EXPOSURE TO ENGLISH AT
“SHTC”AND MEMBERS’
LEARNING EXPERIENCES
THESIS
Submitted in Partial Fulfillment of the Requirement for the Degree of Sarjana
Pendidikan (S.Pd) in Teaching English
By
:
Ana Fitrotul Laila
NIM D95211079
ENGLISH TEACHER EDUCATION DEPARTMENT
FACULTY OF EDUCATION AND TEACHER TRAINING
SUNAN AMPEL
STATE ISLAMIC UNIVERSITY
ABSTRACT
Laila, Ana Fitrotul. (2016). Exposure to English at “SHTC” and Members ‘Learning Experiences. A Thesis English Teacher Education Department, Faculty of Education and Teacher Training, State Islamic University (UIN) Sunan Ampel. Advisor: Hanafi, M. A
Key Word: exposure to English, learning experiences
TABLE OF CONTENTS
TITLE THESIS ... i
APPROVAL SHEET ... ii
MOTTO ... iii
ABSTRACT ... iv
DEDICATION... v
ACKNOWLEDGEMENT ... vi
TABLE OF CONTENTS ... vii
LIST OF TABLES ... viii
LIST OF CHARTS ... ix
LIST OF FIGURE ... x
LIST OF APPENDIX ... xi
CHAPTER I INTRODUCTION A. Background of the Study ... 1
B. Problems of the Study ... 5
C. Objectives of the Study ... 5
D. Significances of the Study ... 5
E. Scope and Limitation ... 6
F. Definition of Key Terms ... 6
CHAPTER II REVIEW OF RELATED LITERATURE A. Second Language Acquisition ... 8
B. Input, Interaction, Output ... 9
C. English as Foreign Language Learning ... 11
D. Language Exposure ... 13
E. Learning System ... 18
F. Members’ Learning Experiences ... 25
G. Toastmaster Club ... 26
H. Review Previous Study ... 27
CHAPTER III RESEARCH METHODOLOGY A. Research Design... 31
C. Data Settings and Participants ... 33
D. Data Collection Technique ... 35
E. Research Instrument... 37
F. Data Analysis Technique ... 38
G. Checking Validity ... 41
H. Research Stages ... 42
CHAPTER IV FINDINGS AND DISCUSSIONS A. Research Findings ... 44
B. Discussions ... 92
CHAPTER V CONCLUSIONS AND SUGGESTIONS A. Conclusions ... 102
B. Suggestions ... 105
CHAPTER I INTRODUCTION
This chapter covers introductory parts of the research such as background
of the study, problem of the study, objective of the study, significance of the study,
and scope and limitation.
A. Background of the Study
Language is a very important means of communication. It is very
difficult to think of a society without language. It sharpens people's thoughts
and guides and controls their entire activity.1 English as a foreign language in Indonesia becomes significant its position. It becomes the first foreign language
that is learnt in Indonesian schools and institutions.
One of institutions that serve English learning is Surabaya Heroes
Toastmaster Club (SHTC). It is one of the branches of International Toastmaster
in California. The member of the club is from different background, such as
businessmen, professionals, employee, academicians, and high school students,
university students, and teachers. In Surabaya, Toastmaster Club spreads in
some locations, such as at Institute of Technology Sepuluh Nopember (ITS),
PT. Telkom, Unitomo, John Robert Powers Embong Kemiri No 4, and Meeting
Room SCJMS Rungkut Industri l.
1B. William Dharma Raja and K. Selvi. “Causes of Problems In Learning English as A Second
2
In relation with English as Foreign Language (EFL) learning,
Toastmaster Club provides various types of ways in learning to enhance its
members’ English proficiency such as providing a lot exposures, professional
English learning system, and enjoyable learning experience to the members’
community, especially in improving leadership skills.
As other language institutions, there are some aspects affecting the
student’s English development at SHTC. One of the most significant is
exposure to the language.2 Exposure can be defined as one way either naturally
or given, which will influence human’s brain or mental condition to recognize
the language.3 It refers to the contact that the learner has with the language they are trying to learn.
The study about Exposure to English is interesting for some reasons.
First, English exposure is important in foreign language learning. By understanding exposure, the Indonesian EFL Learners will know what input that
is still less and needs to be increased. Therefore, they can maximize the
exposure or input to improve their English proficiency. Second, for Indonesian
EFL teachers, they are able to identify their students’ weaknesses in English
learning by providing the students with adequate language exposure such as
various input through listening to the class presentation, sharing idea with
2S. S Ajileye, “The Effect of Exposure to English Language Activities outside the Classroom on
Written English: A Study of Selected Secondary Schools in Ilorin”. The Ilorin Journal of Education. Vol 18. , September 1998, 5
3Bayu Aribowo, Unpunished Undergraduate’s Thesis. “Teacher’s Beliefs about English Language
3
classmate, giving oral presentation and asking the instructor. Third, studying exposure is important for schools or language institutions like SHTC, so they
can evaluate the learning system to make the students better in improving their
English proficiency.
Relating to the reasons and discussions above, the researcher intends to
conduct the research entitled “Exposure to English at SHTC and Members’
Learning Experiences”. The similar studies have also been conducted by some
researchers.
