Fostering Students’ Speaking Ability through English Club Activities

Abstract

This research aimed to describe a Community Language Learning (CLL) program, the English Club (E-Club), activities and their impacts to enhance the students’ speaking ability. This study employed a descriptive qualitative research method. To gather the data, the researchers administered questionnaires to twenty-seven eleventh-grade students who participated in the E-Club at Public Vocational High School (SMKN) 1 Sooko, Malang, East Java, Indonesia. Then, the researchers interviewed five students and one teacher to expand on the information received. The data analysis operated were gathering data, displaying data, and drawing conclusions. The research’s data reliability was checked through data triangulation. The findings showed that E-Club activities were speech, storytelling, group discussion, and reading aloud. Following the implementation of these activities, the students’ speaking abilities including grammatical accuracy, vocabulary mastery, pronunciation ability, fluidity, and ability to organize concept in speaking had increased. Moreover, students experienced low anxiety and possessed higher English learning interest. These positive impacts were resulted by the role of teacher to prepare suitable teaching methods and to create positive learning environment. Henceforth, this research urges the importance of planning before implementing English program and adopting similar activities to escalate students’ speaking ability.

Teachers’ Challenges in Promoting Learner Autonomy

“…The unique challenges associated with each language skill, as pointed out by the educators, are also well-documented in the literature. For instance, researchers have noted the demands of real-time language processing in listening comprehension (Al-Shamsi et al, 2020), the need for a nuanced understanding of cultural and idiomatic expressions in reading comprehension (Niño, 2020), the challenges in pronunciation, intonation, and fluidity in speaking (Octaberlina & Muslimin, 2022), the need for a firm command of language structure in writing (Hyland et al, 2022), and the importance of understanding the social and cultural context in pragmatic competence (Taguchi et al, 2022).…”

The benefits of English-speaking group for speaking fluency: Acehnese EFL students� perceptions

“…This is because it is believed that more practices, the more the students better in speaking (Yuliandasari & Kusriandi, 2015). Fhonna (2023) Teachers, at this point, play an important role to stimulate students in learning speaking (Octaberlina & Muslimin, 2022). The modification of approaches used by the teachers in teaching in order to encourages the students to be able to speak well.…”

“…In this case, the teacher can also provide special topic and assist the students in the discussion. In addition, the students easily set the time and place to prepare and demonstrate their group-speaking (Octaberlina & Muslimin, 2022).…”