Email this article 
Hide
Show all
2.png){kind=logo}
Factors that affect speaking skills of students from ethnic minorities in English language learning
Abstract
The idea of speaking skills is interconnected with the environment and social context of students poses new challenges by students from ethnic minorities in English language learning. These factors encompass the hindrances and the success of ethnic minority students in adjusting themselves in speaking classes. From 95 first-year students in English Language Teaching program, 18 of them have different minor ethnicities. This study adopted a qualitative study by using semi-structured interviews as an instrument of research. The data then transcribed, coded, and analyzed into different themes that are in line with the research objectives. The results of this study show that the difficulties experienced by students from ethnic minorities in adjusting themselves in speaking classes are the lack of confidence, shyness, and anxiety, speaking opportunities and vocabulary masteries, feeling isolated, and additive bilingualism from peers. However, these hindrances can be solved by various factors: teachers’ decision in designing discussed topics and speaking activities in classroom setting.
Keywords: ethnic minority students; speaking class; hindrances; encouragement
Faktor-faktor yang mempengaruhi kemampuan berbicara siswa etnis minoritas dalam pembelajaran bahasa Inggris
Pemikiran bahwa kemampuan berbicara sangat erat berkaitan dengan lingkungan dan konteks sosial siswa menjadikan tantangan tersendiri bagi siswa etnis minoritas dalam pembelajaran Bahasa Inggris. Faktor-faktor ini mencakup kendala dan keberhasilan siswa ethis minoritas dalam menyesuaikan diri di kelas berbicara. Dari 95 siswa yang berada di semester pertama program Pendidikan Bahasa Inggris, 18 diantaranya berasal dari etnis minoritas yang beragam. Penelitian ini mengadopsi desain kualitatif dengan menggunakan wawancara semi terstruktur sebagai instrumen. Data ditranskrip, dikodekan dan dianalisis kedalam beberapa tema sesuai dengan fokus penelitian. Hasil penelitian menunjukkan bahwa kesulitan yang dialami siswa etnis minoritas dalam beradaptasi di kelas berbicara diantaranya rasa percaya diri, malu dan cemas, pengalaman berbicara dan perbendaharaan kata, perasaan terisolasi dan aditif bilingualism dari teman. Namun, kendala tersebut berangsur-angsur dapat diatasi karena faktor: pilihan dosen terhadap topik yang didiskusikan dan kegiatan aktifitas pada kelas berbicara.
Kata kunci: siswa etnis minoritas; kelas berbicara; kendala; pendukung
Full Text:
PDFReferences
Aslan, R., & Şahin, M. (2020). ‘I feel like i go blank’: Identifying the factors affecting classroom participation in an oral communication course. TEFLIN Journal, 31(1), 19–43. https://doi.org/10.15639/teflinjournal.v31i1/19-43
Borrero, N. E., & Yeh, C. J. (2010). Ecological english language learning among ethnic minority youth. Educational Researcher, 39(8), 571–581. https://doi.org/10.3102/0013189X10389810
Brown, D. (2001). Teaching by principles an interactive approach to language pedagogy (2nd Ed). Longman.
Cheng, C., Kuek, F., & Sidhu, G. K. (2021). A systematic review of studies on English learning for ethnic minority students in China: 2010-2019. PLATFORM - A Journal of Management & Humanities, 4(1), 2–11.
Effiong, O. (2016). Getting them Speaking: Classroom social factors and foreign language anxiety. TESOL Journal, 7(1), 132–161. https://doi.org/10.1002/tesj.194
El Masry, T., & Bin Mohd Saad, M. R. (2018). On the cultivation of their community of practice: A case study of EFL Malaysian pre- service teachers. Qualitative Report, 23(4), 952–977. https://doi.org/10.46743/2160-3715/2018.2795
Floding, M., & Swier, G. (2012). Legitimate peripheral participation: Entering a community of practice. Reflective Practice: Formation and Supervision in Ministry, 31, 193–204.
Gu, M. M. (2018). Teaching students from other cultures : An Exploration of language teachers ’ experiences with ethnic minority students. Journal of Language, Identity & Education, 17(1), 1–15. https://doi.org/10.1080/15348458.2017.1381566
Haryana, L., & Widiati, U. (2021). Experiences of ethnic minority students in a culturally diverse school. Bahasa Dan Seni: Jurnal Bahasa, Sastra, Seni, Dan Pengajarannya, 49(1), 1–12. https://dx.doi.org/10.17977/um015v49i12021p001
Jeon, J., Lee, J. S., & Lee, H. K. (2015). Participants’ perceptions on a multi-goal oriented English language education policy: A case of talk (teach and learn in Korea). Journal of Asia TEFL, 12(1), 19–51.
Lockee, B. B. (2021). Online education in the post-COVID era. Nature Electronics, 4(1), 5–6. https://doi.org/10.1038/s41928-020-00534-0
Loftin, C., Davis, L. A., & Hartin, V. (2010). Classroom participation: A student perspective. Teaching and Learning in Nursing, 5(3), 119–124. https://doi.org/10.1016/J.TELN.2010.02.004
Majid, N. A., Jelas, Z. M., Azman, N., & Rahman, S. (2010). Communication skills and work motivation amongst expert teachers. Procedia - Social and Behavioral Sciences, 7(C), 565–567. https://doi.org/10.1016/j.sbspro.2010.10.075
Min, G. (2020). Factors affecting Yi ethnic minority EFL learners’ English pronunciation learning in Leshan Normal University, Sichuan, China. English Language Teaching, 13(6), 104-108. https://doi.org/10.5539/elt.v13n6p104
Mustapha, S. M., Rahman, N. S. N. A., & Yunus, M. M. (2010). Perceptions towards classroom participation: A case study of Malaysian undergraduate students. Procedia - Social and Behavioral Sciences, 7(2), 113–121. https://doi.org/10.1016/j.sbspro.2010.10.017
Nashir, M., & Laili, R. N. (2021). Hybrid learning as an effective learning solution on intensive English program in the new normal era. IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature, 9(2), 220-232. https://doi.org/10.24256/ideas.v9i2.2253
Szelei, N., Tinoca, L., & Pinho, A. S. (2020). Professional development for cultural diversity: the challenges of teacher learning in context. Professional Development in Education, 46(5), 780–796. https://doi.org/10.1080/19415257.2019.1642233
Tan, Y., Yang, J., & Yao, C. (2022). Study on factors affecting English acquisition of Chinese minority students majoring in Nursing in a blended learning environment. Athens Journal of Education, 9(4), 615–640. https://doi.org/10.30958/aje.9-4-5
Zhao, Y. (2017). A study on problems of minority students in English learning. Essaeme, 119, 1247–1250. https://doi.org/10.2991/essaeme-17.2017.257
DOI: http://dx.doi.org/10.17977/um015v51i12023p120
Refbacks
- There are currently no refbacks.
This work is licensed under a Creative Commons Attribution 4.0 International License.
Dear Sir/Madam
We appreciate your continued confidence and trust in Bahasa dan Seni: Jurnal Bahasa, Sastra, Seni, dan Pengajarannya (JBS). In order to enhance the service, readability, and quality of JBS publications, we will be transitioning to a new website, https://citeus.um.ac.id/jbs, in collaboration with Digital Commons (Elsevier) starting in July 2024.
Sincerely
Yusuf Hanafi
(Editor in chief)