Darussalam English Journal (DEJ)

AN ANALYSIS OF SPEAKING DIFFICULTIES AMONG NON-COURSE ENGLISH STUDENTS AT UIMSYA

Nur Fadhilah — 2026-06-30

Speaking in English is one of the most challenging skills for non-course English students at University KH. Mukhtar Syafaat. This study aims to analyze the speaking difficulties which are faced by non-course English students at the university and identify the factors that influence these difficulties. The study uses a qualitative method through interviews and classroom observations. The results show that students experience difficulties in speaking English due to lack of practice, limited vocabulary, and low self-confidence. Additionally, factors such as learning environment, teaching method, and students’ language background also influence their speaking difficulties. Students have difficulties in organizing their ideas and expressing their opinion in English. They also experience difficulties in understanding and using correct English structures. This study is expected to contribute to the more effective development of SpeEnglish-speaking teaching methods at University KH. Mukhtar Syafaat. Thus, this study can help improve the quality of English teaching and assist students in improving their speaking skills. The result of this study can also be used as a reference to develop more effective teaching strategies and improve students’ speaking abilities. Therefore, this study has significant importance in improving the quality of English education at University KH. Mukhtar Syafaat.

An Exploring Experiential-Based Learning in Developing English Speaking Skills: A Qualitative Study of English Student Interns in Food and Beverage

Rahmat Hidayat — 2026-06-30

This study explored the role of Experiential-Based Learning (EBL) in developing English-speaking skills among English Education student interns in the Food and Beverage Department at Bobby’s G-Land Surf Camp. The study focused on three aspects: the types of experiential learning experiences encountered during the internship program, interns’ perceptions of the role of EBL in improving speaking skills, and the challenges and opportunities experienced during the learning process. This research employed a qualitative case study design involving two English Education student interns. Data were collected through observation, semi-structured interviews, and documentation and analyzed using Miles, Huberman, and Saldaña’s interactive model consisting of data condensation, data display, and conclusion drawing. The findings revealed that the interns experienced experiential learning through direct interaction with international guests, workplace communication, reflective learning practices, and the application of communication strategies in authentic workplace situations. The participants perceived EBL as an effective approach for improving speaking fluency, vocabulary mastery, self-confidence, and communicative competence. Furthermore, the interns encountered challenges such as understanding various English accents, limited vocabulary, speaking anxiety, and spontaneous communication demands. However, these challenges also provided valuable learning opportunities that enhanced communication strategies and professional readiness. The findings support Kolb’s Experiential Learning Theory, emphasizing learning through concrete experience, reflective observation, abstract conceptualization, and active experimentation.

Exploring Young Learners' English Learning Journey and Motivation in Deep Learning: An Autoethnographic Approach

kadnawi ilyas — 2026-06-30

This autoethnographic study explores the English learning journey of young learners in a dormitory-based English program in Kampung Inggris, Indonesia. Drawing from personal experience managing the program, it analyzes how continuous motivation, mentor involvement, and stakeholder support contribute to young learners’ deep language acquisition and intercultural communicative competence. Utilizing autoethnographic narratives, observations, and informal interviews, this study highlights that dormitory immersion, structured activities, and emotional reinforcement are critical for maintaining motivation and facilitating deep learning. Findings suggest that holistic support systems empower learners to internalize language skills beyond rote learning, fostering autonomy and sustained enthusiasm for English. Implications for curriculum design and mentorship models are discussed.

the YOUTUBE AS A DIGITAL MEDIUM FOR ENGLISH LANGUAGE LEARNING: A CONTENT ANALYSIS OF EDUCATIONAL VIDEOS

cantika dwi brilliant putri cantika — 2026-06-30

The growing use of YouTube as a digital learning platform has expanded opportunities for English language learning among English as a Foreign Language (EFL) learners. This study explored how comprehensible input is presented in bilingual educational videos and how it supports learners’ oral communication development. A qualitative descriptive approach using qualitative content analysis was employed. The data consisted of twelve educational videos purposively selected from four Indonesian English-learning YouTube channels: Sacha Stevenson, Mr D, Englishvit, and Kampung Inggris LC. Data were collected through documentation and non-participant observation and analyzed using coding and thematic analysis. The findings revealed three main themes. First, comprehensible input was constructed through bilingual scaffolding that combined English explanations with Indonesian support, contextual examples, repetition, and multimodal resources. Second, content creators applied bilingual explanation strategies, including direct translation, code-switching, paraphrasing, and contextual explanations, to improve learners’ understanding. Third, the videos promoted oral communication development through pronunciation modeling, repetition, and speaking-oriented activities that encouraged learners to transform language input into spoken production. These findings indicate that bilingual YouTube educational videos serve as effective digital resources for providing comprehensible input and supporting oral communication learning in EFL contexts.

Keywords: bilingual YouTube videos; comprehensible input; English language learning; oral communication; qualitative content analysis

DESCRIBING PEOPLE BY GUESSING PICTURE GAME A STRATEGY TO IMPROVE VOCATIONAL STUDENTS SPEAKING SKILLS

Ivan Muannas — 2026-06-30

This study aims to improve the speaking skills of 11th grade students majoring in Computer and Network Engineering (TKJ) at SMK Nurul Jadid through the application of the Guess the Picture game in descriptive speaking activities. This study was conducted using the Classroom Action Research Method (CAR) with two cycles consisting of planning, action, observation, and reflection. A total of 10 students participated in this study. Data were collected through speaking tests, observations, and questionnaires. The pre-test results showed that the students' speaking skills were still low, with an average score of 41.5 and a mastery level of 10%. After implementing the Guess the Picture Game in Cycle I, the average score increased to 62 with a mastery level of 50%. In Cycle II, the score increased significantly to 86 with a mastery level of 100%. Improvements were seen in the students' use of vocabulary, pronunciation accuracy, fluency, and confidence in speaking. Students also responded positively to the learning activities, noting that the game made class more enjoyable and reduced their anxiety about speaking. These findings indicate that the integration of visual-based interactive games can effectively improve students' communicative abilities in a vocational setting. This study highlights the importance of student-centered and engaging strategies to meet the specific learning needs of vocational students.