First, Lubega, conducted a research which took Uganda as its object of research where people there speak English as a second language. He
found that language exposure is vital to language learning and the type
and level of language proficiency that are from the language learning
process is almost entirely determined by language exposure. The study
shows how exposure takes a significant value even if the language has
the function as a secondary language. It implies that even they already
have people around them speaking the language, they still need to maintain
close contact to the language in their learning process.4
Second, Matthew Barbee in his research which focuses on
Extracurricular L2 input in Japanese EFL context concentrates at exposure,
attitudes and motivation. It was informed that EFL students have much more
4 Lubega and Hebson Stephen, Dissertation: “The Effect of The Nature and Amount of Exposure on
4
exposure to some extracurricular sources of English input than to others. He
found that the most frequent kinds of exposure to English among Japanese
EFL learners were music, online media, music with lyrics, movies/TV with
subtitles, and interaction with non-native speakers. Practice with native
speakers was considered the most effective factor in learning English.5
Third, Ajileye in her research sees the effect of exposure to English
language activities outside the classroom in students’ writing. It was
observed that there exists a significant mutual relationship between the
degree of exposure to English language use outside the classroom and
performance in written English. She makes sure that an exploitation of
opportunities for English language activities would definitely enhance
proficiency in English language.6
The differences between the previous and present research are the object
of research and research design. The previous studies conducted the research in
quantitative method, while the present researcher employs the qualitative
research design. Besides, for the object of research the present researcher takes
HTC in Surabaya.
5Matthew Barbee, “Extracurricular L2 Input in a Japanese EFL Context: Exposure, Attitudes and
Motivation”Second Language Studies. Vol. 32 No.1, Fall 2013, 1
6S. S Ajileye, “The Effect of Exposure to English Language Activities outside the Classroom on
5
B. Problems of the Study
Based on the statements described previously, the researcher wants to
explore exposure to English at SHTC. To be more specific, the researcher
formulates the problems of the study as follows:
1. How is exposure to English used by the members at SHTC?
2. What are the system used by SHTC to provide exposure to English?
3. What are the members’ experiences at SHTC?
C. Objectives of the Study
In line with the problems of the study, this research is intended to:
1. Describe the exposure obtained by the members at SHTC.
2. Describe system used by SHTC to provide exposure to English.
3. Find out the members’ experiences at SHTC.
D. Significances of the Study
As other studies conducted in the area of English language teaching, this
research also has significance or benefit after its accomplishment. First, this research hopefully can provide some insight for other educational
practitioners in schools or institutions with similar characteristics to
construct, deconstruct, or even reflect their view about language exposure
which may affect them in their way of teaching. This study will be also
beneficial for the English teachers to evaluate their use of English in the
classroom for maximum result of their students’ proficiency. Second, this research gives advantages in providing valuable information related to
6
E. Scope and Limitation
The study merely focuses on the discussion of the exposure to English
at SHTC and the experience which is still correlated with the process of
learning. It only describes the system done by the committee to run the club
and achieve such purpose. Therefore, the findings from this study might not be
applicable or generalizable for other subjects and contexts.
F. Definition of Key Terms
This is the acknowledgement that connect the researcher and the reader
to be well-organized in one point of conception to avoid dissimilar
understanding about definition of key term in this thesis.
1. Surabaya Heroes Toastmaster Club (SHTC)
A branch of international community which aim to improve communicative
skill conducted at Rumah Bahasa Surabaya.
2. Exposure to English
Exposure can be defined as one way either naturally or given, which will
influence human’s brain or mental condition to recognize the language.7 In
this study, Exposure to English means the total amount of contacts with
English which provided by SHTC in learning process in term of listening to
the class presentation, sharing idea with classmates, giving oral presentation
and talking with the instructor.
7Bayu Aribowo, Unpunished Undergraduate’s Thesis. “Teacher’s Beliefs about English Language
7
3. Learning Experience
Cantor state that by Experiential Learning, learner can be motivated as their
necessity to find a value from their personal experience of specific subject.8
In this study members’ learning Experiences pervades all forms of learning
which are focused on ELT. However, its value is recognized by the members
personally.
8 J.A. Cantor, Experiential Learning in Higher Education. (Washington, D.C.: ASHEERIC
CHAPTER II
REVIEW OF RELATED LITERATURE
This chapter reviews several theories as the basis in conducting this research. It
covers Language Acquisition, EFL Learning, Language Exposure, Learning System,
Learning Experience, Heroes Toastmaster Club, and previous studies.
A. Second Language Acquisition
Nunan in Nanik describes that Second Language Acquisition, then shorted
SLA, refers to the way in which learner, child or adult learns a second or foreign
language. The learning may take a place in tutored or untutored environment, and
in second language or foreign language setting. The field of second language
acquisition has underground tremendous growth over the last twenty years.1 Ellis explains that at first sight, the meaning of the term Second Language Acquisition seems clear but, in fact, it requires a careful explanation. For one thing, in this context second can refer to any language that is learnt subsequent to the mother tongue. Thus, it can refer to the learning of a third or fourth language. Also
second is not intended to contrast with foreign. Whether you are learning a language naturally as a result of living in a country where it is spoken, or learning
it in the classroom through instruction, it is customary to speak generically of
1 Nanik, Unpublished thesis:“The Problems of Teaching and Learning Speaking at SMUN 1 Kejayaan
9
second language acquisition.2 SLA then can be defined as the way in which people learn a language rather than their mother tongue, inside or outside of a classroom.
B. Input, Interaction, and Output
Gass and Selinker state that it is commonly believed that learning a
second language involves learning the rules of grammar of the second language,
along with vocabulary items and correct rules of pronunciation.3 Putting those rules to use in the context of conversation is then construed as a natural extension
of grammar acquisition. This view implicitly assumes that language use does not
vary from first language situations to various second language situations, for all
that would be needed to successfully converse in a second language would be to
plug in the correct forms to say the same thing as one does in one’s native
language.
Input
Corder in Gass and Selinker made an important distinction between
what he called input and intake. Input refers to what is available to the learner,
whereas intake refers to what is actually internalized by the learner.4 Anyone who has been in a situation of learning a second/foreign language is familiar
with the situation in which the language one hears is totally incomprehensible,
2 Rod Ellis, Second language Acquisition (Oxford: Oxford University Press,1997), 8
3 S. Gass – L Selinker, Second language Acquisition: An Introductory course, 3rdedition (New York:
Routledge, 2008), 302
10
to the extent that it may not even be possible to separate the stream of speech
into words. Whereas this is input, because it is available to the learner, it is not
intake, because it goes in one ear and out the other; it is not integrated into the
current learner-language system.
