A Cognitive Neuroscience Based Pedagogical Model to Enhance Students’ Spoken Fluency: A Case Study in Vocational Engineering Students

Joko Kusmanto; Ahmad Fadli Harahap; Rizky Vita Losi; Muhamad Safi'i

doi:10.59890/ijels.v3i11.206

Authors

Joko Kusmanto Politeknik Negeri Medan
Ahmad Fadli Harahap Politeknik Negeri Medan
Rizky Vita Losi Politeknik Negeri Medan
Muhamad Safi'i Politeknik Negeri Medan

DOI:

https://doi.org/10.59890/ijels.v3i11.206

Keywords:

Cognitive Neuroscience; Spoken Fluency; Vocational English; Positive Compulsion; Structured Real-life Engagement (SRE)

Abstract

The ability to speak English fluently is a non-negotiable professional competency for graduates of vocational (polytechnic) education in the globalized industrial landscape. However, vocational graduates in Indonesia often lack professional English fluency, remaining at A1-A2 CEFR levels despite years of instruction. This study argues this gap stems from a pedagogical focus on declarative (rules) rather than procedural (automated) skills. This article reports on the pilot testing of a novel pedagogical model grounded in cognitive neuroscience. The model automates neurolinguistic pathways by integrating Structured Classroom Activities (SCA) with Structured Real-life Engagement (SRE), catalyzed by a "Positive Compulsion" strategy. The model was implemented in a 12-week pilot with with one class (n=24) of D3 Energy Conversion Engineering students at Politeknik Negeri Medan using a mixed-methods pre-test/post-test design. The results demonstrated the NeuroTalk model is valid and feasible. The results demonstrated that the model is a valid and feasible pedagogical product. Quantitative analysis showed a measurable positive gain score in spoken fluency metrics, particularly in mean length of utterance and spontaneity. The model presents a feasible and effective pedagogical innovation that successfully bridges the persistent classroom-industry gap in vocational English education.

References

Alrabai, F. (2020). The Role of Teachers' Practices in Learners' Willingness to Communicate in EFL Classrooms. International Journal of English Linguistics, 10(1), 134-144. https://doi.org/10.5539/ijel.v10n1p134

Cheng, H. F., Wang, C. Y., Lin, Y. T., & Wang, C. T. (2015). Automated assessment of speaking: The development of a fluency evaluation system. Journal of Educational Technology & Society, 18(2), 136-150.

Council of Europe. (2020). Common European Framework of Reference for Languages: Learning, teaching, assessment - Companion volume. Strasbourg: Council of Europe Publishing. https://www.coe.int/en/web/common-european-framework-reference-languages/

Creswell, J. W., & Plano Clark, V. L. (2018). Designing and conducting mixed methods research (3rd ed.). Thousand Oaks, CA: SAGE Publications.

Crystal, D. (2012). English as a Global Language (2nd ed.). Cambridge: Cambridge University Press.

D'Alesio, M., & Roccaforte, D. (2022). Fluency training and automatization in EFL learning: A neurolinguistic perspective. Language Teaching Research, 26(4), 459-475. https://doi.org/10.1177/1362168820964136

Dewaele, J.-M., & MacIntyre, P. D. (2016). Foreign Language Enjoyment and Foreign Language Classroom Anxiety: The Right and Left Feet of FL Learning? In Dewaele et al. (Eds.), New Insights into Language Anxiety: Theory, Research and Educational Implications (pp. 215-236). Multilingual Matters.

Dwigustini, N. L., Suparsa, I. N., & Adnyani, N. L. P. S. (2022). Developing Real-Life Speaking Tasks to Enhance Students Speaking Ability. Journal of Language Teaching and Research, 13(5), 938-945. https://doi.org/10.17507/jltr.1305.15

EF Education First. (2024). EF English Proficiency Index 2024. Retrieved from https://www.ef.com/epi/

Gall, M. D., Gall, J. P., & Borg, W. R. (2007). Educational Research: An Introduction (8th ed.). Boston: Pearson Education.

Immordino-Yang, M. H. (2S. (2016). Emotions, Learning, and the Brain: Exploring the Educational Implications of Affective Neuroscience. New York: W. W. Norton & Company.

Jäncke, L., Liem, F., & Mérillat, S. (2021). The Impact of Practice on the Neural Basis of Second Language Acquisition. Neuroscience and Biobehavioral Reviews, 128, 789-803. https://doi.org/10.1016/j.neubiorev.2021.06.035

Jiang, A. L., Zhang, L. J., & May, S. (2021). Grammar instruction in second language writing classrooms: A critical review. System, 100, 102536. https://doi.org/10.1016/j.system.2021.102536

Kemdikbud. (2019). Hasil Ujian Nasional Tahun 2019. Jakarta: Badan Penelitian dan Pengembangan, Pusat Penilaian Pendidikan.

