The Andragogical Approach for Teaching English Speaking Skill for College Students

  • Minatul Azmi English Education Department, Maulana Malik Ibrahim State Islamic University, Malang, Indonesia (ID)
  • Fitri Pangestu Noer Anggrainy English Education Department, Maulana Malik Ibrahim State Islamic University, Malang, Indonesia (ID)
Keywords: Andragogy, Approach, Teaching, Adult learner, Speaking

Viewed = 153 time(s)

Abstract

It has been known that most the college students face problems in communicating in English, especially in non-English-speaking country. The main cause is the teacher failed in choosing the appropriate approach for students. Further, it is necessary to choose a proper approach for college students for teaching speaking skills. From a philosophical point of view, there are two sorts of teaching approaches. These are the andragogy and pedagogy approaches. Andragogy is used for adult learners, and pedagogy is used for young learners. Seen from their age, students at colleges are positively categorized into adult students. Therefore, this paper aims to investigate the implementation of andragogical approach for teaching speaking skills in the intensive English program of Maulana Malik Ibrahim State Islamic University of Malang. This is qualitative descriptive research that the data collection method is an interview. The result revealed that most the teachers in intensive English program in Maulana Malik Ibrahim State Islamic University of Malang have been applied andragogical approach for teaching speaking skill. Hence, the researcher concludes that andragogical approach is the appropriate approach for the adult learner, especially in teaching speaking skills.



Downloads

Download data is not yet available.

References

Spratt, M., Pulverness, A., & Williams, M. (2005). The TKT Course.Cambridge:Cambridge: Cambridge University Press.

Brown, G., Gillian, B., Brown, G. D., & Yule, G. (1983). Teaching the spoken language (Vol. 2). Cambridge university press.

Ekoto, C. E., & Gaikwad, P. (2015). The impact of andragogy on learning satisfaction of graduate students. American Journal of Educational Research, 3(11), 1378-1386.

Sanger, Phillip A., and Irina V. Pavlova. “Applying Andragogy to Promote Active Learning in Adult Education in Russia.” International Journal of Engineering Pedagogy (IJEP), vol. 6, no. 4, 2016, pp. 41., doi:10.3991/ijep.v6i4.6079.

Kusic, S. (2017). The presence of andragogical competencies in graduate study programmes of foreign languages. New Trends and Issues Proceedings on Humanities and Social Sciences, 4(4), 159–165. doi: 10.18844/prosoc.v4i4.2608

Volchenkova, K. (2015). An Andragogical Approach to Forming Faculty Communication Competence in Foreign Language for International Activities. Bulletin of the South Ural State University Series "Education. Education Sciences", 7(4), 18–25. doi: 10.14529/ped150403

Ary, D., Jacob, L.C., Sorensen, C. & Razavieh, A. (2010). Introduction to Research in Education (8th ed.). Boston, USA. Wadsword Cengage Learning.

Merriam, S. B. and Caffarella, R. S. (1999). Learning in Adulthood, San Francisco: Jossey – Bass.

Knowles, M. S., Holton, E. F., III, & Swanson, R. A. (2015). The adult learner: The definitive classic in adult education and human resource development (8th ed.). Burlington, MA: Elsevier

Finger, M., & Asún, J. M. (2001). Adult education at the crossroads: Learning our way out. Zed Books.

Taylor, M. (2009). Andragogy’s Transition Into The Future: Meta-Analysis of Andragogy and Its Search fora Measurable Instrumen. Journal of Adult Education. 38 (1).

Published
2020-11-23
Section
Articles
How to Cite
Azmi, M., & Noer Anggrainy, F. P. (2020). The Andragogical Approach for Teaching English Speaking Skill for College Students. Journal of Applied Science, Engineering, Technology, and Education, 2(2), 136-140. https://doi.org/10.35877/454RI.asci2264