This sort of input appears to serve no greater purpose for the learner than does
that language that is never heard. Conceptually, one can think of the input as
that language (in both spoken and written forms) to which the learner is
exposed.
Interaction
The interaction approach accounts for learning through input (exposure
to language), production of language (output), and feedback that comes as a
result of interaction. Language learning is stimulated by communicative
pressure and examines the relationship between communication and acquisition
and the mechanisms (e.g., noticing, attention) that mediate between them.
Interaction involves a number of components including negotiation, recasts,
11
Output
Gass and Selinker state that input alone is not sufficient for acquisition,
because when someone hears language he/she can often interpret the meaning
without the use of syntax.5 This is not the case with language production or output, because someone is forced to put the words into some order. Production
then may force the learner to move from semantic processing to syntactic
processing. It is trivial to state that there is no better way to test the extent of
one’s knowledge (linguistic or otherwise) than to have to use that knowledge
in some productive way, whether it be explaining a concept to someone (i.e.,
teaching) or writing a computer program, or, in the case of language learning,
getting even a simple idea across. However, output has generally been seen not
as a way of creating knowledge, but as a way of practicing already existing
knowledge. In other words, output has traditionally been viewed as a way of
practicing what has previously been learned.
C. English as Foreign Language Learning
Many people agree that English is popular in this global era.
English influences many fields of life in our country and it is learned as foreign
language. According to Brown, foreign language contexts are those in which
students do not have ready-made context for communication beyond their
5 S. Gass – L Selinker, Second language Acquisition: An Introductory course, 3rdedition (New York:
12
classroom.6 The students do not use English for their daily communication in their classroom or at their home.
A foreign language is a non-mother tongue or not an official
language. One of foreign languages learned in Indonesia is English. And as a
matter of fact, it is one of the compulsory subjects that should be taught at school
starting from Junior High Schools. Madya states that, English as a foreign
language means that it is a language spoken by people from other countries
and not used for formal communication and/or daily conversation.7 The purpose of learning English as a foreign language are for example travel
abroad, communication with native speakers, reading foreign literature, etc.
Foreign language usually requires more formal instruction and other measures
to compensate for the lack of environmental support.
According to Henrichsen, EFL Learners have some characteristics.
First, foreign language learners are not in an English-speaking Environment.
Second, they do not speak English outside the English classroom. The students leave class, they hear, speak, read, and write languages other than English. Third, foreign language learners tend to be linguistically and culturally homogeneous.
They generally speak the same native language and are accustomed to speaking it
with each other and they generally share the same cultural background.
6 Brown,H. Douglas, Teaching by Principles (USA: Pearson ESL,2000), 256
7Madya,Suwarsih, Thesis:”Developing Standards for EFL in Indonesia as Part of the EFL Teaching
13
language culture may be foreign for them, they have a more artificial purpose,
such as to earn a course grade or pass a test, and a lower level of motivation.8
D. Language Exposure
According to Chomsky (cited in Harrison, 2007) language is controlled
by environmental factors which are from the levels of proficiency on the language
learning process.9 In fact, it is stated that among the many factors affecting the proficiency of the second language learners, exposures from the environment are
the most common one. Magno, de Carvalho, Lajom, Bunagan, and Regodon
defined language exposure as the total amount of time which an individual has a
mere contact with the target language, may it be in verbal or written form, formal
or informal ways of communications and in which the individual may either have
an active or a passive role.10 With this definition, Mourtega conceptualized that exposure to a second language happens whenever individuals engage in
conversations in the second language with family members, peers, classmates,
and teachers; whenever they read books, magazines, and newspapers written in
that language; whenever they come across with information disseminated in
different multimedia sources; or even when they are mere passive listeners in any
8 Lynn Henrichsen,”Key characteristics of EFL and ESL settings, and their classroom implications”
TESOL Newsletter,Vol. 21 No. 2, 35
9 K. Harrison, Worlds within words (University Press. Oxford, 2007), 46
10 C.Magno, de Carvalho, M. Lajom, J. Bunagan, K. Regodon, “Assessing the level of English
14
activity or place in which the second language is spoken.11 Skinner as cited by
Lemetyine postulated that language learning is a result of one’s own
understanding of the world through their interactions with the various
reinforcements in the environment.12 Such reinforcements are taken into consideration in the linguistic environmental factors that helped facilitate
language development. Moreover, Vygotsky as cited by McLeod also reinforced
the idea of Chomsky and Skinner who espoused that social learning process and
social interaction in the environment played a central part in the development of
language and thought because language itself is the key to all developments, and
words play a central part not only in the development of thought but in the growth
of cognition and social interaction in the environment as a whole.13
According to Merriam Webster’s Dictionary the word exposure has
some meanings. First, it is the condition of being affected by something. It means
that somebody is being open to elements of something from that meaning of the
word. We can assume that somebody absorbs information from some kind of
source which he/she is open and accept it for granted. Therefore, by being open
to the source, the person then easily be affected by the source. Second, exposure
11K. Mourtega, “Insufficient language exposure and learning difficulties: A case of the Palestinian
Learners in the Gaza strip”. Online Research Educational Journal, 2011
12H. Lemetyinen. “Language Acquisition”.( www.simplypsychology.org/language.html), accessed on
July 12, 2015)
13 S. A. McLeod - Lev Vygotsky,( www.simplypsychology.org/lVygotsky.html, accessed on April
15
is the condition of being exposed to something, the act of revealing secrets about
something, public attention and notice.
