A Depth Chronicle of General English Learning at Non-English Major Students on Joyful Communication Activities

Authors

  • Fahmi Fahmi Universitas Ahmad Dahlan
  • Bayu Andika Prasatyo Sekolah Tinggi Bahasa Asing Technocrat
  • Rasmita Rasmita Universitas Putra Indonesia YPTK Padang
  • Kadnawi Kadnawi IAI Hasanuddin Pare Kediri
  • Andini Linarsih Universitas Tanjungpura
  • Rachmi Rachmi STIT Misbahul Ulum Gumawang

DOI:

https://doi.org/10.29408/veles.v6i2.5135

Keywords:

EFL Students, Joyful communications activities, Speaking skill

Abstract

Selecting joyful communication activities in English learning is indispensably essential. Undoubtedly, the students prefer joyful communication activities regardless the activities use assisted technology or not. Hence, this study sought to explore joyful communication activities based on EFL students' perceptions. It also aims to elicit students' attitudes toward technology-assisted and non-assisted communication activities. This study employed a mix-methods approach to obtain quantitative and qualitative data on 126 students from various non-English departments at a state university in Indonesia. Distributing the questionnaires was employed to obtain the quantitative data. Meanwhile, the qualitative data was obtained through semi-structured interviews. The findings show that three kinds of activities are recognized as the most joyful communication activities, and 12 are the medium of joyful communication activities. Furthermore, the other 16 activities are at a low position (not recommended). Regarding technology-assisted and non-assisted language learning, the student's attitude shows that they prefer to enjoy technology-non-assisted learning activities over technology-assisted activities. However, several activities using technology-assisted learning still gain students' attraction. The study suggests that lecturers should implement recognized joyful communication activities based on students' preferences for enhancing their interest in communication skill mastery.

References

Abrar, M., Failasofah, F., Fajaryani, N., & Masbirorotni, M. (2016). EFL student teachers’ speaking anxiety: The case in one english teacher education program. IJEE (Indonesian Journal of English Education), 3(1), 60–75. https://doi.org/10.15408/ijee.v3i1.3619

Anggraeny, D., Said, I., & Febrian, R. B. (2020) The EFL students’ perception of their foreign language anxiety in speaking class. Jurnal Wahana Pendidikan, 7(1), 29-38. http://dx.doi.org/10.25157/wa.v7i1.3123

Bernales, C. (2016). Towards a comprehensive concept of Willingness to Communicate: Learners' predicted and self-reported participation in the foreign language classroom. SYSTEM, 56(1), 1-12. https://doi.org/10.1016/j.system.2015.11.002

Chen, Y. (2013). The impact of integrating technology and social experience in the college foreign language classroom, The Turkish Online Journal of Educational Technology, 12(3), 169-179. Microsoft Word - 12315 (ed.gov)

Darmawan, Alam, S. P., & Nirma, O. N. (2021). Speaking self-efficacy of EFL students of pre-service teaching program in EFL classroom setting. JET (Journal of English Teaching), 7(2), 150–162. https://doi.org/10.33541/jet.v7i2.2582

Davies, P., & Pearse, E. (2000). Success in english teaching. Oxford: Oxford University Press

Dewaele, J. M., & Dewaele, L. (2020). Are foreign language learners’ enjoyment and anxiety specific to the teacher? An investigation into the dynamics of learners’ classroom emotions. Studies in Second Language Learning and Teaching, 10(1), 45–65. https://doi.org/10.14746/ssllt.2020.10.1.3

Dewaele, J. M., & MacIntyre, P. D. (2016). 9 Foreign language enjoyment and foreign language classroom anxiety: The right and left feet of the language learner. Positive Psychology in SLA, 215–236. https://doi.org/10.21832/9781783095360-010

Dewaele, J. M., MacIntyre, P. D., Boudreau, C., & Dewaele, L. (2016). Do girls have all the fun? anxiety and enjoyment in the foreign language classroom. Theory and Practice of Second Language Acquisition, 2(1), 41-63.

Fredrickson, B. L. (2001). The role of positive emotions in positive psychology: the broaden-and-build theory of positive emotions. American Psychologist, 56(3), 218-226. http://dx.doi.org/10.1037//0003-066x.56.3.218

Fredrickson, B. L. (2013). Updated thinking on positivity ratios. American Psychologist, 68(9), 814-822. http://dx.doi.org/10.1037/a0033584

Gao, J., & Hargis, J. (2010). Promoting technology-assisted active learning in computer science education, The Journal of Effective Teaching, 10(2), 81-93. https://eric.ed.gov/?id=EJ1092146

Hadiyanto, H., Failasofah, F., Armiwati, A., Abrar, M., & Thabran, Y. (2021). Students’ practices of 21st-century skills between conventional learning and blended learning. Journal of University Teaching & Learning Practice, 18(3), 1-29. https://doi.org/10.53761/1.18.3.7

Hinkel, E. (2005). Handbook of research in second language teaching and Learning (Ed.). New Jersey: Lawrence Erlbaum Associates, Inc.

Hosni, S. (2014). Speaking difficulties encountered by young EFL learners. International Journal on Studies in English Language and Literature, 2(6), 22-30.

