EXPLORING UNDERGRADUATE STUDENTS' PERCEPTIONS OF EFL SPEAKING CLASSES: INSIGHTS FROM SIX DIMENSIONS IN INDONESIAN HIGHER EDUCATION
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This study investigates the undergraduate perceptions over EFL speaking classes in six dimensions: general perceptions of speaking classes, anxiety, engagement and motivation, instructional strategies or methods, peer and teacher interactions, and assessment. This study employed a mixed-methods approach. The data were gathered from a 30-item Likert-scale survey questionnaire that was distributed to 40 undergraduate students of English Education Department, Faculty of teacher Training, Universitas pancasakti Tegal in the odd semester of the academic year 2024/2025. Using descriptive statistics and qualitative analysis, the findings indicate that students generally have positive views over the speaking classes attended, particularly valuing the instructional strategies like role plays and group discussions. However, anxiety stemming from fear of judgment and low self-confidence becomes a persistent challenge. In the dimension of engagement and motivation, the level was moderate as the activities linked to real-world situations and goal setting as a crucial part for maintaining interest. The study also highlights the importance of various instructional strategies to cope with varied learner needs, such as integrating technology-based tools like self-recorded videos and topic-specific vlogs. Moreover, peer and teacher interactions contributed a significant role to alleviate anxiety and to encourage communication, while the assessment approaches like peer and collaborative assessments were appreciated for self-reflecting and critical thinking. In general, this study emphasizes the needs of creative and innovative instructional strategies, a supportive and inclusive learning environment, and purposeful assessment to improve students’ speaking skills in EFL context of higher education. Future studies are recommended to evaluate the long-term effects of these strategies over various cultural settings.
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Rosdiana, I., & Taufiqulloh, T. (2025). EXPLORING UNDERGRADUATE STUDENTS’ PERCEPTIONS OF EFL SPEAKING CLASSES: INSIGHTS FROM SIX DIMENSIONS IN INDONESIAN HIGHER EDUCATION. English Review: Journal of English Education, 13(1), 17-28. https://doi.org/10.25134/erjee.v13i1.11248
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Referensi
Agnes, V. T., & Marlina, L. (2021). EFL students’ speaking motivation in speaking for informal interaction class at English department UNP. Journal of English Language Teaching, 10(1).
Alhaider, S. M. (2023). Teaching and learning the four English skills before and during the covid-19 era: perceptions of EFL faculty and students in Saudi Higher Education. Asian-Pacific Journal of Second and Foreign Language Education, 8(1). https://doi.org/10.1186/s40862-023-00193-6
Almira, D., Rachmawati, E., & Faridah, D. (2018). EFL male and female students’ perception on speaking anxiety in class-oral presentations. JALL (Journal of Applied Linguistics and Literacy), 2(2). https://doi.org/10.25157/jall.v2i2.2185
Alshalan, Dr. R. F. (2024). Assessing EFL speaking based on reconstructed CAF measures. International Journal of Research in Education Humanities and Commerce, 05(01). https://doi.org/10.37602/ijrehc.2024.5102
Amelia, M.-. (2021). Lecturer’ strategies in teaching speaking on online learning during pandemic covid-19. Journal of English Language Learning, 5(2). https://doi.org/10.31949/jell.v5i2.3366
Anggraeny, D., Said, I., & Febriani, R. B. (2020). The EFL students’ perception of their foreign language anxiety in speaking class. Jurnal Wahana Pendidikan, 7(1). https://doi.org/10.25157/wa.v7i1.3123