Harmer clearly stated that plentiful exposure in language in use and plenty
of opportunities to use it are vitally important for students’ development of
knowledge and skill. Meanwhile, the limited exposure will not give a significant
influence to the foreign language learners’ skill.14 Mukarto agrees that with
limited exposure, it is difficult for foreign language learners to sort out a complex
system of similarities and distinctions among semantically-related words.15 Krashen, a famous linguist, labeled this language exposure in his study
as formal and informal linguistic environment. In his study, he asserted that
formal linguistic environment has the potential for encouraging both acquisition
and learning, while informal linguistic environment promotes real language use
(communication) which is conducive to acquisition.16 This translates to the idea that a learner who is more exposed to the language whether formal or informal
will have a strong hold in its language proficiency. Krashen’s idea has also been
supported by many scholars who pointed out that exposures to the English
language provides more practice.17The first component in language learning is
14 J. Harmer. The Practice of English language Teaching. Fourth Edition. (2007),156
15 Fransiscus Xaverius Mukarto, Unpulished doctoral thesis: “The patterns of semantic mapping
development of English verbs acquired By Indonesian EFL learners”.(Malaysia: Universiti Sains Malaysia,2005)
16 S. Krashen, Language acquisition and language education (Alemany Press,1981), 205
17 C.Magno, de Carvalho, M. Lajom, J. Bunagan, K. Regodon, “Assessing the level of English
16
the formal exposure. The term typically refers to the use of English language
inside the classroom setting such as: (1) listening to class presentations using
English as the medium of communication, (2) sharing ideas with classmates, (3)
giving oral presentations, and (4) talking to the teachers/professors when asking
questions.18 Krashen also postulated that formal learning environments are best for attaining second language proficiency and thus create a healthy environment
that encourages both acquisition and learning.19 Other linguists and empiricists had also agreed that a formal language exposure is deemed highly effective in the
learning process of the second language users as it implies in developing their
skills and unlocking hidden potentials, and thus helping the learners to examine
their attitudes, beliefs, knowledge, and logic.20
Another second language learning component is the informal factors
affecting language exposure. This refers to the exploration of learning the English
language activities outside the classroom that would enhance the proficiency of
the second language learners. Accordingly, the development of language depends
on exposure to some specific linguistic experience. Environmental factors in
learning outside the classroom or school setting have also been supported by
Krashen.21 Meaningful language activities are, indeed, necessary for the second
18 Kurt Salac Candilas, “Language Exposure: Determinants of English Speaking Proficiency”
International Journal of English and Literature,2014,3
19S. Krashen. “Language acquisition and language education” (Alemany Press, 1981),157
20B. Gramegna. “Formal language teaching versus informal language learning supportedby mobile
devices”.Ca'Foscari University; International Conference for Language Learning
17
learners of the language. Such meaningful language activities that Krashen
pointed out are the interactions of the second language learning toward the
environment primarily in home, peers, media, technology and the like.22 The
second independent variable of this study included the participants’ (1) exposure
to English language use at home, (2) interaction in English language through
technology mediated communication, (3) reading of fictional and non-fictional
materials in English, (4) watching of television programs and movies in English;
and (5) listening to the radio programs and songs in English.23
E. Learning System
According to Kizlik and Joyceand Well, the requirements of learning
system consists of:24
Learner
Learner underscores and reinforces the goal of the educator-student
relationship learning rather than the respective roles played by students and
teachers. Educators tend to use terms such as project-based learning and
community-based learning, for example, rather than project-based teaching
and community-based teaching both of which could be considered synonyms.
22Ibid; 170
23S. Ajileye, Thesis “The effect of exposure to English language activities outside the classroom on
written English: A Study of Selected Secondary Schools in Ilorin” (Nigeria: University of Ilorin,2004),14
24 R. Kizlik – B.R Joyce – M. Weil, Models of Teaching 6th edition. (Upper Saddle River, NJ Allyn &
18
While this preference may seem arbitrary on the surface, it does appear to serve
a semantic purpose: learning can occur in the absence of teaching, but teaching
doesn’t occur without some form of learning taking place. I.e., learners can learn
without teachers, but students are only students when they have teachers.
a. Age Difference
Child adult differences in second language acquisition and
performance can easily be deal with by Natural Approach. First as we have
said that all performers, young, old are acquirers and the acquisition oriented
classroom will serve everyone. We will of course need to consider
differences in what is discussed and dealt with in the classroom.
Most adult students differ from children in that they have a greater
ability to consciously learn grammar rules. On the other hand they have
effective filters. Accordingly, the proportion of learning exercises (aim at
building and using the monitor) will vary according to age: for younger
children almost all language skills must be acquired directly from natural
language acquisition experiences. Learning exercises will be used to only for
older students, and then in judicious manner since acquisition activities are
19
Learning Goal
Goal setting is the process of establishing an outcome (a goal) to serve as
the aim of one's actions. In educational settings, the ultimate outcome is usually
some form of learning as operationalized by the instructor and/or the students.
Learning goal is an important aspect in learning. By the learning goal, the purpose
in learning will be clear. By learning goal, the institution can create a good learner
A decision on the method and materials to be used in course is possible only
once the goals of the course have been defined. The purpose of language course
will be vary according to the needs of the students and their particular interests.
Often the students must be able to use a language for some specific purpose.
Working on the area which a different language is spoken, reading technical
material, traveling in a foreign country, working with members of a language
minority group and so forth. The purpose of language course may simply be
pleasure: may would like to be able to speak another language not because they
need to, but because they think that they will enjoy the experience.
Not only the goals that should be specified, but the learners should be
informed about the relationship between the goal and the methodology. Which
20
The methodology aims to provide learners to use the natural environment
for further language acquisition to have development to more advanced stages to
acquire language. Some discussions about second language acquisition strategies
will make learners more independent.
