ABSTRACT
Speaking is a fundamental skill in learning English as a Foreign Language (EFL). However, despite years of formal instruction, many students continue to experience difficulties in speaking fluently and confidently. Moreover, empirical evidence regarding the benefits of daily English-speaking practice from students' perspectives remains limited. This study aimed to explore students' perceptions of the role of daily English-speaking practice in improving their speaking skills. A quantitative survey design was employed involving 15 students selected through purposive sampling. Data were collected using a structured questionnaire consisting of 15 statements covering pronunciation, fluency, vocabulary mastery, communication effectiveness, self-confidence, motivation, and overall speaking ability. The data were analyzed using descriptive statistics, including frequencies and percentages. The findings revealed that most participants held positive perceptions of daily English-speaking practice, reporting that it improved their pronunciation, fluency, vocabulary, self-confidence, and motivation while reducing their fear of making mistakes during communication. The study concludes that daily English-speaking practice is perceived as an effective strategy for enhancing EFL learners' speaking skills. These findings provide empirical support for integrating regular speaking practice into English language instruction to strengthen learners' communicative competence and improve the quality of EFL speaking instruction.
ABSTRAK
Berbicara merupakan keterampilan penting dalam pembelajaran Bahasa Inggris sebagai Bahasa Asing (English as a Foreign Language/EFL). Namun, meskipun telah mengikuti pembelajaran formal, banyak siswa masih mengalami kesulitan dalam berbicara secara lancar dan percaya diri. Selain itu, bukti mengenai manfaat praktik berbicara bahasa Inggris setiap hari berdasarkan persepsi siswa masih terbatas. Penelitian ini bertujuan mengeksplorasi persepsi siswa terhadap peran praktik berbicara harian dalam meningkatkan keterampilan berbicara. Penelitian menggunakan desain survei kuantitatif dengan melibatkan 15 siswa yang dipilih melalui purposive sampling. Data dikumpulkan melalui kuesioner berisi 15 pernyataan yang mencakup aspek pelafalan, kelancaran, kosakata, komunikasi, kepercayaan diri, motivasi, dan kemampuan berbicara, kemudian dianalisis menggunakan statistik deskriptif berupa frekuensi dan persentase. Hasil penelitian menunjukkan bahwa mayoritas responden memiliki persepsi positif terhadap praktik berbicara harian karena dinilai mampu meningkatkan pelafalan, kelancaran, penguasaan kosakata, kepercayaan diri, motivasi, serta mengurangi rasa takut melakukan kesalahan saat berkomunikasi. Penelitian ini menyimpulkan bahwa praktik berbicara bahasa Inggris setiap hari merupakan strategi yang dipersepsikan efektif untuk mendukung pengembangan keterampilan berbicara pembelajar EFL serta memberikan dasar empiris bagi penerapan latihan berbicara secara berkelanjutan dalam pembelajaran bahasa Inggris.
Rismayani Marpaung, Nurul Fadilah Tambunan, Tiara Sani Sinaga et al.· LANGUAGE Jurnal Inovasi Pend...· 0 citations
ABSTRACT
Writing is one of the most challenging skills for learners of English as a Foreign Language (EFL) because it requires the integration of linguistic, cognitive, and communicative competencies. In higher education, writing proficiency is essential for producing various academic texts; however, Indonesian EFL students continue to experience grammatical difficulties that negatively affect the quality of their writing. This study aims to examine the common grammatical errors found in the writing of Indonesian EFL students through the perspectives of Contrastive Analysis and Error Analysis. This study employed a library research design by analyzing and synthesizing relevant books, scholarly journal articles, and previous studies. The findings reveal that the most frequent grammatical errors involve tense usage, subject–verb agreement, articles, prepositions, plural forms, and sentence structure. These errors are primarily attributed to first-language transfer, overgeneralization, incomplete rule application, limited grammatical competence, and structural differences between Indonesian and English. In conclusion, Contrastive Analysis and Error Analysis provide complementary frameworks for identifying the sources of grammatical errors and serve as a valuable basis for improving the writing accuracy of EFL learners. The findings are expected to provide useful insights for teachers, curriculum developers, and researchers in designing more effective EFL writing instruction.
ABSTRAK
Menulis merupakan salah satu keterampilan yang paling menantang bagi pembelajar Bahasa Inggris sebagai Bahasa Asing (English as a Foreign Language/EFL) karena menuntut penguasaan aspek linguistik, kognitif, dan komunikatif. Dalam pendidikan tinggi, kemampuan menulis sangat penting untuk menghasilkan berbagai karya akademik, namun mahasiswa EFL di Indonesia masih sering melakukan kesalahan gramatikal yang memengaruhi kualitas tulisan. Penelitian ini bertujuan mengkaji kesalahan gramatikal yang umum ditemukan dalam tulisan mahasiswa EFL Indonesia melalui perspektif Analisis Kontrastif (Contrastive Analysis) dan Analisis Kesalahan (Error Analysis). Penelitian ini menggunakan metode kepustakaan (library research) dengan menganalisis berbagai buku, artikel ilmiah, dan hasil penelitian yang relevan. Hasil kajian menunjukkan bahwa kesalahan yang paling dominan meliputi penggunaan tenses, subject–verb agreement, artikel, preposisi, bentuk jamak, dan struktur kalimat. Kesalahan tersebut dipengaruhi oleh transfer bahasa pertama, overgeneralisasi, penerapan aturan yang tidak lengkap, keterbatasan penguasaan tata bahasa, serta perbedaan struktur antara bahasa Indonesia dan bahasa Inggris. Simpulannya, Analisis Kontrastif dan Analisis Kesalahan saling melengkapi dalam mengidentifikasi penyebab kesalahan gramatikal dan dapat menjadi landasan untuk meningkatkan akurasi menulis mahasiswa EFL. Temuan penelitian ini diharapkan menjadi acuan bagi guru, pengembang kurikulum, dan peneliti dalam mengembangkan pembelajaran menulis EFL yang lebih efektif.
Lili Elisa Rahma, Nazwa Umri Damanik, Rismayani Marpaung et al.· LANGUAGE Jurnal Inovasi Pend...· 0 citations
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