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Conducted at Universitas Dayanu Ikhsanuddin in 2020/2021, results show SNEM interest in OES with an employment-oriented motivation. 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Orientation and Problems They Perceived in Learning Oral English Skills  \nLa Dunifa  \nEnglish Language Education, Faculty of Teacher Training and Education, Universitas Dayanu Ikhsanuddin, Indonesia, [ladunifa@unidayan.ac.id](ladunifa@unidayan.ac.id)  \nThis study investigated the motivation and motivational orientations along with the most prominent problems the students of non-English majors (SNEM) encounter in learning oral English skills (OES) . To this end, a mixed method design was applied in this study by using a questionnaire to elicit quantitative data and a stimulated recall to generate qualitative data. The questionnaire was administered to 942 students, among whom 128 participated in a stimulated recall. This study took place at Universitas Dayanu Ikhsanuddin, Indonesia, during the academic year 2020/2021 . The results of the questionnaire were analyzed quantitatively using the Microsoft Excel Program, and the participants’ responses to stimulated recall were qualitatively analyzed by hand as prescribed by some experts. The findings revealed that SNEM are interested in learning OES, and their motivational orientation is employment. The students believe that OES: (1) will help them to get a good job; (2) is important for their future job; and (3) is beneficial for their future career. The three most significant issues that the SNEM face while learning OES are (1) insufficient class time, (2) a lack of opportunities to use English, and (3) a large class size. The findings are discussed, and some implications are provided.  \nKeywords: TEFL, non-English major, oral English skills, motivational orientation, Universitas Dayanu Ikhsanuddin  \nINTRODUCTION  \nIn tertiary institutions in Indonesia, English is classified as an expertise subject (for students of English majors) and a general-supporting subject (for non-English majors) . As a general-supporting subject, it aims to prepare students to read and to understand English learning resources that support the learning process of subject areas. In teaching English as the general course for non-English majors, the grammar translation method is primarily employed, which indicates that speaking and listening skills are of secondary importance. Mainly, there is an emphasis on teaching grammatical structures and vocabulary out of context, which results in ignorance of their application in communicative situations. As a result of teaching grammatical structures and vocabulary out of context, students know and master the usage of the target language but they fail to speak and use it (Warren & Karen, 2020) . This phenomenon can be criticized as' Deaf and Dumb English ', because the students neither speak English nor understand it when they hear the language spoken. The decision to teach general English, according to Harmer (2003:10), is partly made because teachers ‘do not know how, why, and when our students will need the language in the future, and so we give them a language with the broadest range of use possible.’ General English ‘teaches learners enough English to survive in certain narrowly defined venues but not enough to thrive in the world at large’(Belcher, 2004, p. 165) .  \nNowadays, however, globalization has made English a necessity, not only in academic scope but also in work competition. Those who are fluent in English have a better chance of being successful in academic and professional competition. Crystal (1997) stated that English acquisition can guarantee  \nCitation: Dunifa, L. (2023) . Non-English majors students’ motivational orientation and problems they perceived in learning oral English skills. Anatolian Journal of Education, 8(1), 47-62. [https://doi.org/10.29333/aje.2023.814a](https://doi.org/10.29333/aje.2023.814a)  \nthe availability of opportunities for employment, travel, higher education, and even a better life. Goals for the ELT can be set as the job roles and defining the objective of the subject as to meet ","cbCairExW1e8k3pm","https://ap.wps.com/l/cbCairExW1e8k3pm","pdf",568439,16,"English","# Introduction\n## Background of English for non-English majors\n## Motivation for practical oral English use\n## Curriculum transformation at Universitas Dayanu Ikhsanuddin","[{\"question\":\"What learning goals and outcomes does the study associate with oral English skills (OES)?\",\"answer\":\"The study links OES to employment and future career benefits, emphasizing practical use in real communication such as expressing opinions, making arguments, transmitting information, offering explanations, and impressions.\"},{\"question\":\"How was the research conducted to investigate motivation and perceived problems?\",\"answer\":\"The study used a mixed-method design: a questionnaire for quantitative data and stimulated recall for qualitative data, involving 942 students and 128 stimulated-recall participants.\"},{\"question\":\"What are the three most significant problems SNEM face in learning OES?\",\"answer\":\"The three major issues are insufficient class time, lack of opportunities to use English, and large class size.\"}]","Non-English Majors Students’ Motivational Orientation and Problems They Perceived in Learning Oral English Skills | PDF",1792073448]