Speaking Challenges in a Life Skill Program for Islamic Boarding School Students: A Case Study
DOI:
https://doi.org/10.17507/jltr.1303.23Keywords:
English speaking skills, Life skill program, speaking challengesAbstract
The aim of this study was to explore students’ speaking challenges in a life skill program at an Islamic boarding school - Al-Fahd, South Sumatra, Indonesia. Through using a qualitative case study, we collected data by using in-depth interviews with participants at the research site. Our qualitative data were analyzed through thematic analyses by identifying, describing, organizing, and reporting them within a set of data in the form of themes. We structured our discussion around their viewpoints and the settings in which challenges they met appear. An exploration of the manuscripts or data revealed that major themes related to facing language boundaries, enjoying using mother tongue, coping with psychological issues, looking for interesting topics of conversation. The results of the study indicated that students were challenged by a variety of issues that had prevented them from having a good speaking skill in English although they were involving in a life skill program. Teachers and school leaders should provide them with a well-designed program in order to prepare them to face real life situations after finishing their program.
References
Abrar, M., Mukminin, A., Habibi, A., Asyrafi, F., Makmur, M., & Marzulina, L. (2018). “If our English isn’t a language, what is it?" Indonesian EFL Student Teachers’ Challenges Speaking English. Qualitative Report, 23(1), 129–145.
Anggraini, D. R. (2018).Challenges in teaching English to young learners. Jurnal Bahasa & Sastra, 18(2), 141–146.
Abubakar, B., Atmowardoyo, H., & Korompot, C. A. (2017). The challenges in undertaking English speech training program at an Islamic boarding school: A study of students’ Perspectives. ELT Worldwide: Journal of English Language Teaching, 4(2), 125-139.
Al Hosni, S. (2014). Speaking difficulties encountered by young EFL learners. International Journal on Studies in English Language and Literature (IJSELL), 2(6), 22-30.
Braun, V., & Clarke, V. (2006).Using thematic analysis in Psychology. Qualitative Research in Psychology, 3(2), 77-101.
Barnard, R., Richards, J. C., & Rodgers, T. S. (2002). Approaches and methods in language teaching. TESOL Quarterly, 25(3), 481-520.
Brown, H. D. (2001). Teaching by principles: An interactive approach to language pedagogy. New York, NY: Addison Wesley Longman.
Creswell, J. W. (2012). Educational research: Planning, conducting, and evaluating quantitative and qualitative research. London: Pearson.
Fajaryani, N., Masbirorotni, Nuraini, Nafrail, & Nopianti. (2018). Different madrasah, but the same stories: Academic and non-academic challenges encountered by teachers in teaching a foreign language. Ta’dib Journal of Islamic Education, 23(1), 66-84.
Folse, K. (2016). Vocabulary myths. Michigan: University of Michigan Press.
Gilham, B. (2005). Research interviewing: The range of technique. New York: Open University Press.
Harmer, J. (2015). The practice of English teaching language. London: Longman Handbooks for Language Teaching Series.
Harmer, J. (2007).The practice of English language teaching (4th ed). Cambridge: Pearson Longman.
Harmer, J. (1998). How to teach English: An introduction to the practice of English language teaching. Harlow: Longman.
Halliday, M. A. K. (1989). Spoken and written language. Oxford: Oxford University Press.
The Indonesian Ministry of Education. (2002). The pattern of implementing life skills-oriented education through BEE for PMU. Jakarta: Ditjen Dikdasmen.
Kurniati, A., Eliwarti, E., &Novitri, N. (2015). A study on speaking ability of the second year students of SMK Telkom Pekanbaru. Journal Online Mahasiswa Fakultas Keguruandan Ilmu Pendidikan Universitas Riau, 2(2), 1-14.
King, J., Lakkaraju, K., &Slagell, A. (2009). A taxonomy and adversarial model for attacks against network log anonymization. pp.1268-1203. Proceedings of the ACM Symposium on Applied Computing.
Leong, L. M, &Ahmadi, S. M. (2017). An analysis of factors influencing learners' English speaking skill. International Journal of Research in English Education, 2(1), 34-411.
