Native Conversation Day at Foreign Language Development Institute of Nurul Jadid for Students' Speaking Skill

Sarofi, Ade Zian (2026) Native Conversation Day at Foreign Language Development Institute of Nurul Jadid for Students' Speaking Skill. Undergraduate thesis, UIN KH. Achmad Siddiq Jember.

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Abstract

Keywords: FLDI Nurul Jadid, Native Conversation Day Program, Speaking Skill.
Speaking proficiency remains a primary challenge in English language
acquisition. Many language learners consistently experience difficulties in oral
communication. To address these persistent barriers, the Foreign Language
Development Institute (FLDI) of Nurul Jadid established the "Native
Conversation Day" program. This initiative is designed to cultivate an immersive
English-speaking environment and require students to communicate actively in
English during their daily activities.
This study investigated the operational realities of this program.
Specifically, it sought to answer three central research questions and fulfill the
corresponding research objectives: first, to delineate how Native Conversation
Day is systematically implemented; second, to identify the specific challenges
students encounter during its execution; and third, to analyze how the program
contributes to the overall development of students’ speaking skills.
To achieve these objectives, this research employed a descriptive
qualitative approach. The research participants consisted of five English
instructors and fifteen students currently enrolled at FLDI Nurul Jadid. Data were
systematically gathered through field observations, semi-structured interviews,
and comprehensive document reviews. The collected data were then analyzed
using the classic qualitative framework of data condensation, data display, and
conclusion drawing. To ensure the trustworthiness and validity of the findings,
both source triangulation and technique triangulation were applied throughout the
research process.
The findings demonstrate that Native Conversation Day significantly
enhances students' speaking skills, particularly regarding fluency, pronunciation
confidence, and an increased willingness to communicate. By normalizing English
usage both inside and outside the classroom, the program successfully establishes
daily speaking habits and reduces performance anxiety. While instructors and
students viewed the authentic, continuous practice positively, several challenges
persisted, including vocabulary limitations, fear of making mistakes, and
occasional linguistic inconsistency. Ultimately, the study concludes that despite
these operational hurdles, the program serves as an effective mechanism for
sustaining a supportive environment conducive to spoken language development.

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