• Jalaluddin Jalaluddin STKIP Paracendekia NW Sumbawa


EDA, English Teaching, Speaking Skill, Communicative Skill.


Most recently, speaking skill has become the most prioritized skill taught to Indonesian learners. The reason of this is simply to prepare the learners to compete in global world. Despite many theories and literatures have been proposed to address the effective ways of teaching speaking skill, no satisfactory result has been achieved. One of practical strategies is English Dormitory Activity (EDA). EDA is very effective to increase the learners’ spoken ability for three main reasons. First, the participants are immersed fully in an English environment during EDA. Second, the program triggers learners’ willingness to communicate in English. Lastly, it offers more practical speaking skill to students.


Download data is not yet available.


Badstubner, T. & Ecke, P. (2009). Student expectations, motivations, target language use, and perceived learning progress in a summer study abroad program in germany. Die Unterrichtspraaxis/Teaching German, 42(1). 41-49. doi: 10.1111/j.1756-1221.2009.00034.x

Baker, S. C. & MacIntyre. D. (2003). The role of gender and immersion in communication and second language orientations. Language Learning, 53(1). 415-433. doi: 10.1111/0023-8333.00224

Burkhauser, S., Steele, J. L., Li, J., Slater, R. O., Bacon, M. & Miller, T. (2016). Partner-language learning trajectories in dual-language immersion: evidence from an urban district. Foreign Language Annals, 49(3). 415-433. doi: 10.1111/flan.12218

Christian, D. (1996). Two-way immersion education: students learning through two languages. The Modern Language Journal, 80(1). 66-76. doi: 10.1111/j.1540-4781.1996.tb01139.x

Dardjowidjojo, S. (2000). English teaching in Indonesia. English Australia Journal Winter,18(1), 22-30.

Jacobs, G. H. L. (1978). An American foreign language immersion program: how to. Foreign Language Annals. 11(4). 405-413. doi: 10.1111/j.1944-9720.1978.tb00056.x

Jalaluddin, J. (2015). The role of camp in promoting the participants’ spoken english expression. IJEE (Indonesian Journal Of English Education), 2(1), 45-57. doi: 10.15408/ijee.v2i1.1433

Junying, Z. (2006). A survey study on students beliefs about English dormitory practice. CELEA Journal, 29(3), 106-110. Retrieved from

Macintyre, P. D., Burns, C., & Jessome, A. (2011). Ambivalence about communicating in a second language: a qualitative study of French immersion students’ willingness to communicate. The Modern Journal, 95(1). 81-96. doi: 10.1111/j.1540-4781.2010.01141.x 0026-7902/11/81–96

Padilla, A. P., Fan, L., Xu, X., & Silva, D. (2013). A mandarin/English two-way immersion program: Language proficiency and academic achievement. Foreign Language Annals, 46(4), 661-679. doi: 10.1111/flan.12060.

Potowski, K. (2004). Student Spanish use and investment in a dual immersion classroom: implication for second language acquisition and heritage language maintenance. The Modern Language Journal, 88(1). 75-101. doi: 10.1111/j.0026-7902.2004.00219.x

Trentman, E. (2013). Arabic and English during study abroad in Cairo, Egypt: issues of access and use. Modern language Journal, 97(2). 457-473. doi: 10.1111/j.1540-4781.2013.12013.x 0026-7902/13/457–473.

Wesely, P. M. (2009). The language learning motivation of early adolescent French immersion graduates. Foreign Language Annals. 42(2). 270-286. doi: 10.1111/j.1944-9720.2009.01021.x.

Zhuang, J. (2010). The changing role of teachers in the development of learner autonomy-based on survey on “english dormitory activity”. Journal of Language Teaching and Research. 1(5). 591




How to Cite

Jalaluddin, J. (2022). IMPROVING INDONESIAN STUDENTS SPEAKING SKILL THROUGH ENGLISH DORMITORY. Nusantara Hasana Journal, 2(6), 76–82. Retrieved from