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FACILITATING EFL SPEAKING SKILLS THROUGH AN 
ENGLISH CLUB: EVIDENCE FROM THE TBI MILLENNIAL 

ENGLISH CLUB 
 

Rina Ritsna Gisma1, Sahril Nur 2, & Sultan Baa 3* 
Universitas Negeri Makassar, Makassar, Indonesia 

 
sultan7304@unm.ac.id  

 

ABSTRACT 

This study investigates the role of the TBI Millennial English Club in supporting students’ 
speaking skill development through nonformal English learning activities. Although 
speaking skills are essential for effective communication, many EFL learners have limited 
opportunities for authentic oral practice in formal classroom settings. This research aims to 
explore how structured English club activities facilitate students’ speaking performance, 
engagement, and confidence. Using a qualitative descriptive design, data were collected 
through direct observations of weekly club meetings and analysis of supporting 
documentation. The observations focused on student participation, types of speaking 
activities, facilitator–learner interactions, and the affective environment created during the 
sessions. The findings reveal three major contributions of the English club: (1) it provides 
consistent opportunities for authentic and meaningful speaking practice through activities 
such as role-plays, storytelling, discussions, and impromptu speaking; (2) facilitators play a 
crucial role in scaffolding learning by offering guidance, modeling target language use, and 
giving immediate, constructive feedback; and (3) the club fosters a supportive and 
motivating environment that reduces speaking anxiety and increases students’ confidence 
and willingness to communicate. Overall, the study concludes that the TBI Millennial English 
Club serves as an effective supplementary learning space that enhances students’ speaking 
skills and communicative competence. The implications highlight the importance of 
integrating nonformal speaking programs into EFL settings and providing facilitator training 
to maximise learning outcomes.  

Keywords: EFL Learners, English Club, Qualitative Observation, Speaking Skills. Student 
Engagement 

INTRODUCTION 

In today’s global and digital era, the ability to communicate in English is an important 
skill for people who want to take part in international activities. As an international language, 
English helps people from different cultures and languages communicate and share ideas in 
areas such as science, technology, education, business, and international relations (Roshid & 
Kankaanranta, 2025; Victoria et al., 2025). Rose et al., 2021 state that English is the most 

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widely used language in the world, which shows its important role in global communication. 
In Indonesia, English is taught from elementary school to university, not only as a subject but 
also as an important life skill that supports academic success and future career opportunities 
(Gayatri et al., 2023; Puspitasari, 2025). 

For many students, English is an important subject because it is taught at almost all 
levels of education. Even so, not a few still have difficulty understanding it. Learning a new 
language is not easy; the process can be tiring and stressful because students often make 
mistakes when trying to use it. For countries that do not use English as their primary 
language, speaking skills are one of the biggest challenges. This situation often results in 
students' speaking skills not being optimal (Holandyah et al., 2022; Kusuma, n.d.; Qasemi, 
2020). Learning to speak a foreign language is an interesting challenge as well as a great 
opportunity to improve communication skills. Susanti et al., (2022) state that many children 
still have difficulty arranging sentences correctly or accurately. In addition, children often 
tell stories using simple sentences because they have not fully been able to form sentences 
that follow standard grammatical rules.  

The success in higher education and global communication depends greatly on English 
speaking skills (Adem & Berkessa, 2022). However, although students often learn English in 
the classroom, many Indonesian students still find it difficult to speak English confidently in 
daily life. These problems are caused by several internal and external factors, such as limited 
opportunities to practice and psychological issues like anxiety and low self-confidence 
(Angraeni, 2024; Kashinathan & Abdul Aziz, 2021). 

Speaking is often seen as the most difficult of the four language skills: listening, 
speaking, reading, and writing. It includes several important aspects such as pronunciation, 
intonation, grammar, and vocabulary, which together form communicative competence 
needed for good speaking (Nurwahyuni, 2020). In daily communication, speaking is also the 
clearest sign of someone’s language ability. Many students feel shy or nervous when they 
have to speak directly, even though they are good at written tests or grammar exercises. This 
difference between what students know and how they use it shows the need to study the 
factors that make them difficult to speak clearly and effectively. These problems often cause 
serious challenges for EFL learners and slow down their overall language development. In 
addition, although students have learned English for many years at school and university, 
many of them still find it hard to speak English fluently and confidently. This may be because 
English ability is required for some job opportunities in Indonesia (Wahyuningsih & 
Maisyanah, 2021). 

