I DO LIKE SPEAKING ENGLISH: A Multiple Case Study

Fernandes Arung, Zainal Rafli, Ratna Dewanti

Abstract


Speaking English skill has been trending in the mastery of foreign languages since the 19th century. However, at the beginning of the emergence of foreign language teaching in Indonesia, mastery of English speaking skills was only seen as an issue of formal learning outcomes in which English is a cumpolsory subject at the secondary school level. This condition led to the prestige of mastering English speaking skills starting to decline since the beginning of the 20th century where learning technology was increasingly sophisticated and brought formal learners of foreign languages on their own paths to master it. By using the Multiple Case Study, the issue that is the most underlying the students’ achievement of the English speaking skills mastery, how theylearnto achievethe skills, and how to keep on going on the skills were investigated. 10 informants were involved consisting of 7 active students and 3 alumni at and from UniversitasSembilanbelas November Kolaka, Southeast Sulawesi. Data were collected systematically through in-depth interviews, Focus Group Discussion (FGD), and documentation. Data were analyzed by applying six steps of Auerbach& Silverstein's analysis. The result revealed that a sense of liking was the most underlying issue in the informants’ achievement in English speaking skills, especially the past sense of liking. The result also revealed that the informants had a unique way in learning the English speaking skills, it was in an unpredictable way; they learned whenever and wherever they like, according to their own desire or willingness or pleasure, situational and curious – based, and free from formal regulations.

 

Keywords: Sense Of Liking, English Speaking Skills, English As A Foreign Language, Preferent Learning

Full Text:

PDF

References


Alderman, M. K. (2004).Motivation for Achievement – Possibilities for Teaching and Learning – Second Edition. London, UK: Lawrence Erlbaum Associates, Inc.

Banner Jr., J.M. & Cannon, H.C. (1999).The Elements of Learning. London, UK: Yale University Press.

Bashir, M., Aze, M., &Dogar, A. H. (2011). Factor Effecting Students’ English Speaking Skills.British Journal of Arts and Social Sciences, 2(1), 34-50

Brandstatter, H. (1994). Pleasure of Leisure-Pleasure of Work: Personality Makes the Difference. Personality and Individual Differences.16(6), 931-946. doi:https://doi.org/10.1016/0191-8869(94)90236-4

Bukhary, S. A. &Bahanshal, D. A. (2013). Motivation and Learning Strategies in a Foreign Language Classroom: A Look at Learners of Saudi Arabia. International Journal of Applied Linguistics & English Literature, 2(5), 192-200. doi:http://dx.doi.org/10.7575/aiac.ijalel.v.2n.5p.192

Cameron, D. &Kulick, D. (2003). Introduction: Language and Desire in Theory and Practice. Language & Communication, Vol. 23, 93-105. doi: https://doi.org/10.1016/S0271-5309(02)00047-2.

Carbonell, K. B., Stalmeijer, R. E., Könings, K. D., Segers, M., & van Merriënboer, J. J. G. (2014). How Experts Deal with Novel Situations: A Review of Adaptive Expertise. Educational Research Review, Vol. 12, 14-29. doi: https://doi.org/10.1016/j.edurev.2014.03.001.

Chien, C. H., Yunus, M. Md., &Mohamad,

M. (2008).‘Who We Are’ in Enhancing Rural Students’ English as a Second Language (ESL) Learning. The Asian EFL Journal, 20(4), 197-209. url: https://www.asian-efl-journal.com/wp-content/uploads/AEJ-Special-Edition-December-2016-TESOL-Indonesia-Conference-Volume-2.pdf.

Durksen, T. L., Klassen, R. M., & Daniels, L. M. (2017). Motivation and Collaboration: The Keys to a Developmental Framework for Teachers’ Professional Learning. Teaching and Teacher Education, Vol. 67, 53-66. doi:https://doi.org/10.1016/j.tate.2017.05.011.

Ferradás, M. del Mar., Freire, C., Núñez, J. C., Piñeiro, I., &Rosário, P. (2017).Motivational Profiles in University Students.Its Relationship with Self-Handicapping and Defensive Pessimism Strategies. Learning and Individual Differences, Vol. 56, 128-135. doi: https://doi.org/10.1016/j.lindif.2016.10. 018.

Gopang, I. B., Soomro, A. F., &Bughio, F. A. (2015).Increasing Motivation at University Level: A Paradigm of Action Research.Journal of Language Teaching and Research, 6(1), 140-146. doi:http://dx.doi.org/ 10.17507/jltr.0601.17.

Hananto, A. (2018). Ranked: Asia Pacific Countries in English Proficiency Index 2018.Seasia-GoodNews from Southeast Asia. Url: https://seasia.co/2018/12/12/ranked-asia-pacific-countries-in-english-proficiency-index-2018

Harunasari, S.Y. &Rahmat, A. (2015). CALL-Based Instruction Model of Speaking English - A Developmental Research at the English Language Education Study Program of STKIP Kusuma Negara, Jakarta - International Journal of Language Education and Culture Review, 2015, 1(1), 55-64.url: http:// pps.unj.ac.id/journal/ijlecr/article/view/18.

Hayati, N. (2010).Empowering Non-Native English Speaking Teachers through Critical Pedagogy.TEFLIN Journal, 21(1), 78-89.Diakses di http://journal.teflin.org/index.php/journal/article/view/34

Henning, M. (2007).Students’ Motivation to Learn, Academic Achievement, and Academic Advising.A Published Ph.D Thesis, AUT University.url:https://www.pdfdrive.net/students-motivation-to-learn-academic-achievement-and-e612544.html.

