Beyond Speaking Skills: English Conversation Corner Fosters Critical Thinking, Inclusivity, Equity, and Social Justice

Yogyakarta, Indonesia - English speaking skills are crucial for first-year university students, who are expected to present course material, participate in discussions, and express their ideas inside and outside the classroom. However, many students remain hesitant to speak English in front of their peers, often lacking the confidence to share their opinions or deliver presentations. This reluctance is often rooted in limited opportunities to practice speaking during high school, especially in teacher-centred classrooms. Creating supportive spaces for students to discuss social issues and provide peer feedback can help them build both confidence and competence in English.

The Centre for Language Training and Service (CELTIS), in collaboration with the English Education Students’ Association at UNU Yogyakarta, offers the English Conversation Corner—a space where first-year students practice English by discussing current social issues on Monday, October 5. Each session starts with a participant presenting a contemporary social topic, such as the Free Nutritious Meals (MBG) program, followed by small-group discussions, sharing of perspectives, and constructive peer feedback. This supportive environment aims to reduce anxiety and encourage students to express their ideas in English with greater confidence.

Ismi, an English Education student, shared her experience from a two-year English program run by RELO in the U.S. Initially, she and her friends were reluctant to speak English. However, the program’s supportive environment motivated them to use English on daily basis, gradually boosting their confidence and proficiency. Inspired by this experience, Ismi aims to foster similar opportunities at UNU Yogyakarta through English Conversation Corner, enabling students to practice regularly, exchange ideas, and learn from one another.

Social issues often spark passionate discussion among university students and activists, who critically examine government policies and their societal impact. For example, students discussed the implementation of the Free Nutritious Meals (MBG) program for students in elementary up to senior high school. Fina and Arifin raised concerns about reports of children experiencing nausea and vomiting after consuming meals provided by SPPG. These incidents prompted questions about food safety and whether the program could effectively address malnutrition and stunting. The discussion also explored the use of public funds and whether the program was delivering its intended benefits for children.

From Shyness to Confidence: Peer Practice Builds Skills

Fina and Arifin, the presenter explained that participating in these activities helped her build confidence and overcome shyness when speaking English. Although she initially felt nervous about presenting to a large group, repeated practice with peers improved her fluency and self-assurance. She also emphasized how the activity promotes critical thinking, encouraging students to apply this skill to academic subjects and real-world issues. Preparations included group discussions, collecting relevant news articles, and watching videos about the MBG program. Each session concluded with compiling a vocabulary list to support continued learning.

Dr. Hariyanto Subiyantoro, Head of CELTIS at UNU Yogyakarta, encourages freshmen to strengthen their English skills through peer feedback and discussion. He notes that each student brings unique linguistic knowledge and abilities, which serve as valuable learning resources. By drawing on their full linguistic repertoire, students develop the communication skills needed for academic tasks such as reading texts and presenting ideas in English. Dr. Hariyanto also highlights the importance of English proficiency for accessing the vast body of academic literature and scientific research published in English.

In addition, he als admitted feeling nervous due to their lack of public speaking experience. However, English Conversation Corner provided them with opportunities to sharpen their critical thinking and oral presentation skills. Small group discussions with mentors offered space to further explore topics, and despite initial shyness and struggles, the students showed eagerness to learn and improve their English.

Promoting Equity, Inclusion, and Social Justice

English Conversation Corner welcomes disabilities students, reflecting its commitment to equity, inclusion, and social justice. The program works to remove barriers to information access and learning participation, ensuring all students can contribute and have their voices heard. Asadurahman, an English Education student and sign language facilitator at the Disability Service Unit (ULD), is dedicated to mentoring students with disabilities. He highlighted the challenges of supporting communication in both Indonesian and English sign languages, noting that further training is needed to provide effective support.

Peer buddies also play a vital role in helping students access information, participate in discussions, and overcome learning challenges. While assistive technology aids their studies, ongoing assistance from buddies remains essential in daily academic life. Together, mentoring, peer support, and accessible technology help create a more inclusive and equitable learning environment for everyone.

Correspondent: Dr. Hariyanto Subiyantoro

Editor : Latifah