EFL Teachers’ Soft-Skill Strategies in Teaching Speaking

  • Ni Putu Astrini Universitas Pendidikan Mandalika, Indonesia
  • Edi Firman Universitas Pendidikan Mandalika
Abstract views: 6 , PDF downloads: 3


Some learners get difficulties in speaking English because of a weak soft-skill they have, such as motivation, social skill, and self-efficacy. Therefore, teachers’ role in  embedding soft-skill in teaching speaking is essential because learning success is influenced  more by soft-skill than IQ. This study discussed kinds of soft-skills embedded by teachers in teaching speaking. This study uses qualitative analysis approach by using descriptive research design. The data are gained from three English teachers of SMAN 6 MATARAM by observation and interview. The results revealed that there are five kinds of soft--skills embedded by EFL teachers, such as self-perceptions, motivation, creativity, metacognitive and social competencies. Moreover, the steps teacher embed them are by  using classroom discussion, giving reward, telling story or information, ordering students to describe a picture in front of class, ordering students to perform dialogue, and sometimes teacher use the same steps in the next meeting if the previous materials have not finished. Those soft-skills contributed to the students’ speaking ability, such as making them more interactive, more communicative and used more various language.


[1] Dörnyei, Z. (2014). Motivation in second language learning. In M. Celce-Murcia, D. M. Brinton & M. A. Snow (Eds.), Teaching English as a second or foreign language (4th ed., pp. 518-531). Boston, MA: National Geographic Learning/Cengage Learning.

[2] Gutman, L. M., & Schoon, I. (2013). The Impact of Non-cognitive Skills on Outcomes for Young People. Education Empowerment Foundations, London.

[3] Heckman, J. J., & Kautz, T. D. (2012, June). Hard Evidence on Soft Skills. Presented at the NBER Working Paper Series 18121, Cambridge.

[4] Kong, Y. (2009). A Brief Discussion on Motivation and Ways to Motivate Students in English Language Learning , International Education Studies. 2(2), 145-149.

[5] Maslow, A. H. (1978). Motivation and Personality (2nd ed.). New York: Harper & Row.
[6] Miles, Mathew B., and A. Michael Huberman. 1994. An Expanded Sourcebook: Qualitative Data Analysis. London: Sage Publications.

[7] Titik Handayani, Eva Nikmatul Rabbianty. “The Insertion of Soft Skill on Students’ Speaking Skill at the Third Semester of TBI Department at STAIN PAMEKASAN”.(2020) available at: http://doi.org/10.19105/panyonara.v2i1.3122

[8] Zhiping, D., & Paramasivam, S. (2013). Anxiety of Speaking English in Class among International Students in a Malaysian University. International Journal of Education and Research, 1(11), 1–16.
How to Cite
Astrini N. P., & FirmanE. (2021). EFL Teachers’ Soft-Skill Strategies in Teaching Speaking. Borneo Educational Journal (Borju), 3(2), 22-32. https://doi.org/10.24903/bej.v3i2.780