“NO ONE IS JUDGING”: SELF-DIRECTED DIALOGUE IN EFL SPEAKING DEVELOPMENT

Abstract

Speaking becomes one of the main skills in learning English because it reflects student’ ability to communicate actively. However, many students face obstacles in speaking English due to a lack of confidence, limited vocabulary, and restricted opportunities to practice speaking in class. This situation creates a need for a more independent and reflective learning approach. Self-Directed Dialogue (SDD) is implemented to facilitate their speaking skills through more flexible and personally controlled practice. This research aims to explore students’ experiences in using the SDD method in their English-speaking skills and to analyze the various challenges they face during its implementation. This study uses a qualitative approach with a phenomenological design. Data were obtained through observations and interviews with ten tenth-grade students recruited through purposive sampling. All data were analyzed using thematic analysis to identify thematic patterns from students’ experiences and challenges while using the SDD method. The findings showed that the use of SDD encourages students speaking development, such as fluency, clarity, confidence in speaking, and reflective awareness of their own mistakes. Students also demonstrated greater learning independence, marked by the initiative to practice without teacher guidance, the ability to evaluate their own voice recordings, and the use of digital learning resources to support their practice. However, the challenges faced include difficulties in organizing ideas, limited vocabulary, pronunciation difficulties, and focus disruptions during independent practice. This study recommends the implementation of SDD as an effective alternative method to improve students’ speaking skills in a sustainable and student-centered English learning environment.