Why Many Indonesian Students Struggle With English Assignments!
Why is it So Hard?
This is completely based on my observations and the fact that I have experienced this myself. So feel free to debate me. However, keep in mind that most students are not going to use the English language at a level that will require perfect English, such as a doctor, a lawyer or a scientist. So here is my look at why many university students in Yogyakarta struggle with English assignments, why memorization holds them back, and what practical methods can help them learn real communication skills.
What I Noticed About English Assignments in Yogyakarta
During my recent trip to Yogyakarta, I spent time in areas where tourists gather. I met many university students who were completing assignments that required them to speak with foreigners. The goal was simple. Approach an English-speaking visitor, ask pre-written questions, and record the conversation for school.
The problem became clear fast. Many of the students had almost no understanding of the English phrases they were reading. They followed instructions from a sheet of paper and hoped the foreigner would respond in a way they could handle. When I answered, most of them had no idea what I said.
Why Memorized Scripts Hold Students Back
This reminded me of something common in aviation. Many flight attendants memorize safety announcements in English. They repeat the lines word for word, even if they do not fully understand them. They pass the exam because they can recite the script, not because they understand the language.
I saw the same pattern with many students in Yogyakarta. They memorized the lines the way someone memorizes lyrics to a song. They completed the assignment, but they did not build skills. Once the conversation moved away from the script, everything fell apart.
Why Basic Sentence Building Works Better
When I learned Indonesian, I started with simple sentence extensions.
For example:
I want to go to…
Then add office, washroom, restaurant, or whatever matched the situation.
With this method, I could communicate. Even if I did not understand every detail in the reply, I understood enough. People could point, explain with gestures, or guide me. I used words I knew and extended them until they worked.
This simple structure is what I teach on YouTube. Learn a few words. Understand them. Use repetition. Build confidence. Add one or two more words when ready. It works because you grow your skill, not your memorization list.
The Deeper Issue Behind the Classroom Experience
Based on the assignments I saw and the way students formed sentences, I doubt many teachers have strong confidence in spoken English. If teachers struggle with the language, they cannot guide students well. The lessons become textbook-focused. Students learn rules, not communication. They learn to pass tasks, not build skills.
If universities want students to speak English, they should focus on real conversations first. Grammar can come later. Complicated grammar rules slow students down. This is especially true in languages like French, where masculine and feminine forms and multiple tenses confuse beginners.
Why Real Practice Matters Far More Than Worksheets
Students in Yogyakarta put in effort, but the effort does not lead to real improvement. In three weeks on Malioboro, I spoke to at least two dozen students. Most repeated the same pattern. They read questions they did not understand and waited for answers they could not process.
They are learning the tune of a song without understanding the lyrics. The only way they will improve is through genuine conversations with foreigners and clear guidance from teachers who understand how to build real communication skills.
Students need confidence, repetition, and simple building blocks. Without that foundation, the assignments feel empty, and the progress stays slow.
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