Ariani, S., & Tawali, T. (2021). Problems of online learning during covid-19 pandemic in speaking for professional context class. Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa & Seni Prodi Pendidikan Bahasa Inggris IKIP, 8(1). https://doi.org/10.33394/jo-elt.v8i1.3783
Basri, N., & Rahayu. (2022). English students’ motivation and their learning styles in speaking class at sawerigading University of Makassar. FOSTER: Journal of English Language Teaching, 3(1). https://doi.org/10.24256/foster-jelt.v3i1.53
Burhanuddin, B., Hudriati, A., & Juniansyah, D. (2023). EFL higher education students’ psychological factor in speaking classroom activities at Universitas Muslim Indonesia: A research report. ELT Worldwide: Journal of English Language Teaching, 10(1). https://doi.org/10.26858/eltww.v10i1.38370
Chen, C. Y., Chang, S. C., Hwang, G. J., & Zou, D. (2023). Facilitating EFL learners’ active behaviors in speaking: a progressive question prompt-based peer-tutoring approach with VR contexts. Interactive Learning Environments, 31(4). https://doi.org/10.1080/10494820.2021.1878232
Chou, M.-H. (2021). An integrated approach to developing and assessing EFL students’ speaking ability and strategy use. Language Education & Assessment, 4(1). https://doi.org/10.29140/lea.v4n1.428
Citra Prasiska Puspita Tohamba, Wa Ode Hesran, & Abdul Halim. (2022). Blended learning for speaking ability: students’ motivation in EFL classroom. JLE: Journal of Literate of English Education Study Program, 3(02). https://doi.org/10.47435/jle.v3i02.1329
Damayanti, M. E., & Listyani, L. (2020). An analysis of students’ speaking anxiety in academic speaking class. ELTR Journal, 4(2). https://doi.org/10.37147/eltr.v4i2.70
Dewi, D. S., & Wilany, E. (2023). The relationship between learner autonomy and motivation in EFL speaking class. ELP (Journal of English Language Pedagogy), 8(2). https://doi.org/10.36665/elp.v8i2.758
Dimastoro, N., & Anggani Linggar Bharati, D. (2022). The effectiveness of role-play and task-based-strategy to teach speaking to students with different learning styles. English Education Journal, 12(2). https://doi.org/10.15294/eej.v12i2.53314
Duong, L. T. T., & Trang, N. H. (2023). Freshman EFL learners’ anxiety in speaking classes and coping strategies. European Journal of Foreign Language Teaching, 7(3). https://doi.org/10.46827/ejfl.v7i3.5019
Fitria, T. N. (2023). English lecturers’ difficulties in teaching English for specific purposes (ESP) in various higher education in Indonesia. Journal of English Teaching and Learning Issues, 6(1). https://doi.org/10.21043/jetli.v6i1.19178
Grieve, R., Woodley, J., Hunt, S. E., & McKay, A. (2021). Student fears of oral presentations and public speaking in higher education: a qualitative survey. Journal of Further and Higher Education, 45(9). https://doi.org/10.1080/0309877X.2021.1948509
Gürbüz, C., & Cabaroğlu, N. (2021). EFL students’ perceptions of oral presentations: implications for motivation, language ability and speech anxiety. Journal of Language and Linguistic Studies, 17(1). https://doi.org/10.52462/jlls.41
Hidayah, L. F. N., Suwandi, S., Sumarwati, & Setiawan, B. (2021). Implementation of speaking competency assessment during the new normal in higher education. Proceedings of the International Conference on Language Politeness (ICLP 2020), 553. https://doi.org/10.2991/assehr.k.210514.017
Horverak, M. O., Langeland, G. M., Løvik, A., Askland, S., Scheffler, P., & Wach, A. (2022). Systematic work with speaking skills and motivation in second language classes. IAFOR Journal of Education, 10(1). https://doi.org/10.22492/ije.10.1.02
Indra Sudrajat. (2022). Teachers’ strategies and challenges in teaching speaking to young learners. JELA (Journal of English Language Teaching, Literature and Applied Linguistics), 4(1). https://doi.org/10.37742/jela.v4i1.71
Islah, N., Syam, A. F., & Nurhikmah, A. (2022). Factors hampering EFL higher education students’ speaking ability in the time of online learning. ELT Worldwide: Journal of English Language Teaching, 9(1).
