Language is essentially a means of communication among the members of a society. The purpose of this paper is to show that a common language is one of the most important features of a community. The need to communicate triggers both the occurrence and the development of a language and this need arises and becomes stronger and stronger when one has someone else to communicate with, i.e. where there is a society. In terms of linguistics, the study of language is a multidisciplinary endeavour. Communication takes place not only orally, but also in writing. It is this plurality of aspects in studying the same object that makes language a perpetual phenomenon.
Sirbu, Anca. (2015). THE SIGNIFICANCE OF LANGUAGE AS A TOOL OF COMMUNICATION. 10.21279/1454-864X.
Language is a means of communication that is used to transfer information, ideas, and feelings
from one person to another. Language is also a system of communication based
upon words and the combination of words into sentences. By using language,
people can develop their knowledge and know about something.
https://www.researchgate.net/publication/42793046_Teaching_Languages_to_Young_Learners
Cameron, Lynne. (2003). Teaching
Languages to Young Learners. System. 31. 10.1016/S0346-251X(03)00040-X.
As a means of communication English has been accepted as the
global language among the speakers of thousands of different
languages. Since science and technology is progressing, there are tremendous
changes taking place in the lives of the human beings everywhere in the world.
As a result, the whole world has become a global village and the people have to
maintain good relationship with the others.
https://www.researchgate.net/publication/334282978_THE_ROLE_OF_ENGLISH_AS_A_GLOBAL_LANGUAGE
Rao, Parupalli. (2019). THE ROLE
OF ENGLISH AS A GLOBAL LANGUAGE. 4. 65-79.
There is worldwide recognition that English is spreading around the world
at an increasing rate. Kachru & Nelson (1996) state that “English is the
most widely taught, read, and spoken language that the world has ever known”
(p.71).
The rapidly increasing English speakers and usage has resulted in types of
varieties and speakers on which Kachru bases his three concentric inner, outer
and expanding circles, which constitutes one definition of World Englishes.
According to them, inner circle countries are USA, UK, Australia, Canada, New
Zealand or where English is spoken as the first or native language. Outer circle
countries include those where English is a second language (ESL), and which
have developed their own norms of English, or norm-developing countries,
resulting in different varieties like Singaporean English, Indian English,
Malaysian English, English in South African, and so forth. Meanwhile, expanding
circle countries are those where English is a foreign language (EFL) – not used
in immediate communication but studied for specific purposes (e.g. trade and
access to higher education), and taught and learned with reference to Standard
English, namely British (BE) or American (AE) English -or norm-dependent
(Kachru, 1985 as cited in Holmes, 2008, p. 79-80), like Indonesia.
http://staffnew.uny.ac.id/upload/132318575/penelitian/paper-soegijapranotoellawok.pdf
Kachru, B. B., &
Nelson, C. L. (1996). World englishes. Sociolinguistics and language teaching, 11, 71-102.
Pertaining to the context that English is an international language, there are four skills in teaching and
learning English: listening, speaking, reading, and writing. Those
skills are related to each other and cannot be independent; therefore, learners
need to master all of the four skills. This is supported by Uma and Ponnambala
(2001) in Cakrawati (2012) who state
that mastering language skills will
determine the students’ communicative competence in the target language.
https://www.cemca.org/ckfinder/userfiles/Chitra_JU__Ponnambala_TA__0124.pdf
Uma, J. C., & Ponnambala, T.
(2001). Teaching writing skill through silent movie: An experiment. Indian
Journal of Open Learning, 10(1), 93-99. ISSN 0971-2690. India: Indira Gandhi
National Open University. Downloaded on March 2020.
Among the four skills in English, writing is still considered as the most difficult skill
compared to the other three skills, speaking, listening, and reading. As
Richard and Renandya (2002:303) state that there is no doubt that writing is
the most difficult skill for learners to master. In line with Richard and Renandya
(2002), Broughton et al (2003) and Taylor (2009) state that writing is
extremely difficult for students. The difficulty of writing lies not only in
generating and organizing of ideas but also in developing these ideas into
readable texts.
original source:
Broughton, G., Brumfit, C.,
Flavell, R., Hill, P., Pincas, A. (2003). Teaching English as A Second
Language. London: Taylor & Francis e-Library.
Richard, C. Jack and Renandya, A.
Willy. (2002). Methodology in Language Teaching. USA: Cambridge University
Press
Taylor, G. (2009). A Students’
Writing Guide: How to Plan and Write Successful Essays. Cambridge: Cambridge
University Press
Among the four skills in English, speaking skills is still considered as the most difficult
skill compared to the other three skills, speaking, listening, and reading.
Study about speaking skill in a country that puts English as foreign language
in this study is Indonesia has a limitation. This phenomenological observation
has a purpose to report Indonesian EFL learners’ experiences in speaking
English at an Indonesian private university of undergraduate program of English
Education Department in Yogyakarta. The data gained from questionnaires and
semi-structured interviews discovered from five participants. The researcher
prepared this research analysis based on dialogue around Indonesian EFL
learners’ views and the answer from the questionnaire about speaking skill
challenges. This research evaluation revealed topics and sub-topics (1)
language boundaries (vocabulary, pronunciation, grammar, fluency and the effect
of mother tongue); (2) psychological elements (anxiety); (3) Proponent Factors
(friends and low or uneven participation); (4) topics of conversation
(ignorance and unattractive topics) and (5) speaking practice (practicing with
media and practicing with friends). The findings display that every topics and
sub-topics look like interconnected with each other.
https://www.atlantis-press.com/proceedings/adics-elssh-19/125924467
Pratolo, B., Habibie, A., &
Setiawan, A. (2019, November). Speaking Skill Challenges Encountered by
Indonesian EFL Learners’. In 2019 Ahmad Dahlan International Conference Series
on Education & Learning, Social Science & Humanities (ADICS-ELSSH 2019)
(pp. 160-164). Atlantis Press.
EFL Students' Challenges in
Learning Speaking Skills: A Case Study in Mechanical Engineering Department
Aisha Ganesh Ratnasari
Nowadays, speaking mastery is
important due to the position of English as a universal language (Nazara,
2011). This research used a case study as the research design, which aimed to
answer the research questions such as challenges faced by the students in
learning speaking skills and strategies implemented by the students to overcome
the challenges. There were three participants in this research, namely two
Mechanical Engineering Department, Olaf and Elsa, and one English teacher in
the Mechanical Engineering Department, Anna. The data obtained were through
interviews and students’ speaking grades through classroom presentations. The
result showed four challenges, such as lack of vocabulary, nervousness,
unsupportive environment, and lack of grammar knowledge. Besides, there were
five strategies, such as codeswitching, seeing the audiences as the statues,
using google translate machines, making a personal approach to the English
teacher, and encouraging self.
https://journal.umy.ac.id/index.php/FTL/article/view/7712
Ratnasari, A. (2020). EFL
Students' Challenges in Learning Speaking Skills: A Case Study in Mechanical
Engineering Department. Journal of Foreign Language Teaching and Learning,
5(1), 20-38. doi:https://doi.org/10.18196/ftl.5145
PDF VERSION: https://drive.google.com/file/d/1WMqb-hc9d3VN4k1oc0bf1fciwoepw8qD/view
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