THE IMPLEMENTATION OF ENGLISH CLUB PROGRAM IN TEACHING SPEAKING SKILL:students' strategies in overcoming difficulties encountered in speaking english

• Main Author: Maulana Putra, - (Author)
• Format: Book
• Published: 2012-02-24.
• Subjects: Thesis; NonPeerReviewed
• Online Access: Link Metadata
• Notes: http://repository.upi.edu/99749/3/s_ing_0705947_table_of_content.pdf; http://repository.upi.edu/99749/2/s_ing_0705947_chapter1.pdf; http://repository.upi.edu/99749/2/s_ing_0705947_chapter2.pdf; http://repository.upi.edu/99749/2/s_ing_0705947_chapter3.pdf; http://repository.upi.edu/99749/1/s_ing_0705947_chapter4.pdf; http://repository.upi.edu/99749/2/s_ing_0705947_chapter5.pdf; http://repository.upi.edu/99749/4/s_ing_0705947_bibiliography.pdf
• Keywords: L Education (General)

This research concerned about the implementation of English club program inteaching English speaking skill. The research was conducted at one integrated senior high school in Bandung. The researchwas intended find out how English club program was implementedto teach English speaking skill. This research employed descriptive case study applying qualitative research method in which a teacher and twenty studentsbecome respondents. The respondents of this researchwere chosen purposively by using convenience sampling. Furthermore, the data were collected through observations, questionnaires, and interviews. The activities in the classroom were observed to learn how English club program wasimplemented. The questionnaires were distributed to the students to gain the data about: speaking activities, teacher's role, and learning environment of English club program. Finally, five students were interviewed randomly to find more deeply and to confirm the data gathered from the observations and questionnaires about the implementation of English club program on teaching English speaking skill. The research revealed that the implementation of English club program on teaching English speaking skill had three important aspects: (1) Mostactivities in teaching speaking skill had the situation and time of language use (contextual), and were integrated with listening activities; (2) the teacher had appropriate roles in teaching speaking through English club program; (3) the English club program learning environment was conducive and fun.