Kayaoğlu, M. N., & Sağlamel, H. (2013). Students’ perceptions of language anxiety in speaking classes. Journal of History Culture and Art Research, 2(2). https://doi.org/10.7596/taksad.v2i2.245
Khodi, A., Khezerlou, H., & Sahraei, H. (2022). Dependability and utility of using e-portfolios in assessing EFL learners’ speaking proficiency. Computer Assisted Language Learning. https://doi.org/10.1080/09588221.2022.2093379
Koesoemah, N. H. (2019). Improving English spoken skills through self recorded video for higher education students. Jurnal Bahasa Inggris Terapan, 5(1). https://doi.org/10.35313/jbit.v5i1.1554
Kusumaningtyas, B. W. D., & Mukti, T. W. P. (2023). Students’ perception of social presence in the online EFL speaking class. Englisia: Journal of Language, Education, and Humanities, 10(2). https://doi.org/10.22373/ej.v10i2.15018
Li, D. (2015). Comparison between peer mediation and teacher mediation in dynamic EFL writing assessment: a case study. Chinese Journal of Applied Linguistics, 38(4). https://doi.org/10.1515/cjal-2015-0031
Luo, Z. (2024). A review of Krashen’s input theory. Journal of Education, Humanities and Social Sciences, 26. https://doi.org/10.54097/3fnf5786
Martina, F., Akbarjono, A., Friantary, H., & Sari, T. N. P. (2021). Investigating English students’ motivation in speaking class during new normal era. Journal of English Education and Teaching, 5(3). https://doi.org/10.33369/jeet.5.3.436-452
Munirah, M., Syahruddin, S., & Yusuf, A. B. (2023). The development of cultural integrated Indonesian speaking e-module for higher education students in Indonesia. Indonesian Journal of Applied Linguistics, 13(1). https://doi.org/10.17509/ijal.v13i1.58266
Nguyen, T. N. T., & Nguyen, H. B. (2020). Classroom participation in EFL speaking classes: students’ perceptions. International Journal of Innovative Research and Development, 9(4). https://doi.org/10.24940/ijird/2020/v9/i4/apr20004
Nithideechaiwarachok, B., Maneekanon, O., & Bubphada, T. (2022). Exploring English language proficiency, English language problems, and English needs among first year undergraduate students. International Journal of Learning, Teaching and Educational Research, 21(12). https://doi.org/10.26803/ijlter.21.12.15
Nurkhofifah, M. H., Juliani, A., Manik, U., & Juniardi, Y. (2023). Assessing the speaking skill: a study in the third level education. Journal of English Language Teaching and Cultural Studies, 6(2). https://doi.org/10.48181/jelts.v6i2.19922
Nurlaela, N., & Mangendre, Y. (2023). A descriptive study on students’ speaking ability in “daily conversation” context at higher education. JURNAL PENDIDIKAN GLASSER, 7(1). https://doi.org/10.32529/glasser.v7i1.2402
Prasodjo, P. (2023). Improving speaking ability in English through topic-based-vlog (TBV). Journal of English Teaching, Applied Linguistics and Literatures (JETALL), 6(1). https://doi.org/10.20527/jetall.v6i1.14433
Pratama, R. (2018). A students’ strategies to overcome speaking anxiety in public speaking class. English Education Journal EEJ.
Qarani, Z. S. (2023). Assessing EFL students speaking in the classroom from Kurdish Instructors’ perspectives. Cihan University-Erbil Journal of Humanities and Social Sciences, 7(1). https://doi.org/10.24086/cuejhss.v7n1y2023.pp132-135
Rosita Sari, D., & Arifin, S. (2020). Problem based learning: new strategy to teach descriptive text in speaking. Lingual: Journal of Language and Culture, 9(1).
Rozi, I. (2022). The correlation between motivation and students’ speaking skills at international class program (ICP) of IAIN Salatiga. Annual International COnference on Islamic Education for Students, 1(1). https://doi.org/10.18326/aicoies.v1i1.300
Sa’adah, L. (2019). Oral corrective feedback: exploring the relationship between teacher’s strategy and student’s willingness to communicate. JSSH (Jurnal Sains Sosial Dan Humaniora), 2(2). https://doi.org/10.30595/jssh.v2i2.2953
Safari, M., & Koosha, M. (2016). Instructional efficacy of portfolio for assessing Iranian EFL learners’ speaking sbility. English Language Teaching, 9(3). https://doi.org/10.5539/elt.v9n3p102
Saharani, A. (2023). Students’ speaking anxiety in speaking performance class. Journal of Language Education), 07(01).
