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All Journal English Teaching and Linguistics Journal (ETLiJ) TELL - US JOURNAL SCHOULID: Indonesian Journal of School Counseling
Saragih, Ibnu Ziat
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Humanities Education Environmental Science Health Professions Languange, Linguistic, Communication & Media Social Sciences Other

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Factors Contributing to Speaking Difficulties in Young EFL Learners: An Exploratory Study Saragih, Ibnu Ziat; Kembaren, Farida Repelita Waty; Saragih, M Afiv Toni Suhendra
English Teaching and Linguistics Journal (ETLiJ) Vol 5, No 1 (2024): ETLIJ - English Teaching and Linguistics Journal
Publisher : English Teaching and Linguistics Journal (ETLiJ)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30596/etlij.v5i1.18121

Abstract

Many English as a Foreign Language (EFL) learners, especially young beginning-level students with limited exposure to English, struggle to speak the language fluently. However, research specifically examining the obstacles to speaking skill development among young EFL learners is lacking, particularly in regions where English has no official status. This study explored Indonesia EFL teachers' perceptions of factors contributing to early primary school students' difficulties with spoken English. The goal was to establish a foundation for further research and pedagogical improvements.  A questionnaire with Likert-scale ratings and open-ended questions was given to 194 teachers from 70 Indonesia public and private primary schools. Quantitative and qualitative analyses identified patterns and rationales in the teachers' judgments of sources of students' speaking struggles. Pronunciation, vocabulary gaps, grammar, lack of practice, and anxiety were most frequently cited as moderate to substantial challenges. Teaching experience and school type influenced perceptions of anxiety's role and scaffolding orientations. The findings offer initial insight into context-specific developmental and environmental constraints on young Indonesia learners' progress in speaking English. Future targeted research can build on this exploratory platform to inform responsive instructional interventions during this critical period of language acquisition
TEACHER DIFFICULTIES IN TEACHING LINGUISTICS: A SEMANTIC MASTERING Saragih, Ibnu Ziat; Daulay, Sholihatul Hamidah; Dalimunte, Muhammad
TELL - US JOURNAL Vol 10, No 2 (2024): Dynamics of Language Teaching and Literary Studies: Innovation, Technology, and
Publisher : Universitas PGRI Sumatera Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22202/tus.2024.v10i2.8175

Abstract

Teaching semantic concepts in tertiary linguistics programs has presented significant challenges for instructors. However, there needs to be a more in-depth exploration of this issue, hindering the understanding of underlying problems that impede effective semantics instruction. This qualitative phenomenological study aims to fill this gap by examining the difficulties faced by 15 experienced linguistics lecturers while teaching semantics courses to undergraduate and postgraduate students. Through in-depth semi-structured interviews, four major themes emerge, encompassing key pedagogical obstacles. First, students needed help to grasp complex, abstract, and philosophical semantic theories. Secondly, the technical precision required for semantic role labelling and predicate logic translation proved overwhelming for learners. Thirdly, establishing relevance to real-world applications proved to be challenging. Finally, excessive abstractions led to widespread student disengagement, motivation issues, and avoidance. The findings highlight the significant need for instructional design and pedagogical support in tertiary linguistics education to improve semantic teaching ability and learning outcomes. Proposed measures include specialized instructor training, scaffolding complex concepts, leveraging technology, fostering interdisciplinary connections, and enhancing social perceptions of semantics utility. These initiatives aim to develop the sophisticated semantic thinking required for advanced linguistics practice. Further quantitative research is suggested to validate and generalize these qualitative insights, informing nationwide improvements in systemic semantics curriculum.
The effectiveness of role play method in enhancing english-speaking skills among secondary EFL learners Saragih, Ibnu Ziat; Br. Kembaren, Farida Repelita Waty; Daulay, Ernita
SCHOULID: Indonesian Journal of School Counseling Vol. 10 No. 3 (2025): SCHOULID: Indonesian Journal of School Counseling
Publisher : Indonesian Counselor Association (IKI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23916/086586011

Abstract

This study examines the effectiveness of the role-play method in enhancing English-speaking skills among secondary EFL learners. Speaking skill constitutes a fundamental component of English as a Foreign Language (EFL) instruction, particularly at the secondary level where communicative competence is a primary learning objective. Nevertheless, many learners continue to experience difficulties in oral communication, including low self-confidence, limited vocabulary mastery, and insufficient opportunities for meaningful interaction, which are often associated with the predominance of conventional teacher-centered instructional practices, especially in religious-based educational settings. To address this issue, this study employed a quasi-experimental research design using a pretest–post-test control group approach. Participants were assigned to an experimental group and a control group. The experimental group was instructed using the role-play method, while the control group received conventional teaching instruction. A speaking performance test was administered as both a pretest and a post-test, and students’ speaking abilities were evaluated based on fluency, pronunciation, vocabulary, grammar, and comprehensibility. The collected data were analyzed using descriptive statistics and an independent samples t-test. The results indicated that both groups demonstrated comparable speaking abilities prior to the intervention. However, following the implementation of the role-play method, the experimental group showed a significantly greater improvement in English-speaking skills compared to the control group, with a statistically significant difference at the 0.05 level. These findings suggest that the role-play method is an effective instructional strategy for enhancing speaking competence and offers pedagogical implications for communicative-oriented EFL instruction, particularly within Islamic boarding school contexts.
Co-Authors Dalimunte, Muhammad Daulay, Sholihatul Hamidah Ernita Daulay Farida Repelita Waty Kembaren M. Afiv Toni Suhendra Saragih