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DEVELOPING SPEAKING PROFICIENCY IN INDONESIAN EFL CLASSROOMS: A QUALITATIVE STUDY ON CHALLENGES AND SOLUTIONS Halim, Nurfitriyah; Kasim, Nur Aeni; Pratiwi, Dian Fera
THE ACADEMIC: ENGLISH LANGUAGE LEARNING JOURNAL Vol 10 No 1 (2025): THE ACADEMIC: JOURNAL OF ENGLISH LANGUAGE EDUCATION
Publisher : Lembaga Jurnal FKIP Universitas Bosowa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52208/aellj.v10i1.1384

Speaking is a fundamental skill in English language learning, yet it remains one of the most difficult to master for EFL (English as a Foreign Language) learners. This study explores the key challenges that hinder speaking proficiency in Indonesian EFL classrooms and identifies practical solutions to address these issues. Using qualitative methods, classroom observation, teacher interviews, focus group discussions, and document analysis, the study reveals four major barriers: psychological factors such as anxiety and low confidence, instructional limitations including teacher-centered approaches and time constraints, limited exposure to authentic English input, and the absence of structured speaking assessments. The discussion connects these findings with recent pedagogical research from 2020 to 2025, emphasizing the need for affective support, communicative teaching methods, authentic language input, and formative speaking evaluation. This study contributes to a deeper understanding of speaking instruction in the Indonesian context and provides practical insights for educators and policymakers aiming to design effective, communicative EFL speaking programs. This study contributes not only to practical classroom strategies but also enriches the current understanding of affective and instructional barriers in EFL speaking development in Southeast Asia

Emotional Involvement in EFL Speaking Tasks: Implementing Project-Based Learning in an Indonesian Higher Education Context Kasim, Nur Aeni; Wutun, Antonius Ali; Halim, Nurfitriyah; Jihad, Adriani; Duyo, Rita Roswita; Anggung, Sinta Dewi
Eduvelop: Journal of English Education and Development Vol 9 No 1 (2026): Eduvelop: Journal of English Education and Development
Publisher : Universitas Sulawesi Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31605/eduvelop.v9i1.6132

Improving students’ ability to speak English confidently and fluently remains a challenge in many higher education institutions, including STKIP YPUP Makassar. Although speaking is a core skill in English education programs, many learners still struggle to express themselves effectively. To address this, Project-Based Learning (PBL) has emerged as a promising method, offering students the chance to actively use language through meaningful and collaborative tasks. This study aims to examine the students’ emotional involvement in learning speaking through Project-Based Learning approach at the students of STKIP YPUP in 2024/2025 academic year. The research method used is descriptive qualitative, with data collection techniques including observation, interviews, documentation, and project outputs produced by the students. This study investigates how PBL influences students' emotional engagement and speaking development in an ESL context. Using a descriptive qualitative approach, the research gathered data through classroom observations, interviews with students, analysis of learning documents, and assessments of various student-led projects such as group presentations, performances, and interviews conducted in English. The results show that integrating PBL into speaking classes not only boosted students’ participation and motivation but also helped them become more confident and expressive in using the language. In addition, students reported feeling more connected to the learning process, and they developed skills such as teamwork, accountability, and critical thinking. Overall, the findings suggest that PBL can be an effective and engaging alternative for improving speaking instruction in higher education ESL settings.

Emotional Involvement in EFL Speaking Tasks: Implementing Project-Based Learning in an Indonesian Higher Education Context Nur Aeni Kasim; Antonius Ali Wutun; Nurfitriyah Halim; Adriani Jihad; Rita Roswita Duyo; Sinta Dewi Anggung
Eduvelop: Journal of English Education and Development Vol. 9 No. 1 (2026): Eduvelop: Journal of English Education and Development
Publisher : Universitas Sulawesi Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31605/eduvelop.v9i1.6132

Improving students’ ability to speak English confidently and fluently remains a challenge in many higher education institutions, including STKIP YPUP Makassar. Although speaking is a core skill in English education programs, many learners still struggle to express themselves effectively. To address this, Project-Based Learning (PBL) has emerged as a promising method, offering students the chance to actively use language through meaningful and collaborative tasks. This study aims to examine the students’ emotional involvement in learning speaking through Project-Based Learning approach at the students of STKIP YPUP in 2024/2025 academic year. The research method used is descriptive qualitative, with data collection techniques including observation, interviews, documentation, and project outputs produced by the students. This study investigates how PBL influences students' emotional engagement and speaking development in an ESL context. Using a descriptive qualitative approach, the research gathered data through classroom observations, interviews with students, analysis of learning documents, and assessments of various student-led projects such as group presentations, performances, and interviews conducted in English. The results show that integrating PBL into speaking classes not only boosted students’ participation and motivation but also helped them become more confident and expressive in using the language. In addition, students reported feeling more connected to the learning process, and they developed skills such as teamwork, accountability, and critical thinking. Overall, the findings suggest that PBL can be an effective and engaging alternative for improving speaking instruction in higher education ESL settings.

AN ANALYSIS OF CODE SWITCHING USED BY FOURTH SEMESTER STUDENTS OF THE ENGLISH EDUCATION DEPARTMENT AT STKIP YPUP MAKASSAR Febriani Melisa; Nur Aeni Kasim; Lukman HB
KLASIKAL : JOURNAL OF EDUCATION, LANGUAGE TEACHING AND SCIENCE Vol 8 No 1 (2026): Klasikal: Journal of Education, Language Teaching and Science
Publisher : Fakultas Keguruan dan Ilmu Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52208/klasikal.v8i1.1727

This research aims to analyze the types and functions of code-switching used by fourth- semester students of the English Education Department at STKIP YPUP Makassar. The study employed a descriptive qualitative method, involving six students selected through purposive sampling. Data were collected through classroom observation and semi- structured interviews. The analysis followed Miles and Huberman's stages: data reduction, data display, and conclusion drawing. The findings revealed that students used three types of code-switching: inter-sentential, intra-sentential, and tag switching. The most dominant type was intra-sentential. Regarding function, code-switching was mainly used for affective purposes, topic switching, and repetition for clarity. Students switched between English, Indonesian, and local dialects to enhance communication, express emotions, and manage topic transitions. These findings suggest that code-switching is a natural strategy that supports both linguistic and social interaction in multilingual classrooms.

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