One way for students to solve these problems and improve their speaking skills is by 
participating in an English-speaking club because the club provides a place and facilities for 
students to communicate and interact with others. In addition, the speaking club serves as a 
supportive environment that helps students enhance their English skills comprehensively, 
especially in speaking (Riyadini, 2022). The main goal is to help students develop speaking 
abilities, confidence, and the willingness to speak more frequently. 

Activities in English clubs encourage students to actively use English in conversations, 
which helps increase their speaking confidence (Rachmania et al., 2022). In addition, 
Maming et al., 2024 found that students felt their speaking skills improved after joining an 

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English club because the supportive environment and their friends motivated them to keep 
learning and practicing. 

There have been several previous studies discussing the role of English club, including 
(Ekawati & Sarie, n.d.; Hijrah & Umar, 2021; Mattarima et al., 2022; Syahfutra et al., 2025). 
These four studies focused on English clubs as the main research subject and used a 
quantitative approach. These studies have not yet thoroughly revealed the actual process of 
interaction, the dynamics of activities, and the behavior of participants during the 
implementation of English clubs through direct observation in the field.  

Therefore, the novelty of this study lies in the use of a qualitative approach with 
observation methods, which specifically observes how the activities conducted in the English 
club that can develop or improve students speaking skills to determine whether the English 
club is an effective environment for students to develop their speaking skills, how members 
and facilitators interact, the strategies used in practice, and the spontaneous responses of 
participants during activities. This research not only assesses results or perceptions but also 
reveals the actual learning process, thereby providing a more comprehensive and contextual 
picture of the role of English clubs in the development of English language skills. To fill this 
gap, the researcher interested in conducting research on “The role of TBI Millennial English 
Club in facilitating students' speaking skills.” The research question of this study is “How 
does the TBI Millennial English Club facilitate students’ speaking skills?” 

METHODS 

This study employed a qualitative descriptive research design to obtain a 
comprehensive understanding of how the TIME Club program facilitates the development of 
students’ speaking skills and how the activities conducted in the club are interpreted by both 
students and lecturers. A qualitative approach was deemed most suitable because it allows 
researchers to explore meaning within natural settings and examine participants’ 
experiences in depth. As Creswell (2014) explains, qualitative research is an approach for 
exploring and understanding the meanings that individuals or groups assign to a social or 
human problem. In line with this perspective, the present study sought to capture the 
authentic interactions, behaviors, and perceptions that emerged within the TIME Club 
environment. 

The research was conducted at the TIME Club at Institut Agama Islam Negeri Bone and 
involved students from the TBI 1 Class of the 2024 cohort who regularly participated in the 
program, as well as one English lecturer who also served as a club facilitator. Participants 
were selected using purposive sampling to ensure that information-rich cases were included 
and to allow the researcher to obtain in-depth data relevant to the study’s focus. The criteria 
for inclusion required that students had attended at least 12 meetings and perceived 
themselves as having experienced benefits from participating in the club. The lecturer 
selected for the study had at least five years of teaching experience and played an active role 
as a facilitator in the program. 

Data were collected through non-participant observation using an observation 
checklist adapted and modified from Gafur (2012), complemented by field notes. The 
observations were conducted to capture the authentic teaching and learning processes that 

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occurred during TIME Club sessions. Particular attention was given to how the facilitator 
organized the learning stages, provided scaffolding, and supported students during 
activities, as well as how students interacted with peers and the lecturer. The observations 
also documented the ways students used English in authentic situations to practice and 
develop their speaking skills. Before conducting observations, the researcher first carried 
out interviews with selected students and the lecturer to confirm that they met the sampling 
criteria. These interviews also helped establish baseline insights that were later compared 
against the naturally occurring behaviors documented during observation sessions. 

The data analysis followed the interactive model proposed by Miles et al. (2014), which 
consists of three interconnected phases: data condensation, data display, and conclusion 
drawing or verification. During data condensation, the researcher reviewed all observation 
notes and relevant documents, selecting and simplifying information to focus on key aspects 
such as student participation, facilitator support, interaction patterns, and the overall 
conduct of speaking activities. The reduced data were then organized into coherent displays, 
including descriptive summaries and analytic matrices, to reveal relationships and recurring 
patterns. In the final phase, conclusions were drawn and verified by comparing findings 
across different data sources, cross-checking emerging interpretations, and ensuring that 
the conclusions reflected the actual conditions observed in the field. This analytic process 
ensured that the findings were grounded in empirical evidence and aligned with the goals of 
the study. 