Shofwani, S. A., Faridi, A., & Anggani Linggar Bharati, D. (2019). The effectiveness of affective and social strategies to teach speaking for students with high and low self confidence. English Education Journal, 9(2). https://doi.org/10.15294/eej.v9i2.29934
Sukirlan, M., Mahpul, Setiyadi, A. B., Hariri, H., & Sinaga, T. (2023). Use of second language communication strategies to teach autonomy in speaking: a study of Indonesian EFL learners’ use of second language communication strategies. Theory and Practice in Language Studies, 13(8). https://doi.org/10.17507/tpls.1308.29
Taly, B. C., & Paramasivam, S. (2020). Speaking anxiety among postgraduate international students in the academic context of a University in Malaysia. International Journal of Linguistics, 12(1). https://doi.org/10.5296/ijl.v12i1.16053
Tâm, N. T. (2022). College students’ willingness to communicate and its influential factors in speaking classes. European Journal of Foreign Language Teaching, 6(3). https://doi.org/10.46827/ejfl.v6i3.4433
Taufiqulloh, Fadhly, F. Z., & Rosdiana, I. (2024). Effects of collaborative assessment on undergraduate students’ writing performance. Studies in English Language and Education, 11(3), 1574–1595. https://doi.org/10.24815/siele.v11i3.37704
Tuyen, L. Van, & Phuong, N. T. (2022). Secondary school students’ perceptions of the use of task-based speaking activities in EFL classes. International Journal of English Literature and Social Sciences, 7(2). https://doi.org/10.22161/ijels.72.16
Widodo, U., & Mugiyo, M. (2021). The effectiveness of jigsaw learning strategy to teach speaking. international journal of language teaching and education, 5(2). https://doi.org/10.22437/ijolte.v5i2.15849
Yoskapela, Susanty, Bahing, & Ristati. (2022). A study on speaking anxiety of English education study program students at the University of Palangka Raya. EBONY: Journal of English Language Teaching, Linguistics, and Literature, 2(1). https://doi.org/10.37304/ebony.v2i1.4065
Alhaider, S. M. (2023). Teaching and learning the four English skills before and during the covid-19 era: perceptions of EFL faculty and students in Saudi Higher Education. Asian-Pacific Journal of Second and Foreign Language Education, 8(1). https://doi.org/10.1186/s40862-023-00193-6
Almira, D., Rachmawati, E., & Faridah, D. (2018). EFL male and female students’ perception on speaking anxiety in class-oral presentations. JALL (Journal of Applied Linguistics and Literacy), 2(2). https://doi.org/10.25157/jall.v2i2.2185
Alshalan, Dr. R. F. (2024). Assessing EFL speaking based on reconstructed CAF measures. International Journal of Research in Education Humanities and Commerce, 05(01). https://doi.org/10.37602/ijrehc.2024.5102
Amelia, M.-. (2021). Lecturer’ strategies in teaching speaking on online learning during pandemic covid-19. Journal of English Language Learning, 5(2). https://doi.org/10.31949/jell.v5i2.3366
Anggraeny, D., Said, I., & Febriani, R. B. (2020). The EFL students’ perception of their foreign language anxiety in speaking class. Jurnal Wahana Pendidikan, 7(1). https://doi.org/10.25157/wa.v7i1.3123
Ariani, S., & Tawali, T. (2021). Problems of online learning during covid-19 pandemic in speaking for professional context class. Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa & Seni Prodi Pendidikan Bahasa Inggris IKIP, 8(1). https://doi.org/10.33394/jo-elt.v8i1.3783
Basri, N., & Rahayu. (2022). English students’ motivation and their learning styles in speaking class at sawerigading University of Makassar. FOSTER: Journal of English Language Teaching, 3(1). https://doi.org/10.24256/foster-jelt.v3i1.53
Burhanuddin, B., Hudriati, A., & Juniansyah, D. (2023). EFL higher education students’ psychological factor in speaking classroom activities at Universitas Muslim Indonesia: A research report. ELT Worldwide: Journal of English Language Teaching, 10(1). https://doi.org/10.26858/eltww.v10i1.38370
Chen, C. Y., Chang, S. C., Hwang, G. J., & Zou, D. (2023). Facilitating EFL learners’ active behaviors in speaking: a progressive question prompt-based peer-tutoring approach with VR contexts. Interactive Learning Environments, 31(4). https://doi.org/10.1080/10494820.2021.1878232
Chou, M.-H. (2021). An integrated approach to developing and assessing EFL students’ speaking ability and strategy use. Language Education & Assessment, 4(1). https://doi.org/10.29140/lea.v4n1.428
Citra Prasiska Puspita Tohamba, Wa Ode Hesran, & Abdul Halim. (2022). Blended learning for speaking ability: students’ motivation in EFL classroom. JLE: Journal of Literate of English Education Study Program, 3(02). https://doi.org/10.47435/jle.v3i02.1329
Damayanti, M. E., & Listyani, L. (2020). An analysis of students’ speaking anxiety in academic speaking class. ELTR Journal, 4(2). https://doi.org/10.37147/eltr.v4i2.70
Dewi, D. S., & Wilany, E. (2023). The relationship between learner autonomy and motivation in EFL speaking class. ELP (Journal of English Language Pedagogy), 8(2). https://doi.org/10.36665/elp.v8i2.758
