International Language Society’s Manouver As Its Duty Towards
Pupils’ English Speaking Ability At ESSCO (English Student
Sharing Community) Of University Of Muhammadiyah Malang
THESIS PROPOSAL
This thesis proposal is submitted in pursuance of complying one of the
prerequisite to achieve Bachelor Degree in English Language Education
By :
Ria Shania Estivany
201710100311192
ENGLISH LANGUAGE EDUCATION DEPARTMENT
FACULTY OF TEACHER TRAINING AND EDUCATION
UNIVERSITY OF MUHAMMADIYAH MALANG
2020
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Contents
CHAPTER I
INTRODUCTION.......................................................................................................- 1 -
1.1 Background of Study...................................................................................- 1 -
1.2 Statements of Problem.................................................................................- 2 -
1.3 Purpose of Study..........................................................................................- 3 -
1.4 Significant of Study......................................................................................- 3 -
1.5 Scope and Limitation...................................................................................- 3 -
1.6 Definition of Key Term................................................................................- 4 -
CHAPTER II................................................................................................................- 6 -
REVIEW OF RELATED LITERATURE.................................................................- 6 -
2.1 English Club.................................................................................................- 6 -
2.1.1 Definition.........................................................................................................- 6 -
2.2 ESSCO................................................................................................................- 8 -
2.2.1 Definition.....................................................................................................- 8 -
2.2.2 Purpose of ESSCO...................................................................................- 9 -
2.2.3 Weekly Sharing Activity.................................................................................- 9 -
2.3 Speaking Skill.............................................................................................- 10 -
CHAPTER III............................................................................................................- 12 -
RESEARCH METHODOLOGY..............................................................................- 12 -
3.1 Research Design.........................................................................................- 12 -
3.2 Research Subject........................................................................................- 12 -
3.3 Data Collection...........................................................................................- 13 -
3.4 Data Analysis..............................................................................................- 15 -
REFERENCES :........................................................................................................- 17 -
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CHAPTER I
INTRODUCTION
1.1 Background of Study
English is an international language that ought to be mastered by people around
the world due to the neccessity to compete internationally nowaday. Most of
countries around the world are also have English as their second language to
communicate and also be part of global economics in this era. (Reddy, 2016)
espouses that the use of English as a Second Language (ESL) is spreading widely
and more individual are learning language courses such as English that is going to
assist them improving their own accent and understand native English. One of the
reasons of people who choose to learn English or taking English course is to develop
their communication skill socially with international people to become part of global
economy. Meanwhile, in Indonesia, English is taught as foreign language (EFL)
which not all people in Indonesia are enable to communicate using English in daily
life because there are plenty of languages that exist in Indonesia. That is why, the
English communication skill is very crucial nowadays. The time you practice to
speak the English language, you will be able to speak to everyone you meet in the
world. (Redy,2016)
Nowadays, good mastery of English is essential for Indonesian people, because
it is imperatively taught as a foreign language subject as it has become a perceived
and realized need. (Abdullah, 2017) The importance of English in this era makes
people realise that to look for the thing that can improve English communication skill
is very needed. Due to increase students’ English ability especially in the speaking
skill, plenty of higher educational institutions create an English Club (English
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Language Club), as how (Khorsheed et al., 2019)} stated that there is one
characteristic of language clubs by providing the learners with a great opportunity to
practice the target language comfortably by using its language in casual forms.
Joining an English Club is a good choice for the learners to practice their English.
English Student Sharing Community (ESSCO) is a community that has a
purpose to develop speaking skill of English Department’s students of University of
Muhammadiyah Malang. Based on the previous researcher, “English Student Sharing
Community (ESSCO) has four divisions such as Scholarly Division, Social Division,
Media and Information Division, and Community Development Division.” (Usman,
2019) This year ESSCO only has three divisions and one of which is The Scholarly
Division that focuses on creating interesting and awesome programmes such as
Weekly Sharing that is applied to improve the ESSCO Members speaking skills by
giving an opportunity for every ESSCO members to become speaker in every week.
Indirectly, that programme helps the students to study independently in enhancing
their speaking ability. (Usman, 2019)
1.2 Statements of Problem
Based on the background above, the problem statements as follows:
1. What is the activity used in English Club to enhance students’ English speaking
ability?
2. How does the activity in English Club give influence towards students’ English
speaking ability?