To enhance the rigor and trustworthiness of the study, several strategies were 
employed, including prolonged engagement during multiple weeks of observation, 
methodological triangulation through the use of both observational and documentary data, 
peer debriefing among the research team, and the use of thick, descriptive accounts to 
convey the learning context. These strategies supported the credibility, dependability, and 
confirmability of the findings. In addition, ethical considerations were carefully observed. 
Students and facilitators were informed about the purpose of the study, and participation 
was voluntary. No personal identities were recorded, and all data were treated confidentially 
and used solely for academic purposes. 

RESULTS 

In facilitating students' speaking skills, TBI Millennial English Club has several 
activities. Based on observation, the activities carried out in the TIME Club begin with an 
opening by the facilitator, in this case, the lecturer. The lecturer opens the class by saying 
hello and explaining that the material to be presented is speaking. Before getting into the 
main material, the lecturer explains that they will first engage in chit-chat, the purpose of 
which is to train students' critical thinking. The lecturer presents the theme to be discussed, 
which is K-pop and Mobile Legends, or anything else that students know about current hot 
topics. This activity begins with the lecturer sharing some of their experiences related to the 
theme, followed by students who are given the opportunity to also share some of their 
experiences. 

After the chit-chat activity, the lecturer delivered the core material to be studied, 
namely “Telling Routine.” The lecturer delivered the material to be studied and then sent it 

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through the class group that had been created earlier. After that, the lecturer explained what 
was in the material before the students practiced it.  

After explaining the material, the lecturer then introduced the speaking activity to be 
carried out, namely “Interviews.” Students had to interview their friends and ask them about 
their daily activities. After interviewing each other and obtaining answers, the students then 
presented and recounted what they had learned from the interviews. 

 After the main activity was completed, the lecturer provided some feedback and 
explained that the speaking activity they had done was to practice the students' speaking 
skills, critical thinking, and confidence. After providing some comments, the lecturer then 
closed the meeting with a greeting. 

Speaking sessions are regularly provided, and all students are given speaking 

opportunities 

The main activity in the TIME class is a speaking session provided by the lecturer, 
including speeches, debates, storytelling, or discussion, and all students are given the 
opportunity to speak and express their opinions. The aim is to familiarize students with 
speaking English directly and expressing their opinions directly without having to prepare 
a script in advance. Furthermore, the aim is also for students to improve their critical 
thinking so that they can explore their opinions directly. 

Table 1. Observation checklist result     

Aspects Indicators Yes No Notes 

Main activity Speaking sessions are regularly provided 
(e.g., speeches, debates, storytelling, 
discussions) and all students are given 
speaking opportunities.  

√   

Based on the observation result, before proceeding to the main activity in the speaking 
material, the lecturer conducted a more relaxed speaking activity called “chit-chat.” Chit-chat 
is a more relaxed speaking activity with different themes for each meeting. In the 
observation results, the lecturer gave students themes related to K-pop or Mobile Legends, 
or anything that students knew about current news or viral topics. The chit-chat activity 
began with the lecturer sharing their experiences, after which the students were given the 
opportunity to share their experiences or opinions as well. 

Extract 1 

Lecturer: “Let’s talk about K-Pop or Mobile Legend for the boy” 
Students: “Yes...” 
Lecturer: “Ya, you may. You can say what you know about the current or viral news. 

          (Observation) 

In this activity, it was observed that the chit-chat or speaking activity involved sharing 
experiences about K-pop or Mobile Legends, which was initiated by the lecturer, who shared 
his own experiences with K-pop and Mobile Legends. After sharing their experiences, the 

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lecturer asked all students if anyone else wanted to share their experiences as well. 
Therefore, it can be concluded that the speaking activity conducted was a “sharing session”, 
and all students were given the opportunity to speak, express their opinions, or share their 
experiences. 

The Facilitator gives material for the language program activity and constructive 
feedback 

In this phase, the lecturer gives materials to students through group that have been 
created beforehand. The materials discuss daily routines that students will use to explain 
their daily routines, what they do, and ask their friends about theirs as well.     

