Abstract:
Speaking is widely acknowledged as one of the most important yet challenging
skills to master in English as a Foreign Language (EFL) learning. Many students
experience difficulties in achieving fluency, accuracy, and confidence when
expressing their ideas orally. Limited opportunities for active speaking practice in
traditional classrooms often lead to hesitation, lack of vocabulary,
mispronunciation, and low self-confidence. In response to these challenges, this
study explores the implementation of Peer Tutoring as an alternative strategy to
support students in developing their speaking competence within an English
community in Tasikmalaya. Peer Tutoring, which involves students acting as both
tutors and tutees, provides a collaborative and supportive learning environment
where learners can actively practice the target language, receive feedback, and
develop not only linguistic abilities but also social and interpersonal skills. This
research employed a qualitative case study design with thirty tenth-grade students
from a vocational school English community as participants. Data were collected
through questionnaires and semi-structured interviews, while the analysis applied a
thematic approach that categorized responses, identified emerging patterns, and
ensured credibility through triangulation. The findings reveal that Peer Tutoring
significantly enhanced students’ speaking proficiency, particularly in vocabulary
enrichment, pronunciation accuracy, and fluency development, while also boosting
their confidence and motivation to speak. Students reported that peer-led sessions
created a more relaxed, engaging, and less intimidating atmosphere than
conventional classroom instruction, enabling them to take risks, make mistakes
without fear of judgment, and sustain their learning motivation. Peer tutors
benefited from improved leadership, communication, and public speaking skills,
whereas peer tutees gained practical speaking experience in authentic interactions.
Despite initial challenges such as nervousness, limited vocabulary, and classroom
management difficulties, both tutors and learners demonstrated adaptability and
consistent progress over time. In conclusion, this study confirms that Peer Tutoring
is an effective and learner cantered pedagogical strategy that fosters both linguistic
competence and personal growth in EFL contexts. It is suggested that English
teachers adopt Peer Tutoring as a complementary approach to enrich traditional
classroom methods, providing training and structured activities that allow students
to practice speaking in meaningful contexts. Furthermore, it is recommended that
future research investigate the long-term effects of Peer Tutoring on different
language skills and across broader educational settings to provide deeper insights
into its potential as a sustainable and innovative learning strategy.
