No Grammar, No Cry: Encouraging Confident English Communication: Pengabdian

Vivi Ayu Lestari; Anwar Hilman; Arif Budimansyah Purba; Ahmad Najib Mutawally; Rizki Teja Pratama; Ade Sofyan; Inpresta Natalia; Sekarlita Indriani; Cepi Indra Grahana; Juni Adi Putra

doi:10.31004/jerkin.v4i4.6731

Authors

Vivi Ayu Lestari Universitas Horizon Indonesia
Anwar Hilman Universitas Horizon Indonesia
Arif Budimansyah Purba Universitas Horizon Indonesia
Ahmad Najib Mutawally Universitas Horizon Indonesia
Rizki Teja Pratama Universitas Horizon Indonesia
Ade Sofyan Universitas Horizon Indonesia
Inpresta Natalia Universitas Horizon Indonesia
Sekarlita Indriani Kalbis University
Cepi Indra Grahana Universitas Horizon Indonesia
Juni Adi Putra STIKES Mayapada

DOI:

https://doi.org/10.31004/jerkin.v4i4.6731

Keywords:

English Speaking, Speaking Confidence, Speaking Anxiety, Communicative Competence, Qualitative Approach, Growth Mindset

Abstract

Speaking is widely considered one of the most challenging skills for both university and high school learners, not primarily due to limited grammar or vocabulary, but because of psychological barriers such as fear of making mistakes and low self-confidence. This community service program, entitled “No Grammar, No Cry: Encouraging Confident English Communication,” aims to address these challenges by shifting learners’ focus from grammatical perfection to meaningful communication. The program was implemented through interactive workshops, peer conversation sessions, confidence-building games, real-life communication simulations, and mentoring activities to create a supportive and low-anxiety learning environment. A qualitative approach was employed to explore participants’ experiences, perceptions, and mindset changes during the program. Data were collected through participant reflections, observational notes, and informal discussions. The findings reveal that participants demonstrated increased willingness to speak, reduced speaking anxiety, and improved fluency and confidence in expressing ideas. In addition, learners developed a more positive attitude toward making mistakes, recognizing them as part of the learning process. Overall, the program highlights the importance of collaborative learning and experiential practice in fostering communicative competence. It also contributes to bridging the gap between theoretical knowledge and real-life communication, while promoting learner autonomy, sustained motivation, and adaptive communication skills.

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