Table 2. Observation checklist result     

Aspects Indicators Yes No Notes 

Main activity Facilitator gives material for the language 
program activity and constructive feedback. √ 

  

Based on observation, after doing the chit-chat with students, the lecturer announced 
the next activity, which was speaking practice. The speaking practice involved talking about 
daily routines, and the lecturer shared the prepared material with the class WhatsApp group 
that had been created beforehand. 

Extract 2 

Lecturer: “That’s some material or information about how to tell routine in English. 
So, actually the main points or the key elements of telling routine in English is the use 
of simple?” 
Students: “Simple present tense” 

          (Observation) 

The observation shows the lecturer asks students to do speaking practice and has 
distributed materials to students through a group they created earlier. The lecturer explains 
that the materials contain information on how to describe daily routines in English. Before 
doing the practice, the lecturer provides some explanations about the materials, saying that 
the key element in describing routines is the use of the simple present tense and adverbs of 
frequency. 

In conclusion, the facilities provided by the lecturer in the TIME class program include 
several materials that will be used for speaking practice, in this case, materials about telling 
routines. What’s more, before practicing, lecturers first explain the steps to be taken and also 
explain the content and essence of the materials that have been distributed. 

Used of varied speaking activities  

At this stage, the lecturer explains the rules that students must follow, which are to 
provide books and then interview their friends. The questions to be asked have also been 

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sent by the lecturer. All that remains is for the students to make a table and then conduct the 
interviews. 

Table 3. Observation checklist result     

Aspects Indicators Yes No Notes 

Main activity Used of varied speaking activity √   

Based on observation, after the lecturer distributed the material to the students and 
explained it, the lecturer then informed the students of the rules they must follow. The 
lecturer said that the students must conduct interviews. 

Extract 3 

Lecturer: “Open your book, blank page and make a table like this. So, we will practice, 
we will interview. I’ve sent list of questions on group. Do you see the question? 
Students: “Yes” 
Lecturer: “So, what you have to do next is interviewing. So, find do you want interview 
is, inside this class, your friend, whatever up to you” 

          (Observation) 

Before conducting the interview, the lecturer instructed the students to take their 
books and draw tables based on the material that had been provided previously. The 
material also contained questions that the students would ask their friends. Students could 
choose anyone they wanted to interview, as long as the friends they chose were still in the 
class. 

It can be concluded that the speaking activity carried out was an interview, because 
after explaining the material and giving instructions on what to do, the lecturer instructed 
the students to interview their classmates. 

Number of students actively participating in the program 

During the chit-chat session between the lecturer and students, it was evident that all 
students were given the opportunity to express their opinions or share their experiences on 
the given topics, namely K-Pop, Mobile Legends, and anything they knew about current news 
or viral topics. 

Table 4. Observation checklist result     

Aspects Indicators Yes No Notes 

Main activity Used of varied speaking activity √   

Based on observation, all students were given the opportunity to speak, and several 
students actively participated in the speaking activity. The students who spoke shared 
different experiences. Some discussed K-Pop, specifically their favorite Korean boy band, 

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while others talked about their favorite dramas and movies. There were also those who 
talked about Mobile Legends, their favorite game. 

Extract 4 

Lecturer: “Anybody wants to speak? (one of student raises his hands) Ya, I want hear 
from you. You like watching Korean drama, right?” 
Students: “Yes” 
Lecturer: “So tell me whatever about that” 

          (Observation) 

Based on the result of observation, it can be seen that several students actively 
participated in talking about what they knew about the given theme or anything about their 
experiences. Some students actively spoke in English and were more fluent in speaking. The 
lecturer also said that the purpose of this chit-chat activity was to make students more fluent 
and confident in expressing their opinions, as well as to improve their critical thinking skills. 
The lecturer also said that he did not care about grammar or pronunciation mistakes, as long 
as students were able and willing to speak and express their opinions or simply share their 
experiences using English. 

It can be concluded that lecturers provide opportunities for all students to speak 
English and express their opinions or simply share some of their experiences, and some 
students actively participate in speaking during these activities. 

The Facilitator provides opportunities for critical thinking 

After the speaking activity was completed, the lecturer conveyed several messages to 
the students. The speaking activity was conducted to train students' critical thinking, 
confidence, and of course, to practice speaking English more fluently. 

