An Analysis of EFL Students’ Perceptions toward the Dialogic Teaching Implementation in Enhancing Speaking Skills

Abstract

Dialogic Teaching is a teaching approach that harnesses the power of interactive dialogue to promote student engagement and cultivate critical thinking within the classroom. The implementation of Dialogic Teaching in speaking classes is essential for fostering students’ active participation. In the realm of EFL undergraduate students, this approach has been applied in the speaking classes of the English Education Department at Universitas Pancasakti Tegal. This paper aims to analyze the EFL students’ perceptions of the implementation of Dialogic Teaching to enhance their speaking skills. The analysis was conducted through a case study research design with a descriptive qualitative approach. A semi-structured interview was employed to gather students’ perceptions. This study involved three participants with varied speaking levels to comprehensively understand their perceptions regarding the implemented approach. Following the conclusion of the study, several findings were identified as follows: 1) students' understanding of the lesson was boosted through collaborative teamwork; 2) students’ engagement was enhanced along with peer encouragement; 3) students perceived that class discussion helped them improve their speaking skills.