Kohn, K. (2018). POA meets EFL in intercultural telecollaboration. Chinese Journal of Applied Linguistics, 41(2), 244-248. http://dx.doi.org/10.1515/cjal-2018-0017

Kohn, K., & Hoffstaedter, P. (2017). Learner agency and non-native speaker identity in pedagogical lingua franca conversations: insights from intercultural telecollaboration in foreign language education. Computer Assisted Language Learning, 30(5), 351-367. https://doi.org/10.1080/09588221.2017.1304966

Kranthi, K. (2017). International journal of business and management invention, Technology Enhanced Language Learning, 6(2), 30-33.

Larasati, F. (2018). Student centered learning: an approach to develop speaking skill in EFL classroom, English Community Journal, 2(1): 153–157.

Layard, R. 2006. Happiness: Lessons from a New Science. London: Penguin.

MacIntyre, P., & Mercer, S. (2014). Introducing positive psychology to SLA. Studies in Second Language Learning and Teaching, 4(2), 153-172. http://dx.doi.org/10.14746/ssllt.2014.4.2.2

Nazara, S. (2011). Students’ perception on EFL speaking skill development, Journal of English Teaching, 1(1), 28-43. http://dx.doi.org/10.33541/jet.v1i1.50

Netta, A., Trisnawati, I. K., Helmanda, C. U. (2020). Indonesian EFL students’ strategies in dealing with speaking anxiety in public speaking course, Journal of English Language and Education, 1(1), 1-9. http://ejournal.unmuha.ac.id/index.php/accentia/article/view/807

Nurdini, R. A. (2018). Communication strategies used by EFL students in improving speaking skill, IJET, 8(1), 355-358. http://dx.doi.org/10.15642/ijet.2018.7.1.355-358

Pavelescu, L. M., & Petrić, B. (2018). Love and enjoyment in context: four case studies of adolescent EFL learners. Studies in Second Language Learning and Teaching, 8(1), 73-101. doi: http://dx.doi.org/10.14746/ssllt.2018.8.1.4

Rahmawati, A. (2019). EFL students’ critical thinking in speaking activities, Journal of English Language Learning, 2(2), 17-34. https://doi.org/10.5539/elt.v13n1p112

Ratnasari, A. G. (2020). EFL students’ challenges in learning speaking skills: a case study in mechanical engineering department, Journal of Foreign Language Teaching & Learning, 5(1), 20-38. http://dx.doi.org/10.18196/ftl.5145

Resnik, P., & Schallmoser, C. (2019) Enjoyment as a key to success? Links between E-tandem language learning and tertiary students’ foreign language enjoyment. Studies in Second Language Learning and Teaching. 9(3), 541-564. http://dx.doi.org/10.14746/ssllt.2019.9.3.6

Riadil, I. G. (2020). EFL students in speaking skill: identifying English education students’ perceptions of psychological problems in speaking, Journal of English Teaching & Applied Linguistics, 2(2), 8-20. https://doi.org/10.36655/jetal.v2i2.266

Rospinah, Ampa, A. T., Nappu, S. (2021). The effect of group work activities to improve students’ speaking skill. Journal of English Language Teaching & Learning Linguistics and Literature. 9(1), 120-129. https://doi.org/10.24256/ideas.v9i1.1902

Saito, K., Dewaele, J. M., Abe, M., & In’nami, Y. (2018). Motivation, emotion, language experience, and second language comprehensibility development in classroom settings: A cross-sectional and longitudinal study. Language Learning, 68(3), 1-35. http://doi.org/10.1111/lang.12297

Sayuri. (2016). English speaking problems of EFL learners of Mulawarman University, Indonesian Journal of EFL and Linguistics, 1(1), 47-61, DOI: http://dx.doi.org/10.21462/ijefll.v1i1.4

Seligman, M. E. P. (2011). Flourish: A Visionary New Understanding of Happiness and Well-Being. New York: Simon and Schuster.

Shen, M., & Chiu, T. (2019). EFL learners’ English-speaking difficulties and strategy use, Education and Linguistics Research, 5(2), 88-102. https://doi.org/10.5296/elr.v5i2.15333

Suban, T. S. (2021). Teaching speaking: activities to promote speaking skills in EFL classrooms, LECTIO: Journal of Language and Language Teaching, 1(1), 41-50.

Downloads

Additional Files

Published

2022-10-31

How to Cite

Fahmi, F., Prasatyo, B. A., Rasmita, R., Kadnawi, K., Linarsih, A., & Rachmi, R. (2022). A Depth Chronicle of General English Learning at Non-English Major Students on Joyful Communication Activities. Voices of English Language Education Society, 6(2), 466–476. https://doi.org/10.29408/veles.v6i2.5135

Issue

Vol. 6 No. 2 (2022): VELES Voices of English Language Education Society

Section

Articles

License

Authors who publish with the VELES Journal agree to the following terms:

  1. Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under Creative Commons Attribution-ShareAlike 4.0 International License (CC BY-SA 4.0).
  2. Authors are able to enter into separate, additional contractual arrangements for the distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
  3. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.

Creative Commons License

VELES Journal is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.