Exploring the Factors of Focus Group Discussions in Developing Vocational Students’ Speaking Skills

Abstract

In vocational higher education, traditional teacher-centered instruction focused on grammar often leaves students with high communication anxiety and limited opportunity for authentic speaking practice, despite growing regional industrial demands in Cilacap Regency. This study investigated the implementation of Focus Group Discussions (FGDs) to explore factors contributing to students’ speaking skill improvement and identify the defining characteristics of student interaction. Using a descriptive qualitative method integrated with quantitative data triangulation within a collaborative research framework, the study involved 28 second-semester Agro-industrial Product Development study program at Politeknik Negeri Cilacap. Data were collected using quantitative pre and post-test combined with qualitative participatory observation and in-depth interviews. The quantitative results showed a 36,97% improvement in speaking fluency and a 72,28% increase in vocabulary mastery. Qualitatively, key factors supporting these improvements included reduced speaking anxiety through small-group peer scaffolding, active vocabulary use driven by practical topics such as marketing strategies and packaging design, along with strategic code-switching to handle language gaps. Interactional patterns shifted from passive reliance on the lecturer and long pauses into spontaneous turn-taking, active negotiation of meaning, and mutual problem solving. The study demonstrates that FGDs effectively serve as a supportive pedagogical tool for developing vocational students’ speaking skills.