Table 5. Observation checklist result     

Aspects Indicators Yes No Notes 

Closing Facilitator provides opportunities for 
critical thinking 

√   

At the closing stage, the lecturer explained that the purpose of the chit-chat was to 
practice the students' speaking skills. In addition, this activity also aimed to train students' 
critical thinking, as practice and critical thinking are excellent ways to develop speaking 
skills. Furthermore, confidence when speaking is also a very important part, which is why 
this activity was carried out. 

Extract 5 

Lecturer: “Okey so that’s a chit-chat part” 
Students: “Yes” 
Lecturer: “That is to try your critical thinking, your confidence. So insyaaAllah for the 
following meetings we also will doing chit-chat but I will not inform the topic so we 

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will choose the topic at the place. That’s just to train your confidence, your critical 
thinking and your practice” 

          (Observation) 

The observation shows that after conducting a speaking activity, namely “chit-chat,” 
the lecturer explained that the purpose of the activity was to train students' critical thinking 
skills, namely, how students can think critically spontaneously without prior training or 
concepts. Additionally, the goal was also to build students' confidence or improve their 
confidence in speaking English. Therefore, the lecturer said that before getting into the main 
lesson, they would first engage in chit-chat on a topic that would be decided on the spot, 
which was also intended as a forum for students to practice. 

In conclusion, this is a facility that provides opportunities for direct speaking practice, 
speaking in English to train students' critical thinking and confidence, not just providing 
materials in the form of books, modules, or explanations. 

Facilitator provides feedback 

The feedback referred to here is how facilitators or lecturers respond to speaking 
activities that have been carried out. Of course, the feedback is expected to build students' 
enthusiasm or motivation to learn, especially in speaking English. 

 

Table 6. Observation checklist result     

Aspects Indicators Yes No Notes 

Closing Facilitator provides feedback √   

Constructive feedback is very important for students to stay enthusiastic or motivated 
to continue learning. Feedback given by the lecturer is a message that lecturers do not care 
about grammar mistakes or pronunciation errors because the most important thing is how 
students can learn to be confident when speaking English. 

Extract 6 

Lecturer: “There is no grammar correction, there is no pronunciation correction. 
Students: “Yes”  
Lecturer: “When you speak with wrong grammar or bad pronunciation, I don’t care. 

What I notice is your confidence, how you can speak. So that’s a really important 
skill in speaking, that how to speak without any preparation    

          (Observation) 

The results of the observation show that the lecturer give her views or responses 
regarding how students speak. Lecturers say that they do not care about grammatical errors 
when speaking or pronunciation mistakes. The most important thing is how students can be 
confident when speaking English. In addition, the lecturer also said that confidence is one of 
the most important skills in speaking. No matter how someone's grammar or pronunciation 

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is, the most important thing is that they are willing, try, and remain confident to speak in 
front of others. 

It can be concluded that feedback is very important in encouraging a person's desire or 
motivation to learn and speak. After conducting speaking activities, providing feedback is 
very important so that students can identify their weaknesses, and this feedback must be 
constructive so that students remain motivated to continue learning. 

DISCUSSION 

The findings of this study indicate that the TIME Club plays a substantial role in 
enhancing students’ speaking skills by providing authentic opportunities for 
communication, a supportive learning environment, and structured facilitator guidance. 
Evidence from observations, as well as perceptions from both lecturers and students, 
confirms that the program contributes not only to the improvement of speaking abilities but 
also to students’ broader English language competence. Among the various aspects of 
speaking, fluency and confidence emerged as the most notable areas of development. These 
findings align with Hijrah & Umar, (2021), who argue that English clubs act as 
supplementary learning spaces where students feel empowered to use English more freely. 
As learners gain confidence, their speaking performance improves while their motivation to 
continue practicing increases simultaneously. 

The study also supports the view that English clubs serve as effective alternative 
platforms for speaking development. (Rao, 2019) highlights that English clubs offer learners 
opportunities not only to develop speaking proficiency but also to strengthen their 
motivation and confidence by engaging in meaningful communication. This was evident at 
the TIME Club, where students reported increased comfort in expressing their ideas and 
participating in diverse communicative tasks. Furthermore, students described 
improvements in vocabulary, pronunciation, and overall fluency, facilitated by engaging 
activities such as discussions, storytelling, and role-plays. The small number of participants 
allowed for equal participation and fostered a sense of security, enabling students to take 
communicative risks without fear of judgment. This observation is consistent with Hwang et 
al., (2024), who emphasize that English clubs ensure equal participation by encouraging all 
members to speak in group discussions and structured role-play scenarios. 