Procedure to achieve the goal
The procedure for achieving the goal at SHTC is by learning design which
is provided there. SHTC used experiential learning design.
a Experiential Learning
According to Lewis and Williams, experiential Learning has a
definition as learning by doing or it can be said as learning by the experience
which engage learners in an experience. By the experience, learners are able
to reflect the experience and enhance new skills, new attitudes or new ways
of thinking.25 Linked with that theory, Wurdinger states that experiential learning is similar with constructivist learning theory. He stated “outcomes
of the learning process are varied and often unpredictable” and “learners
play a critical role in assessing their own learning”.26
It’s difficult to define whether some activities categorizes as
experiential as explained by Chapman, McPhee, and Proudman. In
experiential setting, simple participation does not sign something
25 L.H. Lewis - C. J. Williams – L. In Jackson – R.S Caffarella, Experiential Learning: A New Approach
( San Francisco: Jossey-Bass,1994), 5
26 S.D. Wurdinger, Using Experiential Learning in the Classroom. (Lanham: ScarecrowEducation,
21
experiential. The methodology of experiential learning is not linear, cyclical
or even patterned. It is a procedure of doing principles which is necessary
created to some variety levels during experiential learning time. The
principles are needed without paying attention on what the students’ activity
and where the learning occurs.27 In experiential learning, the students organize their own learning rather than being asked to do something with
providing the time. The instructor has much responsibility to the students.
Ultimately the curriculum may not be identified, the student may have to
identify the knowledge they need and then acquire it themselves to reflect
their process in learning. 28
Two types of Experiential Learning
Experiential learning can be divided into two major categories:
field-based experiences and classroom-based learning. 29 a) Field-based experiences
Field-based experience is the oldest and the most
well-known type of experiential learning which having been included
into advanced education in 1930s. Some of them are internships,
practicums, cooperative education and service learning. Service
27 S. Chapman - P. McPhee - B.Proudman .What is Experiential Education?. In K. Warren. (Ed.), The
Theory of Experiential Education (Dubuque: Kendall/Hunt Publishing Company), 243
28 J.A. Moon, A Handbook of Reflective and Experiential Learning: Theory and Practice. (New York:
Routledge Falmer, 1998),256
29 L.H Lewis, L.H - C.J Williams, Experiential Learning: A New Approach ( San Francisco:
22
learning experiencesare distinguished by being mutually beneficial
for both student and community.
b) Classroom based learning
Classroom-based learning can be in many type of activities,
including role-playing, games, case studies, simulations,
presentations and various types of group work.30
The role of the instructor
The role of the instructor in experiential classroom is diverse
than in the traditional classroom. The instructor role is a guide,
cheerleader, resource and a support. As, students have to be responsible
on their own learning, the instructor must work to both omit their
authoritarian influence and be a person who support the students by giving
academic freedom. The intervention only occurs when students face a
problem on the skills that they feel less. 31
In implementing experiential learning into a course, Wurdinger has
provided a short guide about all the process holistically to be applied.
30Ibid,7
31 K.Warren. “The Student-Directed Classroom: A Model for Teaching Experiential Education
23
Stage 1: Use a main project or field experience to guide learning over
entire course.
One main task to work on all semester motivates students to grow
their performance level, provides them by the clear goal to focus on and
encourage them to give the best performance. When students
understand about the major goals of the class and other students need to
achieve, they can be motivated to have one step better than before.
Stage 2: Use combination of projects, classroom activities, and external
experiences. In making the course interesting and engaging is by
adding value in the overall process.
Stage 3: Tie everything together. The class readings and lectures should be
directly related to any experiential activities. The readings and class
activities should all be thought of as resources that will help the
students complete their major project.
Stage 4: Ensure activities are challenging, yet manageable.
When students have a responsibility of creating their own projects, the
instructor should make sure that they are able to finish them.
Stage 5: Provide clear expectations for students. This could include assessment
criteria, or examples of completed projects and activities from
24
Stage 6: Allow students the necessary time to identify, clarify, and keep focused
on their problem.
Stage 7: Allow students to change direction midstream
The most necessary thing is the students work on then project that are
beneficial and relevant to them. If they lack interest, the learning will
also lack.32
F. Members’ Learning Experience
A much more effective and long-lasting form of learning is to involve the
learner by creating a meaningful learning experience. The development of language
depends on exposure to some specific linguistic experience.33 This kind of experience could be in various forms that later on will sharpen language skills such as what is read
or heard for the receptive skills and what is spoken or written as the ones enhancing
the productive skills
William and Batten have identified five specific dimensions of quality of school
life and two dimensions of global feelings of school experience. The five specific
dimensions included:34
32 S.D. Wurdinger, Using Experiential Learning in the Classroom (Lanham: Scarecrow Education,
2005),78
33 Foreskin Curtis et al. “The Linguistic Development of Genie”. Language Vol. 50 No 1, 2001, 456 34 T. Williams – M. Batten ,”The quality of school life”. (ACER Research Monograph No.12).
25
1. Teacher-student relations: it concerns the quality of interactions between
teachers and students( e.g. My school is a place where my teaches help me to
do my best)
2. Social Integration: it concerns the students’ relationship with classmates and
other people (e.g. my school is a place where other students accept me as I am.
3. Opportunity: it concerns the students’ perceptions on the relevance of schooling
to his/her life experience (e.g. My school is a place where the things I learn are
important to me)
4. Achievement, it concerns a sense of being successful in schoolwork (e.g. My
school is a place where I am a success as a student)
5. Adventure: it is a sense of self-motivation in learning and sense that learning is
enjoyable for its own sake. (E.g. My school is a place where I am excited about
the work we do.)
