Implementing Peer Tutoring Method in Developing Students Speaking Skiils (A Case Study at one of the English Communities in Tasikmalaya)

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.