ENGLISH CLUB ACTIVITIES TO SUPPORT STUDENTS’ ENGLISH SPEAKING CONFIDENCE: A CASE STUDY AT SMK NU TULUNGAGUNG

LINDY ZAHIDA YUNASY DAMAYANTI, 126203202156 (2024) ENGLISH CLUB ACTIVITIES TO SUPPORT STUDENTS’ ENGLISH SPEAKING CONFIDENCE: A CASE STUDY AT SMK NU TULUNGAGUNG. [ Skripsi ]

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Abstract

Damayanti, Lindy Zahida Yunasy . NIM 126203202156. 2024. English Club Activities to Support Students’ English Speaking Confidence: A Case Study At SMK NU Tulungagung. Thesis. English Education Department. Faculty of Tarbiyah and Teacher Training. State Islamic University Sayyid Ali Rahmatullah Tulungagung. Advisor:َّArpindaَّSyifa’aَّAwalin,َّM.Pd. Keywords: English club, Speaking, Confident. In English language skills, speaking is one of the most important skills in communication. This skill is very important and much needed. One of the non-linguistic factors that can influence a student's ability to speak is confidence. English Club may come as a way to solve the problems in English especially speaking. It is a place where we can learn English through practice of many activities. The research objectives in writing this thesis were to find out: (1) To find what are the English club activities that support students speaking confidence at SMK NU Tulungagung (2) To describe how English club makes the students more confident when speaking English (3) To describe what areَّ theَّ student’َّ responseَّ toَّ theَّ implementation of the English club at school. The design of this research is a case study as part of qualitative research. The researcher also interviewed the English club tutor and ten students who were members of the English club. This research data was obtained through in-depth interviews and observation. The analysis used was the Miles and Huberman method to analyze the data, including data reduction, data presentation, and drawing conclusions. To check the credibility of the data, researcher used data sources and methodological triangulation in this research. Using triangulation of data sources, researcher collect data from various sources to check the validity of the data. The results of this research show that there are eleven activities carried out in the extracurricular English club, namely: speech, storytelling, roleplay, singing, debate, dialogue, talk about things, presenting material in front of class, introduction, watching films, question and answer. This research also found eight strategies used by teachers to encourage students, namely: roleplay, singing, conversation, group discussion, debate, storytelling, speech, and games. Then the researchers also found that students gave positive responses to the implementation of English club activities, where these responses were divided into two. The first is how students feel after joining the English club. Their feeling was that they felt happy, although there was one student who felt less happy because the tutor gave them little time to prepare for practice. The second category is how students' skills and self-confidence are after joining the English club. Their response are: students feel that their English has improved, students feel more confident, they have gained a lot of experience, their grades have increased, their accent has improved from a Javanese accent to a native speaker's accent, students get new knowledge, find new friends, the atmosphere in the club makes them enjoy their time in the club.

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