Articles

Speaking Skills Development in Indonesian Senior High School: A Mixed Methods Needs Analysis of Student Preferences, Challenges, and Teacher Support

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Despite widespread recognition of speaking proficiency as central to English language learning, senior high school students in Indonesia continue to exhibit significant difficulties in oral communication, and the specific preferences, challenges, and support needs driving these difficulties remain insufficiently understood. This study investigates two interrelated questions: (1) what types of learning activities do students prefer to enhance their speaking skills, and (2) what challenges do students encounter in learning English speaking skills, and what teacher support do they identify as most beneficial? A convergent mixed-methods design was employed, integrating quantitative data from a 25-item Likert-scale questionnaire administered to 15 students across five needs analysis dimensions Target Situation Analysis (TSA), Present Situation Analysis (PSA), Learning Needs (LN), Learners’ Wants (LW), and Learning Preferences (LP) with qualitative data from semi-structured interviews conducted with five purposively selected participants. Quantitative data were analysed using descriptive statistics; qualitative data underwent systematic thematic analysis following Miles, Huberman, and Saldaña’s (2020) interactive model. Findings revealed that students demonstrated Very High awareness of speaking importance (TSA M = 4.78) while simultaneously recognising significant deficiencies in current proficiency (PSA M = 3.83), particularly vocabulary limitations (M = 4.00) and difficulty expressing ideas fluently (M = 3.93). Students articulated strong learning needs (LN M = 4.41), prioritising frequent oral practice (M = 4.53), immediate constructive feedback (M = 4.40), and teacher modelling. Qualitative analysis identified six themes: linguistic challenges, affective barriers, peer influence, classroom contextual factors, out-of-class environmental factors, and desired teacher support. The consistent convergence of quantitative and qualitative strands strengthens the validity of the findings and generates evidence-based implications for speaking instruction design, teacher professional development, and curriculum policy in Indonesian EFL contexts.​

Developing Teaching Procedure based on Communicative Language Teaching Principles to Teach Speaking

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Teaching procedure can be developed to achieve a better result, which is to improve students’ speaking skill. This research aims to find out whether the developed teaching procedure based on Communicative Language Teaching principles can improve students’ speaking ability. This is a quasi-experimental research design that conducts a quantitative method with 30 students as the subjects. The students were tested through the speaking test before and after the treatment. The finding shows that there is a significant increase between the pre-test and post-test. The t-value, which is 11.221 is higher than the t-table, which is 2.045. Or, the sig (2-tailed) is 0.000, which is lower than 0.05. Therefore, it can be concluded that the developed teaching procedure based on CLT principles can improve students’ speaking ability.