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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LEARNING. Repository Journal of Universitas Negeri Makassar.

Daniel, E. (2016). The Usefulness of Qualitative and Quantitative Approaches and Methods in
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