English Communication Competence: Expectations and Challenges (A Case in Indonesia)

Dwi Poedjiastutie, Zetty Aqmi Amrin, Yongki Setiawan


English communication in Indonesian schools poses a lot of challenges. These are especially related to the factors involved in education as secondary school curriculum. Indonesia high school curriculums are usually constructed using top-down approach. This approach is suspected to contribute students’ communication development at later stage in university level. Communication courses at tertiary level are expected to equip students with more advanced communication level than at secondary school so the gradual development of students’ communication level can be attained. Several researches have been conducted to disclose those issues. However, a little attention is given to reveal the expectations and challenges from both students and teachers respectively. Due to that, this study is intended to examine factors inhibit the development of communication competence of the university students. An interpretive research paradigm was employed in this study. Speaking teachers at English Department (ED) were selected using convenient sampling. Expectation and challenges of developing communication level at DS University (DSU) are revealed from both students and teachers. Both cohorts expect the English Department Chairman to take serious steps to face upcoming globalization in which improving communication competence of ED graduates are urgent.


Needs Analysis, Interpretive Study, Communication Competence, Communication Challenges, High School Curriculums

Full Text:



Azra, A. (2002). Paradigma Baru Pendidikan Nasional: Rekonstruksi dan Demokratisasi (1st edition). Jakarta: Penerbit Buku Kompas.

Bjork, C. (2005). Indonesian Education: Teachers, Schools, and Central Bureaucracy. New York and London: Routledge.

Bryman, A. (2012). Social research methods (4th Ed.) Oxford University Press, New York.

Canale, M., and Swain, M. (1980). Theoretical bases of communicative approaches to second language teaching and testing. Applied Linguistics, 1, pp. 1-47.

Coleman, H. (2010). The English language in development. Retrieved from www.teachingenglish.org.uk/transform/book

Crystal, D. (2003). English as a global language (2nd ed.). Cambridge: Cambridge University Press.

Erlandson, D.A., Harris, E.L., Skipper, B.L., & Allen, S.D. (1993). Doing naturalistic inquiry: A guide to methods. Newbury Park, CA: Sage Publications.

Eslami-Rasekh, Z. & Valizadeh, K. (2004). Classroom activities viewed from different perspectives: Learners’ voice vs. teachers’ voice. TESL EJ, 8(3), 1-13.

Febriyanti, E. R. (2011). Teaching speaking of English as a foreign language: problems and solutions. Jurnal Bahasa, Sastra, Dan Pembelajarannya., 1(2), 133–146.

Fraenkel, J. R., Wallen, N.E., & Hyun, H.H. (2012). How to design and evaluate research in education (8th ed.). New York: Mc Graw-Hill.

Guba, E.G., & Lincoln, Y.S. (1989), Fourth generation evaluation. Newbury Park, California: Sage Publications.

Hamad, M. M. (2013). Factors negatively affecting speaking skills at Saudi colleges for girls in the south. English Language Teaching, 6(12), 87–97.

He, S. & Chen, A.J.Y, (2010). How to Improve Spoken English. [Online] Available at: https://sites.google.com/site/languagejournal/Home/how-to-improve-spoken-english

Holliday, A. (1994). The house of TESEP and the communicative approach: The special needs of state English language education. ELT Journal, 48(1), 3-11.

Hosni, S.A. (2014) Speaking Difficulties Encountered by Young EFL Learners. International Journal on Studies in English Language and Literature (IJSELL), 2(6), PP. 22-30.

Huda, N. (2000). Kedudukan dan fungsi bahasa asing (The position and function of foreign languages). In H. Alwi, & Sugono, D. (Ed.), Politik bahasa: risalah seminar politik bahasa (Language politics: procedings of the seminar on language politics). (pp. 59-78). Jakarta: Pusat Bahasa dan Departemen Pendidikan Nasional.

Iwai, T., Kondo, K., Lim, S. J. D., Ray, E. G., Shimizu, H., & Brown, J. D. (1999). Japanese language needs analysis. Available at: http://www.nflrc.hawaii.edu/Networks/NW13/NW13.pdf

Jenkins, J. (2003). World Englishes: A resource book for students. London and New York: Routledge English Language Introductions

Kayi, H. (2006). Teaching Speaking: Activities to Promote Speaking in a Second Language. The Internet TESL Journal, 12.11. EBSCOhost.

Lincoln, Y. & Guba, E. (1985). Naturalistic Inquiry. Beverly Hills, CA: Sage.

McCombs, B. L. & Whistler, J. S. (1997). The Learner-Centered Classroom and School. Strategies for Increasing Student Motivation and Achievement. San Francisco: Jossey Bass Publishers.

Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded source- book, (2nd ed.). Newbury Park, CA: Sage.

Munjayanah, A. (2004). The Implementation of Communicative Language. Jakarta: Bumi Aksara.

Poedjiastutie, D. and Oliver, R. (2017). Exploring Students’ Learning Needs: Expectation and Challenges. ELT Journal 10(10), 124-133. DOI: https://doi.org/10.5539/elt.v10n10p124

Poedjiastutie, D., Warnanda, K.N., Saputro, T.H., Hima, A.N. (2017). An Interpretive Study of the Communication Needs of English Department Students at University of Muhammadiyah Malang. JiNoP (Journal Innovasi Pembelajaran), 3(2), DOI: https://doi.org/10.22219/jinop.v3i2

Rabab’ah, G. (2015). Communication problems facing Arab learners of English. Journal of Language and Learning, 3(1), ISSN 1740-4983.

Senel, M. (2012). Oral communication anxiety and problems of Turkish EFL learners at Samsun 19 Mayis University, ELT Department. Frontiers of Language and Teaching, 3, 49–58.

Shteiwi, A.A. and Hamuda, M.A. (2016). Oral communication Problems Encountering English Major Students: Causes & Remedies. International Journal of Social Science and Humanities Research, 4(2), pp: (19-26). Available at: www.researchpublish.com

Tracer Study Team, ED. (2016). Borang Akreditasi: Tracer Study: English Department Universitas Muhammadiyah Malang.

Warsono, D.T.A and Mujiyanto, J. (2015). The Use of Bahasa Indonesia (L1) in the Intensive English (L2) Classroom. Prodi Pendidikan Bahasa Inggris, Program Pascasarjana, Universitas Negeri Semarang, Indonesia.

Zacharias, N. T. (2003). A survey of tertiary teachers` beliefs about English language teaching in Indonesia with regard to the role of English as a global language. Unpublished MA Thesis, Thailand University, August, 126.

Zuhdi, M. (2015). Pedagogical Practices in Indonesia. Transforming Teaching and Learning in Asia and the Pacific Case Studies from Seven Countries. UNESCO. Bangkok.

DOI: https://doi.org/10.7575/aiac.ijalel.v.7n.6p.184


  • There are currently no refbacks.

Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.

2012-2022 (CC-BY) Australian International Academic Centre PTY.LTD

International Journal of Applied Linguistics and English Literature

To make sure that you can receive messages from us, please add the journal emails into your e-mail 'safe list'. If you do not receive e-mail in your 'inbox', check your 'bulk mail' or 'junk mail' folders.