positive cycle in which higher self-efficacy increased willingness to speak and persistence, thereby expanding practice opportunities and strengthening proficiency. The study concludes that CLT, when implemented as a coherent system of progressive tasks, scaffolding, and constructive feedback, can effectively support confidence-building and speaking development in higher-education EFL settings. Pedagogically, instructors are encouraged to sequence tasks from low-stakes interaction to higher-stakes performance, provide language support, and use feedback that prioritizes intelligibility and next steps. Limitations include a single-site case and a short observation window; future studies may compare multiple classes and track longer-term retention of gains.
EFL Students' Anxiety in Speaking English: Factors and Strategies Masrurotul Ajiza; Arum Putri Rahayu; Setiawati; Tri Rohani; Dini Deswarni
Journal of English Language Learning Vol. 8 No. 1 (2024)
Publisher : English Language Education Department, Universitas Majalengka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31949/jell.v8i1.8502

Abstract

Anxiety has a big role in affecting students' performance in learning English, especially in speaking class. This study aimed to answer three questions: (1) the anxiety level the EFL students got in a speaking class, (2) some factors influence it, and (3) some strategies that can be used to minimize the level of students’ anxiety. This research used a qualitative approach by adopting a questionnaire as an instrument. The participants of this study were 113 students; 68.1% female and 31.9% male students; from 4 different universities in Indonesia from different departments (an English and non-English departments). The results of this study showed that the student’s level of anxiety was still high which was affected by internal and external factors. Those factors tended to decide the level of their anxiety. In addition, this study also showed some suggestions that can be used as strategies to minimize the level of the student’s anxiety.
Co-Authors Ahmad Fathir Imran Azhariah Rachman Dini Deswarni Hendra Sudarso Himaya Praptani Adys Masrurotul Ajiza Setiawati Setiawati Tri Rohani