Dimastoro, N., & Anggani Linggar Bharati, D. (2022). The effectiveness of role-play and task-based-strategy to teach speaking to students with different learning styles. English Education Journal, 12(2). https://doi.org/10.15294/eej.v12i2.53314
Duong, L. T. T., & Trang, N. H. (2023). Freshman EFL learners’ anxiety in speaking classes and coping strategies. European Journal of Foreign Language Teaching, 7(3). https://doi.org/10.46827/ejfl.v7i3.5019
Fitria, T. N. (2023). English lecturers’ difficulties in teaching English for specific purposes (ESP) in various higher education in Indonesia. Journal of English Teaching and Learning Issues, 6(1). https://doi.org/10.21043/jetli.v6i1.19178
Grieve, R., Woodley, J., Hunt, S. E., & McKay, A. (2021). Student fears of oral presentations and public speaking in higher education: a qualitative survey. Journal of Further and Higher Education, 45(9). https://doi.org/10.1080/0309877X.2021.1948509
Gürbüz, C., & Cabaroğlu, N. (2021). EFL students’ perceptions of oral presentations: implications for motivation, language ability and speech anxiety. Journal of Language and Linguistic Studies, 17(1). https://doi.org/10.52462/jlls.41
Hidayah, L. F. N., Suwandi, S., Sumarwati, & Setiawan, B. (2021). Implementation of speaking competency assessment during the new normal in higher education. Proceedings of the International Conference on Language Politeness (ICLP 2020), 553. https://doi.org/10.2991/assehr.k.210514.017
Horverak, M. O., Langeland, G. M., Løvik, A., Askland, S., Scheffler, P., & Wach, A. (2022). Systematic work with speaking skills and motivation in second language classes. IAFOR Journal of Education, 10(1). https://doi.org/10.22492/ije.10.1.02
Indra Sudrajat. (2022). Teachers’ strategies and challenges in teaching speaking to young learners. JELA (Journal of English Language Teaching, Literature and Applied Linguistics), 4(1). https://doi.org/10.37742/jela.v4i1.71
Islah, N., Syam, A. F., & Nurhikmah, A. (2022). Factors hampering EFL higher education students’ speaking ability in the time of online learning. ELT Worldwide: Journal of English Language Teaching, 9(1).
Kayaoğlu, M. N., & Sağlamel, H. (2013). Students’ perceptions of language anxiety in speaking classes. Journal of History Culture and Art Research, 2(2). https://doi.org/10.7596/taksad.v2i2.245
Khodi, A., Khezerlou, H., & Sahraei, H. (2022). Dependability and utility of using e-portfolios in assessing EFL learners’ speaking proficiency. Computer Assisted Language Learning. https://doi.org/10.1080/09588221.2022.2093379
Koesoemah, N. H. (2019). Improving English spoken skills through self recorded video for higher education students. Jurnal Bahasa Inggris Terapan, 5(1). https://doi.org/10.35313/jbit.v5i1.1554
Kusumaningtyas, B. W. D., & Mukti, T. W. P. (2023). Students’ perception of social presence in the online EFL speaking class. Englisia: Journal of Language, Education, and Humanities, 10(2). https://doi.org/10.22373/ej.v10i2.15018
Li, D. (2015). Comparison between peer mediation and teacher mediation in dynamic EFL writing assessment: a case study. Chinese Journal of Applied Linguistics, 38(4). https://doi.org/10.1515/cjal-2015-0031
Luo, Z. (2024). A review of Krashen’s input theory. Journal of Education, Humanities and Social Sciences, 26. https://doi.org/10.54097/3fnf5786
Martina, F., Akbarjono, A., Friantary, H., & Sari, T. N. P. (2021). Investigating English students’ motivation in speaking class during new normal era. Journal of English Education and Teaching, 5(3). https://doi.org/10.33369/jeet.5.3.436-452
Munirah, M., Syahruddin, S., & Yusuf, A. B. (2023). The development of cultural integrated Indonesian speaking e-module for higher education students in Indonesia. Indonesian Journal of Applied Linguistics, 13(1). https://doi.org/10.17509/ijal.v13i1.58266
Nguyen, T. N. T., & Nguyen, H. B. (2020). Classroom participation in EFL speaking classes: students’ perceptions. International Journal of Innovative Research and Development, 9(4). https://doi.org/10.24940/ijird/2020/v9/i4/apr20004
Nithideechaiwarachok, B., Maneekanon, O., & Bubphada, T. (2022). Exploring English language proficiency, English language problems, and English needs among first year undergraduate students. International Journal of Learning, Teaching and Educational Research, 21(12). https://doi.org/10.26803/ijlter.21.12.15
Nurkhofifah, M. H., Juliani, A., Manik, U., & Juniardi, Y. (2023). Assessing the speaking skill: a study in the third level education. Journal of English Language Teaching and Cultural Studies, 6(2). https://doi.org/10.48181/jelts.v6i2.19922
Nurlaela, N., & Mangendre, Y. (2023). A descriptive study on students’ speaking ability in “daily conversation” context at higher education. JURNAL PENDIDIKAN GLASSER, 7(1). https://doi.org/10.32529/glasser.v7i1.2402
Prasodjo, P. (2023). Improving speaking ability in English through topic-based-vlog (TBV). Journal of English Teaching, Applied Linguistics and Literatures (JETALL), 6(1). https://doi.org/10.20527/jetall.v6i1.14433
Pratama, R. (2018). A students’ strategies to overcome speaking anxiety in public speaking class. English Education Journal EEJ.