Krishnan, G. (2019). Scaffolded Learning in EFL Classrooms: Enhancing Speaking Skills. International Journal of English Language & Translation Studies, 7(4), 1-7.

Kusmanto, J. (2003). Perspektif Kajian Pemerolehan Bahasa dalam Pengajaran Bahasa: Dari Teori ke Praktik. Seminar Regional II MLI.

Kusmanto, J. (2004a). The Acquisition of English Copula "Be" by an Indonesian Child in Non-Native Parents Bilingual Program. Proceedings of CONEST 1, pp. 27-36.

Kusmanto, J. (2004b). Pembelajaran Bahasa Inggris untuk Anak Usia Dini: Beberapa Pelajaran dari Program Dwibahasa Non-Native Parents. Jurnal Bahasa dan Seni, 5(2), 81-92.

Kusmanto, J. (2005, February 6). Bahasa Inggris untuk Anak Usia Dini. Suara Merdeka, Semarang.

Kusmanto, J. (2025). The Role of Neuroscience in EFL Learning. In J. Kusmanto (Ed.), Innovations in English Language Teaching: New Pedagogies, Technologies, and Approaches (pp. 135-145). Medan: Obelia Publisher.

Kusmanto, J., & Nofianna, S. A. (2018). Profil Kemampuan Bahasa Inggris Mahasiswa Baru Politeknik Negeri Medan Tahun Akademik 2017/2018. Medan: Politeknik Negeri Medan.

Kusmanto, J., & Pulungan, A. H. (2004). The Acquisition of English Negation "No" and "Not": Evidences from an Indonesian Child in Non-Native Parents Bilingual Program. k@ta: A Biannual Publication on the Study of Language and Literature, 5(1), 57-66.

Kusmanto, J., & Siregar, S. A. (2020). Pengembangan Rencana Pembelajaran Semester (RPS) Mata Kuliah Bahasa Inggris Berbasis Task-Based Language Teaching (TBLT). Jurnal Pendidikan Bahasa dan Sastra, 19(1). https://doi.org/10.17509/bs_jpbsp.v19i1.20754

Mittal, R. (2021). Neuroscience-Informed Strategies for Developing L2 Fluency. International Journal of Applied Linguistics, 31(2), 153-169. https://doi.org/10.1111/ijal.12333

Nathan, M. J. (2021). Embodied Cognition and Learning: Implications for Education. New York: Routledge.

Nasution, H., & Tambunan, H. (2022). Analysis of EFL Students' Speaking Anxiety in Vocational Higher Education. Journal of English Education and Linguistics, 3(2), 205-218.

Narayana, R. (2023). Enhancing Vocational Students' Speaking Competence through Contextual Real-Life Tasks. International Journal of Language Education, 7(1), 19-29. https://doi.org/10.26858/ijole.v7i1.37299

OECD. (2021). Skills for Jobs: Resilience in the Face of Changing Skill Needs. OECD Publishing. https://doi.org/10.17507/df80bc12-en

Plomp, T., & Nieveen, N. (2013). Educational Design Research - Part A: An Introduction. Netherlands: Netherlands Institute for Curriculum Development (SLO). https://www.slo.nl

Pulungan, A. H., Kusmanto, J., Pohan, H. K., Silitonga, A., & Rahmadi. (2023). Pelatihan Pembuatan Media Pembelajaran Toontastic 3D bagi Guru-Guru di Madrasah. CARADDE: Jurnal Pengabdian Kepada Masyarakat, 6(2), 123-130.

Rusdi, R. (2018). Implementasi Kurikulum Berbasis Kompetensi di Pendidikan Vokasi. Jurnal Ilmu Pendidikan dan Pengajaran, 5(1), 15-25.

Seidlhofer, B. (2011). Understanding English as a Lingua Franca. Oxford: Oxford University Press.

Sugiyono. (2016). Metode Penelitian Pendidikan (Pendekatan Kuantitatif, Kualitatif, dan R&D). Bandung: Alfabeta.

Taber, K. S. (2018). The Use of Scaffolding in Language Teaching: A Cognitive Psychology Perspective. Language Teaching Research, 22(2), 169-185.

Tavakoli, P., & Wright, C. (2020). Second Language Speech Fluency: From Research to Practice. Cambridge: Cambridge University Press.

Aknowledgement: The author(s) would like to thank Politeknik Negeri Medan for the funding provided through Contract: B/287/PL5/PT.01.05/2025, originating from the 2023 DIPA POLMED fund.