1.3 Purpose of Study
According to the statements of Problem mentioned above, the purpose of this
study is:
1. To grasp about the activity used in English Club to enhance students’ English
speaking ability
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2. To discover about the influence of English Club activity towards students’
English speaking ability
1.4 Significant of Study
In In general, this study aims to find out the English Club role of enhancing
students’ English acquisition. In particular, this study aims to find out the ESSCO’s
activity as its role to increase the members' English speaking ability.
There are two sides to the benefits of this research:
1.4.1 For the Students
Helping the students to develop their English speaking ability in more
interesting, fun and comfortable ways.
1.4.2 For the Further Reseacher
Reference of the further researcher, especially in English speaking ability.
1.5 Scope and Limitation
The scope of this study are English Club and English Skill. Considering a broad
area of the discussion, this thesis proposal focuses on ESSCO of Universitas
Muhammadiyah Malang and the English speaking skill.
1.6 Definition of Key Term
There are several key terms that can be found in this novel that is such as:
1. English Club or international language society is defined as ‘an entity of
people that has a structure, rules and regulations and a student leadership.
Its members have goals and the same aptitude, interests and inclination
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to study and assist each other to implement activities that will help them
realize the aspirations and aims that have been set and agreed upon in
order to develop each other’s talents, hopes and capabilities. (Pereira,
2013) English Club in this study is ESSCO of University of
Muhammadiyah Malang as its role towards ESSCO’s members to
enchance their English speaking ability.
2. ESSCO (English Student Sharing Community) is a new community that
has purpose to develop students speaking skills which focuses only on
English Department students of UMM (University of Muhammadiyah
Malang). (Usman, 2019)
3. Weekly Sharing is one of the interesting programmes in ESSCO to
facilitate ESSCO members in increasing their English speaking skill.
4. Speaking Skill is a skill which is worthy of attention in both first and
second language. Learning the speaking skill is the most important
aspect of learning a second or foreign language and success is measured
based on the ability to perform a conversation in the language. (Reddy,
2016)
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CHAPTER II
REVIEW OF RELATED LITERATURE
2.1 English Club
2.1.1 Definition
English Club or international language society is defined as ‘an entity of people
that has a structure, rules and regulations and a student leadership. Its members
have goals and the same aptitude, interests and inclination to study and assist each
other to implement activities that will help them realize the aspirations and aims that
have been set and agreed upon in order to develop each other’s talents, hopes and
capabilities. (Pereira, 2013)
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English Clubs are academic clubs carried out during the students’ co-curricular
activities. The ECs give students the opportunity to involve in language activities
outside the classrooms. During club meetings, students can have possibility to enjoy
games or join in activities that are not given in the classrooms. Here, students also
learn to have collaboration with their friends (group work). This works as a form of
preparation for the students to face the real world. During group work, they learn to
communicate with students that come from different backgrounds and
temperaments. This is the reality which the students ought to face when they go in
another part of the world or when they start working. Having to work closely with
others may not be easy to some people, but it is a skill that students can develop
through the ECs because at university or college, working as part of a group,
making group presentations and submitting a group report may become an everyday
experience. (Pereira, 2013)
2.1.2 Purpose of English Club
To put the ECs in perspective, a commonly asked question regarding language
club activities is “Can language club activities help students enhance academically?
There are plenty of evidences to suggest it does. (Pereira, 2013) besides, (Pereira,
2013) also confirmed “students tend to do better academically in education when
they participated in academic club activities.” In a study by (Pereira, 2013) it was
found that there was a positive corelation between club activities, G.P.A. and Self-
esteem. So too, did (Pereira, 2013) who found that academic organized activities
were positively and significantly related to achievement. (Pereira, 2013) also
reported clear evidence that participation in language club activities during the
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higher education years provided a protective context in terms of involvement in
risky behaviours and a promotive context in terms of academic performance.
Making the learners are able to speak English fluently was the aim of Faculty of
Letters since it was first founded. Some activities to support their success in learning
English have been conducted, such as English Day, Everyday is English Day,
Students’ Discussion Forum, Study Club, Speaking English Area, etc. It seems that
all those activities formerly do not run very well. It works only temporarily.
Community-based learning method is a method of learning that can be applied to
learn language. It is very functional because the learners learn the language like in
real community. It is conducted out of the formal or regular teaching learning
process that usually done in the classroom. It will rus as naturally as possible like
the learners live in the society. (Pujiyatno, 2016)
2.2 ESSCO
2.2.1 Definition
ESSCO stands at the initiative of the students themselves from the results of a
discussion that has been agreed upon. Then, the community itself held a meeting
with the English language major in order to establish space for this community to be
presented in the English language environment. This departs from the discussion of
lecturers and students to open an English practice room outside of lectures. This is
not far from the needs of students to train and familiarize English in everyday life.