Littlewood, W. (2007). Communicative and task-based language teaching in East Asian classrooms. Language Teaching, 40(3), 243-249.
Marzulina, L., Harto, K., Erlina, D., Holandyah, M., Desvitasari, D., Arnilawati, A., Fridiyanto, F., Mukminin, A., (2021). Challenges in Teaching English for EFL Learners at Pesantren: Teachers’ Voices. Theory and Practice in Language Studies, 11(12), 1581-1589.
Marcela, C., & Manrique, R. (2013). Mother tongue interference over foreign language: A case study about an oral production in a Columbian Public University. Opening Writing Doors Journal, 9(1), 91–119.
Manrique, C. (2013). Mother tongue interference with foreign language: A case study about A2 oral production in Columbian public University. Columbia: Columbian Public University.
Moulida, I. (2019). Students’ challenges in English public speaking program at Dayah Darul Ihsan [Master’s Thesis]. Ar-Raniry State Islamic University.
Muazza, M., Mukminin, A., Habibi, A., Hidayat, M., & Abidin, A. (2018). Education in Indonesian Islamic boarding schools: Voices on curriculum and radicalism, teacher, and facilities. Islamic Quarterly, 62(4), 507-536.
Muazza, Mukminin, A., Rozanna, E. S., Harja, H., Habibi, A., Iqroni, D., Marzulina, L., Harto, K., Nurulanningsih. (2019). Caring the silenced voices from an Islamic boarding school-pesantren: Stories of volunteer teachers and policy implications. Dirasat: Human and Social Sciences, 46(3), 270-279.
Mukminin, A., & McMahon, B. J. (2013). International graduate students' cross-cultural academic engagement: Stories of Indonesian doctoral students on an American campus. Qualitative Report, 18(35), 1-19.
Mukminin, A., Novprival, N., Masbirorotni., Sutarno., Arif, N., & Maimunah. (2015). EFL Speaking Anxiety among Senior High School Students and Policy Recommendations. Journal of Education and Learning (Edularn), 9 (3), 217-225.
Nunan, D. (1995). Closing the gap between learning and instruction. TESOL Quarterly, 37(4), 589-613.
Ur, P. (1999). A course in language teaching trainee book. Cambridge: Cambridge University Press.
Pratolo, B., Habibie, A., & Setiawan, A. (2019). Speaking skill challenges encountered by Indonesian EFL learners. Proceedings of the 2019 Ahmad Dahlan International Conference Series on Education & Learning, Social Science & Humanities (ADICS-ELSSH 2019)
Park, H., & Lee, A. R. (2005). L2 learners’ anxiety, self-confidence and oral performance. Presented at the 10th Conference of Pan-Pacific Association of Applied Linguistics.
Rabab’ah, G. (2005). Communication problems facing Arab learners of English. Grazer LinguistischeStudien, 63(1), 63–75.
Rao, P. S. (2019). The importance of speaking skills in English classrooms. Alford Council of International English & Literature Journal(ACIELJ), 2(2), 6-18.
Rahayu, N. (2015). An analysis of students’ problems in speaking English daily language program at husnul khotimah Islamic boarding school [Unpublished Undergraduate Thesis]. IAIN SyekhNurjati, Cirebon, West awa, Indonesia.
Shi, L., & Nunan, D. (2000). Second language teaching and learning. TESOL Quarterly, 34(2), 369-370.
Songbatumis, A. (2017). Challenges in teaching English faced by English teachers at MTsN Taliwang, Indonesia. Journal of Foreign Language Teaching and Learning, 2(2), 54-67.
Weaver, P. (2010). Understanding programs and projects—oh, there's a difference! Paper presented at PMI® Global Congress 2010—Asia Pacific, Melbourne, Victoria, Australia. Newtown Square, PA: Project Management Institute.
Woodrow, L. (2006). Anxiety and speaking English as a second language. RELC Journal, 78(2), 155-167.
Westrub, B. (2003). Students' interest in speaking. Cambridge: Cambridge University Press.
Xiao, Y., & Wong, K. F. (2014).Exploring heritage language anxiety: A study of Chinese heritage language learners. The Modern Language Journal, 98(2), 589-611.
