A Qualitative Review of The Endeavors to Enhance English Speaking Proficiency Among Students of Fine Arts Department, FSR, ISI Yogyakarta Using The Material Approach Method

Abstract

The global prominence of English as an international language has motivated individuals to exert considerable effort in their pursuit of linguistic proficiency. The acquisition of English language proficiency encompasses four fundamental skills: listening, speaking, reading, and writing. Many students exhibit reduced motivation in oral communication due to concerns with word production, anxiety about making pronunciation and grammatical errors, and uncertainty regarding the right usage of English language structures. Various approaches have been employed to address this issue, typically involving the active participation of both students and the facilitator or lecturer. English is offered as a subject to students pursuing various degrees, encompassing all disciplines at the Yogyakarta Indonesian Art Institute. Lecturers are anticipated to assume the role of facilitators and educators, guiding students towards enhanced preparedness for their future endeavors. Upon examining the present circumstances, it becomes evident that a considerable number of students in Indonesia exhibit a lack of readiness to embrace English as a secondary language. This is supported by their lack of readiness in executing the instructional and educational procedures in the classroom, resulting in the outcomes generated each semester in English courses, particularly in terms of speaking proficiency or, more precisely, oral communication skills. In such circumstances, the author will endeavor to investigate appropriate strategies for enhancing students' oral communication skills, with a particular focus on refining instructional approaches that facilitate effective teaching and learning practices. These efforts are expected to provide positive outcomes in terms of the desired speaking proficiencies.