ESSCO is a new community that presents at University of Muhammadiyah Malang,
especially in English majoring by contributing to open learning places outside the
classroom. Nowadays, many universities enhance student education through
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learning communities to develop students' abilities in learning (Usman, 2019) (in
Weiss, 2019).
ESSCO becomes a community that functions as a forum in developing and
improving students' English skills. In addition, this community also helps English
language study programs to foster and control students so that they are always active
in using English both in writing, reading, listening, and speaking. This can also be
found in a community-based English club activity that practices English speaking
and listening skills. (Malu, 2013) In another side, the community should developed
student relationship to be stronger with another in education. (Usman, 2019) (in
Visher et al., 2019).
ESSCO is built to overcome and facilitate the students who eager to develop the
English speaking skill for successful learning outcomes. This community endeavors
to understand and appreciate ELED students’ in implementing the theory and
practices used in English. So that, they can be more active, creative and also
innovative. (Usman, 2019)
2.2.2 Purpose of ESSCO
Specifically, ESSCO aims to facilitate students who want to enhance their
English language skills, especially in speaking ability. It can be adjusted through
their talents and interests. Students who have capabilities in the arts such as drama,
theatre can incorporate elements of English in all their activities, especially debate
and discussion.
The benefits felt by students are the achievement of an increase in English. In
addition, students who joined ESSCO receive scholarship training, including students
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who got scholarships abroad because they have more skills in English skills, which
are: writing, reading, listening, and speaking. Some scholarships that have been
achieved by active students at ESSCO are Erasmus Plus to Europe and student
exchange to China. (Usman, 2019)
2.2.3 Weekly Sharing Activity
Weekly sharing is one of the ESSCO’s programs that handled by scholarly
division that focus to facility ESSCO’s members on improving speaking skill and
also to guide all ESSCO’s members to sharing any information based on the topic
that already chosen by the speaker. In general, the aim of this program is to enhance
the critical thinking of English students in the learning process. Specifically, the aim
of this program is to help the ESSCO’s members in improving their speaking skills.
Such programs can also be found at the English Club, where students practice
English for their speaking enhancements. In addition, they also share information
about their knowledge with others (Melviza, 2017)
2.3 Speaking Skill
(Abdullah, 2017) (in Nunan (2017) states that speaking is one of fundamental
languages skill. It is considered as the most important aspect of learning a foreign
language. The success of people in learning language is measured in terms of the ability
to converse in the language. One of the aims of teaching English as a second or foreign
language is to make the learners be able to communicate the information effectively in
spoken English. (Abdullah, 2017) Speaking is a system of interaction that creates
meaning by processing information, receiving and producing (Usman, 2019) Speaking
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can be considered as the most desirable skill by learners in a foreign language (Šolcová,
2011) Speaking is a valuable capacity, which is considered as evidence from learners of
their skills in a language (Setyawan, 2019) In the EFL program, speaking skills are very
important for students to mastering by using the best methods such as activities, media,
and material (Nazara, 2011) In language learning, the skills claimed to be the core of
language learning is speaking skill (Yöntem, 2014)
(Parmawati, 2018) states that there are three main reasons for making students
speak in class. First, speaking activities provide training opportunities - opportunities to
practice speaking in real life in a safe class. Second, speaking assignments where
students try to use one or all of the languages, they know provide feedback for lecturers
and students. Everyone can see how well they are doing: how successful they are, and
also what language problems they experience. And finally, the more students have the
opportunity to activate the various elements of the language they have stored in their
brains, the more their use of these elements will automatically.
The demand of English learning has risen along with English proliferation
globally. The practice of English was no longer only limited to international purposes
but also local communication. Therefore, the trend has shifted from only copying the
native speaker style to successfully communicating by using English. People who live
in the countries of English as Foreign Language (EFL) like Indonesia tend to talk in
English more with their friends rather than with native speaker of English.
In mastering speaking skills it is very important to find and use learning
methods in EFL programs such as media, activities, and materials (Nazara, 2011) The
end of the twentieth century, foreign language speaking skills have used the concept of
student autonomy to be used as a learning process and it has gained momentum
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throughout the world. Through this concept, the learners are helped when they use L1 to
L2 on the mental block side (Qamar, 2016)
CHAPTER III
RESEARCH METHODOLOGY
This chapter explains the details of the research methodology. It discusses
about (1) research design, (2) research object, (3) research instrument, (4) data
collection procedure, and (5) data analysis.