The two global feelings of quality of school life were:
1. General satisfaction : it concerns general positive feelings about school (e.g. My school is a place where I really like to go each day)
26
G. Toastmaster Club
Toastmaster Club is a community which focuses on improving public
speaking and leadership skill trough worldwide and world meeting location. The
Central of this club is at Ranco Santamargarita California. The members up to now
are 313 thousand which dispread from 126 countries. This community was created
since 1924. The aim of this community is helping people all of backgrounds
become more confident in front of the audience. The program that’s held by this
community is about public speaking and leadership. The programs are held once or
twice a month. The members are coming from all backgrounds and different stripes,
different religion. The age minimally is seventeen. It’s like a school. There is an
administration that the members need to fulfill. The payment is paid every 6
month/each semester.
Surabaya Heroes Toastmasters Club (SHTC)
is a community of Toastmasters International. It is a non-profit educational
organization that helps us to be world class communicators and leaders. Originally
established on 29th of June 2004, at Embong Gayam by 2 expats: Dave Pearman and Yong Boon Kok. Toastmasters has helped people of all backgrounds become
more confident in front of an audience. The program is self-paced and affordable.
Heroes Toastmaster Club is one of Toastmaster international club in
Surabaya. The club that created in 1945 by Wasis Soebardjo. This Club is the oldest
27
Empire Toastmaster Club, SCJMS Toastmaster Club, Surabaya Heroes and
Telkom Toastmaster Club. The Dynamic Toastmaster had many activities since it’s
created. The programs of this community are Table Topic and Speech program.
The name of the Heroes is from the history. This club has 10 member present. 35
H. Review of Previous Study
Some researchers have conducted studies related to Exposure to English for
instance, Satria Akbar Sigit did research about the “Correlation between Students’
exposure to English in social Networking Sites and their Writing Skill”. The
researcher use questionnaire and writing test including the students’ answer about
the level of the exposure they experience and students’ writing score. The data
analyzed using normality test, linearity test, and statistical methods. The results
showed that communicating in social networking sites will eventually lead to better
English score, including writing score.36His focus only exposure in social
networking sites and writing skill whether on my study, focus on all types of
exposure to English which is used by the members and some others are provided
by the community they thought the all form of exposure effective in learning and
learning experience.
35An interview with Mr. Onny as the vice president of Surabaya Heroes Toastmaster 23th April 2015 36Sigit Satria Akbar. Unpublished Thesis : “Correlation between Students’ Exposure to English in Social
28
Fraser Mac Leod and Pia Lerson also did the research about “Exposure to
English outside the Classroom”. The aim was to establish the nature of English
influence on teenagers in Swedish schools and then to examine whether this
naturally occurring acquisition of knowledge is utilized in the more formal
language learning environment of the classroom. The study use survey to get the
overview of the topic and help establish patterns and trends on target students. The
results showed that English has great influences on Swedish children though
perhaps not as much as they anticipated. While receptive acquisition is high,
chances to actively produce the language remain low. It’s noted that while different
types of English media is in fact utilized in the classroom, It is not be relevant or
interesting to the students.37
Other past research comes from Mattew Barbee by the title “Extracurricular
L2 input in Japanese EFL context: Exposure, Attitudes and Motivation”. The aim
was to know how much exposure that the students had to each source of input, their
attitudes and beliefs toward those sources of input and in general how motivated
they are toward learning. And the result showed that Japanese high school EFL
students have much more exposure to some extracurricular sources of English input
than to others, including some sources of verbal and mixed (verbal and written)
input, with relatively little exposure to extracurricular written English input. It also
37Fraser Mac and Pia Larson, Published Thesis “Exposure to English outside the Classroom”. (Malmo
29
showed that the amount of exposure is highly correlated to with how enjoyable the
students find each source of input. The students are motivated to seek out those
sources of English media that they enjoy rather than those they believe would
improve their English supports the English media orientation to learning English.
38
Bayu Ariwibowo also did a research which concern on Teacher’s beliefs
about English language exposure. The study tries to see some beliefs form the point
of view of several aspects as the source of exposure. Such as materials, teacher talk,
classroom interaction and the use of first language. They use case study to make a
description and interpretation. The result of his study show that materials are
considered appropriate as long as they suit the curriculum, support the syllabus and
facilitate the students for national exam. The materials must support students’
vocabulary mastery. Teachers- centered method become the suitable way for the
students. Hence, the teacher can present the most exposure with teacher talk.
Classroom interaction using English is useful for language exposure mainly in the
expressions and first language is believed to be the language that can help students’
comprehension.39 On his study, he only focus on teacher’s belief about language
38Matthew Barbee, “Extracurricular L2 Input in a Japanese EFL Context: Exposure, Attitudes and
Motivation”Second Language Studies. Vol. 32 No.1, Fall 2013
39Bayu Ariwibowo,”Magister Thesis,”Teacher’s beliefs about English language Exposure”
30
exposure in the classroom whether on my study to focus on the members’ exposure
CHAPTER III
RESEARCH METHODOLOGY
This chapter explores about the procedures for conducting the study.
It consists of research design, research subjects, data collection technique and
instrument, and data analysis procedure.
A. Research Design
In order to answer research question stated in the first chapter, it is
proper for this study to be included as a type of qualitative research. As
stated by Nunan related about qualitative research, the answer of the
question research will be depend on the context and object. 1 The way and effort in answering research question also similar with the characteristic of
qualitative research as Cresswell stated, such as occurs in natural setting
using interactive and humanistic multiple methods, having emergent design,
interpretive and holistically. 2 Therefore, the researcher define, wrote a note, analyzed and interpret the conditions obviously based on the process of
learning at SHTC at the time of conducting regular meeting of the club. By
those situations the researcher could explore about exposure, system and
experience at SHTC.