Hughes, C. (2011). Pleasure, Change and Values in Doctoral Pedagogy.Studies in Higher Education, 36(6), 621–635.doi: https://doi.org/10.1080/03075079.2010.502569.

Knowles, M. S., Holton III, E. F., & Swanson, R. A. (2005).The Adult Learner – Sixth Edition. Burlington: Elsevier, Inc., h. 38.

Louws, M. L., Meirink, J. A., van Veen, K., & van Driel, J. H. (2017). Teachers' Self-directed Learning and Teaching Experience: What, How, and Why Teachers Want to Learn. Teaching and Teacher Education, Vol. 66, 171-183. doi: https://doi.org/10.1016/j.tate.2017.04.004.

Macaskill, A.&Denovan, A. (2013). Developing Autonomous Learning in First-year University Students Using Perspectives from Positive Psychology.Studies in Higher Education, 38(1), 124–142.doi: https://doi.org/10.1080/03075079.2011.566325.

Maslow, A. H. A. (1943). Theory of Human Motivation.Psychological Review.50(4), 370-396. doi: http://dx.doi.org/10.1037/h0054346.

Meyer, J. H. F.& Muller, M. W. (1990).Evaluating the Quality of Student Learning - An Unfolding Analysis of the Association between Perceptions of Learning Context and Approaches to Studying at an Individual Level.Studies in Higher Education,15(2), 131-154.doi: https://doi.org/10.1080/03075079012331377471.

Ministry of Education and Culture. (2019). Capaian Nasional. Available at https://puspendik.kemdikbud.go.id/hasil-un/

Mireskandavi, N. &Alavi, S. (2015). Brain Dominance And Speaking Strategy Use of Iranian EFL Learners. International Journal of Applied Linguistics & English Literature, 4(3), 72-79.doi:http://dx.doi.org/10.7575/aiac.ijalel.v.4n.3p.72.

Mistar, J. &Umamah, A. (2014). Strategies of Learning Speaking Skill by Indonesian Learners of English and Their Contribution to Speaking Proficiency.TEFLIN Journal, 25(2), 203-216.doi: http://dx.doi.org/10.15639/teflinjournal.v25i2/203-216.

Munir, A. (2006).Studying in Australia to Improve English Speaking Competence: Revisited.TEFLIN Journal, 17(1), 89-106.url: http://journal.teflin.org/index.php/journal/article/view/54

Palmer, D. (2005).A Motivational View of Constructivist-informed Teaching.International Journal of Science Education.27(15, 16), 1853–1881.doi: https://doi.org/10.1080/09500690500339654.

Rachmawaty, N. &Hermagustiana, I. (2010). Does Retelling Technique Improve Speaking Fluency? TEFLIN Journal, 21(1), 2-8.url: http://journal.teflin.org/index.php/journal/article/view/28.

Rotgans, J. I. & Schmidt, H. G. (2011).The Role of Teachers in Facilitating Situational Interest in an Active-Learning Classroom.Teaching and Teacher Education, Vol. 27, 37-42. doi: https://doi.org/10.1016/j.tate.2010.06.025.

Rotgans, J. I. & Schmidt, H. G. (2014). Situational Interest and Learning: Thirst for Knowledge. Learning and Instruction, Vol. 32, 37-50. doi: https://doi.org/10.1016/j.learninstruc.2014.01.002.

Saks, K. &Leijen, A. (2014). Distinguishing Self-Directed and Self-Regulated Learning and Measuring them in the E-learning Context. Procedia - Social and Behavioral Sciences, Vol. 112, 190 – 198. doi: https://doi.org/10.1016/j.sbspro.2014.01.1155.

Schraw, G., Flowerday, T., & Lehman, S. (2001).Increasing Situational Interest in the Classroom.Educational Psychology Review, 13(3), 211-224. doi:https://doi.org/10.1023/A:1016619705184.

Scott, D. (1995).Recollection and Experience - Plato's Theory of Learning and Its Successor. Cambridge: Cambridge University Press.

Sekiziyivu, S. &Mugimu, C.B. (2017).Communicative Language Teaching Strategies for German as a Foreign Language in Uganda.Journal of Language Teaching and Research, 8(1), 8-15.doi: http://dx.doi.org/10.17507/jltr.0801.02.

Sert, N. (2006).EFL Student Teachers’ Learning Autonomy. The Asian EFL Journal Quarterly, 8(2), 180-201. url: https://www.asian-efl-journal.com/1173/quarterly-journals/efl-student-teachers-learning-autonomy/

Siddiqui, F.H. (2014). Capitalizing on Speaking Skill of EFL Learners for the Language Literacy.International Journal of Applied Linguistics & English Literature.3(2), 47-52.doi:http://dx.doi.org/10.7575/aiac.ijalel.v.3n.2p.47.

Wong, M. S. L. (2012).Language Anxiety, Motivation to Learn and Pedagogical Preferences: The Case of Malaysian Pre-Service Teachers of English. ELTED, Vol. 15, 65-72. Retrieved from http://www.elted.net/volume-15.html.

Young, D. J. (1990).An Investigation of Students' Perspectives on Anxiety and Speaking. Foreign Language Annals, 23(6), 539-553.doi: https://doi.org/ 10.1111/j.1944-9720.1990.tb00424.x.


Article Metrics

Abstract views: 41   PDF views: 34