Qarani, Z. S. (2023). Assessing EFL students speaking in the classroom from Kurdish Instructors’ perspectives. Cihan University-Erbil Journal of Humanities and Social Sciences, 7(1). https://doi.org/10.24086/cuejhss.v7n1y2023.pp132-135
Rosita Sari, D., & Arifin, S. (2020). Problem based learning: new strategy to teach descriptive text in speaking. Lingual: Journal of Language and Culture, 9(1).
Rozi, I. (2022). The correlation between motivation and students’ speaking skills at international class program (ICP) of IAIN Salatiga. Annual International COnference on Islamic Education for Students, 1(1). https://doi.org/10.18326/aicoies.v1i1.300
Sa’adah, L. (2019). Oral corrective feedback: exploring the relationship between teacher’s strategy and student’s willingness to communicate. JSSH (Jurnal Sains Sosial Dan Humaniora), 2(2). https://doi.org/10.30595/jssh.v2i2.2953
Safari, M., & Koosha, M. (2016). Instructional efficacy of portfolio for assessing Iranian EFL learners’ speaking sbility. English Language Teaching, 9(3). https://doi.org/10.5539/elt.v9n3p102
Saharani, A. (2023). Students’ speaking anxiety in speaking performance class. Journal of Language Education), 07(01).
Shofwani, S. A., Faridi, A., & Anggani Linggar Bharati, D. (2019). The effectiveness of affective and social strategies to teach speaking for students with high and low self confidence. English Education Journal, 9(2). https://doi.org/10.15294/eej.v9i2.29934
Sukirlan, M., Mahpul, Setiyadi, A. B., Hariri, H., & Sinaga, T. (2023). Use of second language communication strategies to teach autonomy in speaking: a study of Indonesian EFL learners’ use of second language communication strategies. Theory and Practice in Language Studies, 13(8). https://doi.org/10.17507/tpls.1308.29
Taly, B. C., & Paramasivam, S. (2020). Speaking anxiety among postgraduate international students in the academic context of a University in Malaysia. International Journal of Linguistics, 12(1). https://doi.org/10.5296/ijl.v12i1.16053
Tâm, N. T. (2022). College students’ willingness to communicate and its influential factors in speaking classes. European Journal of Foreign Language Teaching, 6(3). https://doi.org/10.46827/ejfl.v6i3.4433
Taufiqulloh, Fadhly, F. Z., & Rosdiana, I. (2024). Effects of collaborative assessment on undergraduate students’ writing performance. Studies in English Language and Education, 11(3), 1574–1595. https://doi.org/10.24815/siele.v11i3.37704
Tuyen, L. Van, & Phuong, N. T. (2022). Secondary school students’ perceptions of the use of task-based speaking activities in EFL classes. International Journal of English Literature and Social Sciences, 7(2). https://doi.org/10.22161/ijels.72.16
Widodo, U., & Mugiyo, M. (2021). The effectiveness of jigsaw learning strategy to teach speaking. international journal of language teaching and education, 5(2). https://doi.org/10.22437/ijolte.v5i2.15849
Yoskapela, Susanty, Bahing, & Ristati. (2022). A study on speaking anxiety of English education study program students at the University of Palangka Raya. EBONY: Journal of English Language Teaching, Linguistics, and Literature, 2(1). https://doi.org/10.37304/ebony.v2i1.4065