1 David Nunan, Research Methods in Language Learning (Cambridge: Cambridge University Press,
1992), 325
2 Creswell – W. John . “Qualitative Inquiry and Research Design: Choosing Among Five
32
Then, among five kind of qualitative research;
narrative-biographical study, phenomenological study, grounded theory study,
ethnography study, case study, this study is characteristically included in
the case study research. A qualitative case study concentrates on single unit,
such as individual, one group, one organization or one program.3 Case study has aims to explore the conceptualized contemporary phenomenon with
specialized subjects.4 Hence, this research belongs to qualitative-case study because it focused on one of English club named SHTC which is a branch
of international club which investigate the phenomenon about exposure got
by the members, existing learning system the community used to provide
the exposure and the members’ experience in learning at SHTC.
B. Data and Source of Data 1. Types of Data
a. Primary Data
The primary data of this study is the data about exposure to
English that the members get at SHTC, the learning system at SHTC and
the members ‘experience at SHTC.
3 Donald Ary. et.al. Introduction to Research in Education. (Canada: Wadsworth Cengange
Learning,2010), 455
4 J. Amos Hatch. Doing Qualitative Research in Education Settings. (Albany: State University of
33
b. Secondary Data
The secondary data is the supporting data which are taken
from SHTC which are the agenda of meeting, the evaluation sheet, the
manual book of Competent Communicator and Competent Leadership
which are provided to the members of SHTC.
2. Source of Data
The Primary data mostly taken from the result of interview 5
members of SHTC, who have been more than 3 years join SHTC and have
many experiences related to the experiences that the researcher need and
conducting observation at SHTC.
The secondary data were obtained from the agenda given to all
members in each regular meeting, of SHTC. Then, the researcher also asked
the manual book of Competent Communicator and Competent Leadership.
C. Data Setting and Participant
This study was conducted at the basecamp where the members of SHTC
exist. Exactly on Jl. Pemuda 15 (Balai Pemuda Surabaya) at “Rumah Bahasa”.
The researcher did the study on that place because all activities happened on
that area. But in interviewing some of the members, the researcher did it by
phone as the members of SHTC were coming from variety background, such as
banker, English teacher, chef, employee, and others. Most of them are workers,
34
directly. In this case, the writer use purposive sampling, in getting the sample
of the research and choosing the club. Qualitative research select purposive
sampling to be sufficient to provide maximum insight and understanding about
the topic and setting.5 Hence, as the researcher aims to get relevant information about the topic and setting, the researcher pick 5 legitimate members of SHTC
who two committees in division and three committees in club since they are
active members, have been joining more than 3 years at SHTC, have
experiencing such positions that can be the representative of the club to explore
the enough information about the researcher’s need. From the participants that
the researcher choose, the researcher can get clear understanding about the
necessary topic about exposure, learning system or even learning experience at
SHTC. While for the setting, the researcher elect SHTC than other clubs as
SHTC is the only club which is supported by the Mayor of Surabaya, located in
the area which is popular in Surabaya where most events hold there, the
members’ are mostly twenties and thirties, therefore they still have strong
attention in learning on that club.
5 Donald Ary – Lucy Cheser Jacobs – Chris Sorensen, Introduction to Research in Education 8th
35
D. Data Collection Technique
Patton suggests that the most common sources of qualitative data
include interviews, observations, and documents.6 In this study, the data were collected by techniques of conducting interview, doing observation and
documentation. First the researcher included in classroom observation. At the
following, the researcher interviewed the members of SHTC then the researcher
collect the documents of the member.
Interview
Interview give more understanding about something as long as it
disclose and tell further about everything being asked about. In conducting
qualitative research, interview is the technique that is used to understand the
experience of other.7 From that statement, the method of collecting the data is appropriate and become the successful case study research with
phenomenon as this kind of research accentuate on participants’ experience.
The interview was set to be kind of semi structured. It has the
meaning that the questions was created to be open-answered and allow more
questions to be added based on the respondent response. Related to the
topic, of the research, the guideline of interview is divided into four
subtopics such as language exposure, learning system and members’
learning experience. By those, the researcher could know the image in
6 M.Q. Patton, Qualitative Research and Evaluation Methods 3rd edition (Thousand Oaks: Sage,
2002), 278
7 I. Seidman, Interviewing as Qualitative Research: A Guide for Researchers in Education and the
36
classifying the information before making analysis about the topic of the
study.
The interview was done for about three weeks, as some of the
members are busy. Hence, the researcher make an appointment before
conducting the interview. Some of them were interviewed after regular
meeting finished, some others were interviewed by phone as their spare time
only at the particular time and only agreed to have an interview by phone.
The method of collecting information by the telephone can be gained to the
respondents who cannot be contacted for one reason or other.8 By that way, the researcher could get the information faster, record the reply without
causing embarrassment to the respondents, recall when the researcher want
to have adding information. But it also had a weaknesses such as spend more
cost, might have bias of the interviewer and might have time limitation. 9
Observation
Observation is appropriate to gather with interview. It can carry the
idea, belief and understanding which the participant possesses based on the
interview. This study conducted an observation twice. For the first
observation as a pre-research observation was conducted to see and clarify
how the phenomenon happened in the area where the research is held. This
part is important as the continuity of the study to ensure such topic. Then,
the second observation was the real observation about the phenomenon that
8 C. R. Kothari, Research methodology methods and techniques second revised edition new age
(international publisher, 2004), 174
37
occurred related to exposure to English and learning system at SHTC.
During the observation, field note were taken to explain the exposure,
learning system and learning experience in the meeting or the events
occurred.
E. Research Instrument
In term of collecting the data of the research. It completely need the
instrument. Hence, the researcher constructed the instrument for exploring
research question which are interview and observation.
Observation Checklist
The researcher observed the classroom phenomenon as participant
observer. In this part, an observer’s role is not only observing whatever
happened in the field, but also taking a part in the activity and sometimes
when needed. In this observation, the researcher aim to identify exposure
to English which and the system occurred at SHTC. Checklist technique
was used as clear observation guide.