Peer support was another factor that positively influenced students’ affective 
responses. The collaborative and nonthreatening atmosphere encouraged learners to 
experiment with new expressions, learn idiomatic language, and build confidence. This 
aligns with Kornbluh (2023), who notes that comfortable learning environments promote 
vocabulary development and enrich students’ communicative competence by encouraging 
frequent and varied language use. 

A key finding from the observations concerns the role of facilitator feedback. The 
lecturer emphasized that her primary goal was to build students’ confidence rather than 
demand grammatical accuracy or perfect pronunciation. This approach is in accordance with 
Ur (1996), who maintains that feedback—whether in the form of correction, praise, or 
encouragement—is essential to language development because it guides learners’ attention 
toward meaningful aspects of performance. The lecturer’s use of encouraging and non-

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evaluative feedback helped reduce anxiety and promoted a focus on communication rather 
than correctness. At the same time, the provision of direct corrective feedback when 
necessary, particularly on pronunciation, grammar, or vocabulary, corresponds with Long’s 
(1996) Interaction Hypothesis, which argues that negotiated interaction and corrective 
feedback facilitate language development and communicative competence. 

Additionally, the reflective nature of feedback also resonates with Kolb’s (1984) 
experiential learning theory, which emphasizes the importance of reflection in the learning 
cycle. Feedback in the English club allowed students to evaluate their performance, 
recognize areas requiring improvement, and refine their communicative abilities. This 
reflective process made their participation more purposeful and ensured that their learning 
experiences translated into observable gains in speaking proficiency. 

Overall, the discussion underscores that the TIME Club provides a holistic environment 
for language development: one that integrates cognitive, social, and affective dimensions of 
speaking. Through meaningful practice, supportive peer interaction, and constructive 
feedback, the environment nurtures learners’ confidence and communicative competence, 
demonstrating the value of extracurricular speaking programs as complementary 
components of English language education. 

CONCLUSION 

This study demonstrates that the TBI Millennial English Club plays an important role 
in supporting students’ speaking development through structured, interactive, and socially 
supportive learning experiences. The findings show that students benefit from three key 
aspects of the club’s implementation: (1) consistent opportunities to engage in authentic 
speaking activities, (2) constructive facilitator–learner interaction supported by timely 
feedback, and (3) a motivational learning environment that reduces anxiety and increases 
learners’ willingness to communicate. Together, these elements contribute to learners’ 
improved fluency, accuracy, and confidence in using English orally. 

The study highlights the potential of English clubs and other nonformal learning 
communities as effective complements to classroom instruction, particularly in EFL contexts 
where exposure to real communication is limited. By providing low-pressure, high-
engagement speaking opportunities, such clubs can foster meaningful language use and 
strengthen learners’ communicative competence. 

Practically, the findings offer several implications for educators and institutions. 
English departments and teacher-training programs should encourage active participation 
in extracurricular speaking clubs, ensure that facilitators receive proper training in 
providing scaffolded support, and integrate structured speaking tasks that reflect 
communicative language teaching principles. Institutions may also consider formal 
collaboration between English clubs and classroom courses to enhance speaking practice 
beyond the limited time available in regular lessons. 

Despite its contributions, this study is limited by its focus on one English club and 
reliance primarily on observational data. Future research may expand the participant base, 
incorporate interviews or focus group discussions, and compare the effectiveness of 
different types of English clubs. A longitudinal design could also better capture changes in 

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speaking proficiency over time. Further exploration of digital or hybrid English club formats 
may offer additional insights into technology-enhanced speaking practice. 

In conclusion, the TBI Millennial English Club provides a valuable learning space that 
meaningfully enhances students’ speaking skills. By integrating regular speaking 
opportunities, supportive facilitation, and positive peer interaction, the club demonstrates 
how nonformal learning initiatives can contribute significantly to students’ communicative 
development in EFL settings. 

ACKNOWLEDGMENT 

The researcher would like to express their deepest gratitude to Institut Agama Islam 
Negeri Bone for granting permission to conduct research there. Special thanks also go to the 
lecturers of Tadris Bahasa Inggris and TBI students who took the time to participate in this 
research. 

REFERENCES 

Adem, H., & Berkessa, M. (2022). A case study of EFL teachers’ practice of teaching speaking 

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