THE PRACTICE OF THE ENGLISH CLUB OF UNIVERSITY’S TUTORS TO IMPROVE NON-ENGLISH EDUCATION STUDENTS' SPEAKING PROFICIENCY AT UIN SAYYID ALI RAHMATULLAH TULUNGAGUNG

ANJALI FITRIANA, 126203212096 and SUSANTO, 197308311999031002 (2025) THE PRACTICE OF THE ENGLISH CLUB OF UNIVERSITY’S TUTORS TO IMPROVE NON-ENGLISH EDUCATION STUDENTS' SPEAKING PROFICIENCY AT UIN SAYYID ALI RAHMATULLAH TULUNGAGUNG. [ Skripsi ]

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Abstract

Fitriana, Anjali. NIM. 126203212096. “The Practice of The English Club of University’s Tutors to Improve Non-English Education Students' Speaking Proficiency at UIN Sayyid Ali Rahmatullah Tulungagung " English Education Study Program, Faculty of Tarbiyah and Teacher Training, Universitas Islam Negeri Sayyid Ali Rahmatullah Tulungagung with supervisor Dr. H. Susanto, S.S., M.Pd. Keywords: English Club, Speaking Proficiency, Tutors’ Teaching Strategies Speaking proficiency is a crucial component of English language competence, particularly for university students who aim to thrive in global academic and professional settings. At UIN Sayyid Ali Rahmatullah Tulungagung, students from non-English Education programs often face challenges in developing their speaking skill due to limited practice, lack of language exposure, and low confidence. To address this issue, the English Club of University (ECU) was established as an extracurricular platform to support students' speaking development through collaborative and peer-facilitated learning. This study aimed to investigate how the ECU contributed to the improvement of non-English Education students’ speaking proficiency. The research focused on how the tutors of ECU facilitated the non- English education students in improving their vocabulary, grammar, and pronunciation mastery, as well as how the tutors of ECU set activities that encouraged the students to actively practice speaking. This research employed a Case Study Design with qualitative approach. The data of the study were qualitative data in the forms of statements and descriptions related to the proposed research questioned. The data were collected through doing interviews and observations of three tutors of ECU as the subjects of the study who belonged to active students from the English Education Program. The study revealed that (1) The tutors’ practices in facilitating the nonEnglish education students in improving their vocabulary, grammar, and pronunciation implemented a variety of strategies that were practical, interactive, and contextually relevant. These strategies included providing list of vocabularies, conducting vocabulary drilling, providing contextual grammar instruction through both Deductive and Inductive methods, implementing pronunciation modelling and drilling, (2) The tutors’ practices in setting the non-English education students to practice their speaking by setting task-based speaking activities, such as vlogs, pair discussions, and the use of the Direct Method. The practices employed by the tutors of ECU stimulated the creation of a supportive and interactive learning environment. Consequently, the non-English Education Study Program students could improve their speaking fluency, accuracy, and confidence. Through these varied and adaptive strategies, the ECU contributed significantly to the speaking development of the non-English Education Study Program students beyond formal classroom instruction.

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