3.1 Research Design
This study will be fully conducted by using descriptive qualitative research,
where the data is going to be completely examined and analysed for the needs of
this research. Research is used by researcher to grasp and explain the ESSCO
activity that enhance students speaking ability. (Mohajan, 2018) defines
qualitative researchers are interested in people’s belief, experience, and meaning
systems from the perspective of the people. Qualitative research does not
include statistical analysis and empirical calculation.
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Qualitative research can help researchers to access the thoughts and feelings
of research participants, which can enable development of an understanding of
the meaning that people describe to their experiences. (Sutton, 2015)
3.2 Research Subject
The subjects that the researcher involves are 4 students of English Language
Education Department, Faculty of Teacher Training and Education, University
of Muhammadiyah Malang who join in English Student Sharing Community
(ESSCO).
In this study, researcher would like to observes four students that are going
to be chosen by the researcher based on the community data as how they are
active to participate in all the ESSCO’s programmes. (ESSCO members)s’
sample subjects are going to be observed in terms of the activity used in English
Club to enhance students’ English speaking ability. The researcher also observes
the same four sample subjects from ESSCO members to grasp about how does
the activity in English Club give influence towards students’ English speaking
ability.
3.3 Data Collection
As the researcher has explained above, the researcher is gathered the data
immediately in several way through observation, interview and documentation
from the subjects when the ESSCO members do the Weekly Sharing Activity.
Therefore, the researcher applies the following ways:
1. Observation
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The researcher is going to come to the venue where ESSCO helds the
Weekly Sharing Activity and attend the activity to grasp about the actual event
especially about the English speaking ability of the ESSCO members. The writer
also directly observes in the ESSCO venue about how come the Weekly Sharing
Activity could give influence to the members’ English speaking ability.
One of the supporting statements of (Sutton, 2015) that the findings
should be written as if a story is being told; as such, it is not necessary to have a
lengthy discussion section at the end. This is because much of the discussion
will take place around the participants’ quotes, such that all that is needed to
close the report or paper is a summary, limitations of the research, and the
implications that the research has.
2. Interview
The interview will be done to the four selected students of ESSCO
members by giving them open-ended question about Weekly Sharing Activity
and English speaking ability. The researcher will also record (oral or video) of
The Weekly Sharing Activity and ESSCO members active participation to grasp
the relation between the role of its activity and English speaking ability.
3. Documentation
Pictures and videos are the form that will be collected by the researcher
when she is directly doing an observation to the venue. The writer will take
some pictures, videos, records (sound record) and notes when she does her
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research. This study is going to conclude textual/narrative explanation by
attaching the documents that have gotten by the researcher for the findings.
(Sutton, 2015) suggested that Qualitative researchers tend to report
“findings” rather than “results”, as the latter term typically implies that the data
have come from a qualitative source. The final presentation of the research will
usually be in the form of a report or a paper and so should follow accepted
academic guidelines.
Qualitative research contains all necessary instruments that can evoke
recall which aids problem-solving. Qualitative data instruments such as
observation, open-ended questions, in-depth interview (audio or video), and
field notes are used to collect data from participants in their natural settings. The
methods employed in data collection give full description of research with
respect to the participants involved. The participants’ observation and focused
group nature of the qualitative research approach create wider understanding of
behaviour. Hence, qualitative research approach provides abundant data about
real life people and situations. (Daniel, 2016)
3.4 Data Analysis
(Flick, 2013) defines that Data analysis is the central step in qualitative
research. Whatever the data are, it is their analysis that, in a decisive way,
forms the outcomes of the research. He is also added that Qualitative data
analysis is the classification and interpretation of visual material to make statements
about implicit and explicit dimensions and structures of meaning-making in the
material and what is represented in it. Meaning-making can refer to subjective or
social meanings. Qualitative data analysis is also applied to discover and describe
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issues in the field or structures and processes in routines and practices. Often,
qualitative data analysis combines approaches of a rough analysis of the
material (overviews, condensation, summaries) with approaches of a detailed
analysis (elaboration of categories, interpretations or identified structures). The
final aim is often to arrive at generalizable statements by comparing various
materials or various texts or several cases.
In this step, the researcher is going to analyze the students’ active
participation during the activity in ESSCO which is Weekly Sharing Activity. The
data are going to be obtained from the ESSCO members of ESSCO’s programme in
speaking skill as the qualitative data.
The researcher applies some of the steps below in order to analyze the data
that has been collected.
1. Writing the data that has been collected from the activity.
2. Make notes as a summary of the students’ speaking ability through
activity.
3. Comparing the results with several facts whether it is the same of
different.
2. Make a conclusion.
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