Field Note
According to Bogdan and Biklen field note is written record of what
is heard, seen, experienced and thoughts that has a purpose to collect data
and reflect that data in qualitative research.10 This instrument was important since the researcher was participant observer, the researcher
need to take a note of what is heard, seen and experienced during the
10 Bogdan, Robert C. & Sari Knopp Biklen, Qualitative Research for Education: An. Introduction
38
observation. This field note was taken to make the data valid and reliable
as this field note was created directly on observation spot.
Interview Guide
This interview was conducted in term of in depth interview. The
researcher need to investigate the how the members explore their experience
completely and the value they got from their experiences in learning at
SHTC. The interview also conducted to complete the information related to
the exposure to English and learning system at SHTC. Since, there are some
exposure to English that the members get which cannot be observed in the
classroom, then for the learning system, the researcher need to clarify the
members’ statement in order to strengthen the data.
F. Data Analysis Technique
In Analyzing data for qualitative research was before, during and after
the field research. Qualitative data analysis is the connected to the process of
organizing, accounting for and explaining the data. It can be concluded that
making sense of data in the forms of the participants’ definitions of the situation,
noting patterns, themes, categories and regularities.11
In analyzing the data, the researcher implemented Interactive Model of
Analysis Miles and Huberman. Those steps were data collection, data reduction,
data display, and conclusion drawing
11 Donald Ary, Introduction to Research in Education.( Canada: Wadsworth Cengage Learning,
39
1) Data Collection
Data collection related to the process of collecting data in the
field. The data was collected by observation in one meeting and it’s added
by the field note to deeply understand the activities in a meeting, amount
of English that the members get in a meeting and the learning process
connected with the learning system at SHTC. Then, at the following step
the researcher interview 5 members to get validation of the data.
2) Data Reduction
Included the process of selecting, transcribing, and translating
the raw data obtained in the data collection. In selecting the data, the
researcher sorted the raw data. Only the relevant data was taken; whilst
the irrelevant data were discarded. The relevant data were the data about
the community-member interaction and the activities that the club held
until the researcher found the exposure, learning system and members’
learning experience.
3) Data Display
In qualitative method, Miles and Huberman stated that good
display of data is in the form of tables, charts, networks and other
graphical formats.12 Thus, the researcher was expected to enhance more understanding with the data display which have been well categorized
and arranged. The data display was explained completely below:
12 Matttew B Miles - A. Michael Huberman, An Expanded Sourcebook: Qualitative Data Analysis
40
a. Exposure to English
1. Firstly, the researcher displayed Krashen’s theory, related to
formal exposure
2. Secondly, the researcher display the data of exposure to
English by using the percentage.
3. Finally the researcher displayed the percentages of the
exposure to English that the members get in descriptive text
b. The system to provide Exposure to English
1. Firstly, the researcher displayed Kizilk theory related to
learning system requirements.
2. Secondly, the researcher displayed the data in descriptive
text
c. The members Learning Experience
1. Firstly, the researcher used data tabulation of members’
learning experience
2. Secondly, in helping the researcher displaying the data of
members’ learning experience the researcher used the table
of the experience and the value from the experience.
41
d. Conclusion drawing
Conclusion drawing was the last process of analyzing the
research data. In this stage, the researcher made conclusion
based on the findings and the discussion of the findings. The
conclusion drawing was the answer of the research question that
had been formulated in the beginning of the research.
G. Checking Validity
To make the data of the research valid and reliable, the researcher
expanded the research period to ensure the validity of data, continued by the
triangulation of data. Triangulation is a method of confirming findings. It is
“the combination of at least two or more theoretical perspectives,
methodological approaches, data sources, investigators, or data analysis
methods to decrease, negate, or counterbalance the deficiency of a single
strategy, thereby increasing the ability to interpret the findings”.13 Denzin
provides four ways to keep the accuracy of the data by this triangulation process
covering data sources triangulation, investigator triangulation, methodological
triangulation, and theoretical triangulation.14 For this research, methodological triangulation in the form of observation was done to see kind of language
exposure, learning system and members’ learning experience in actual
phenomenon in the field. The observation was done twice at SHTC to see the
similarity and differently about the topic, then the observation was conducted
13 Thurmond –A. Veronica, “The Point of Triangulation”. Journal of Nursing Scholarship. Sigma
Theta Tau International, 2001,59
42
while the class more or less similar situation. The researcher also took video
record in classroom observation to attain the validation of findings in classroom
observation.
H. Research Stages
This research is conducted paternally as the following stages:
1) Preliminary Research
As the aim to clear up the exposure to English related to this
research, the researcher started this study by conducting preliminary
research since March 25th – Apr 17th. This preliminary research gave the information to the researcher about Amount of English that the
members’ get in the process of learning at SHTC. By this step, the
researcher could also make sure and understand the real phenomenon
about Exposure to English at SHTCf.
2) Designing Investigation
In this designing investigation, the researcher identify exposure
to English in the form of observation checklist and supported by the
field note. In investigating learning system applied at SHTC, the
researcher designed in the type of interview and observation adapted
from the theories. Hence realizing the learning system was finished by
43
3) Implementing Investigation
In this stage, the researcher started to observe language exposure
through observation checklist and field note. And the, the researcher
observed learning system through observation checklist and interview.
In the end, the researcher did an interview to the members by using
interview guide to explore members’ learning experience.
4) Analyzing data
The following step is analyzing the data. After getting the data
from some instruments, the researcher precisely analyzed the data in
order to get the answer of research questions as stated above
5) Concluding data
In order to get result of the research, the researcher concluded
the findings. The conclusion of this study become the final result of this
CHAPTER IV
FINDINGS AND DISCUSSION
This chapter focuses on the data findings and discussion of the
research. This will be the main point of the research as the chapter becomes
the result of all research process.
A. Research Findings
The researcher has conducted the research from 28th August to 30th October and obtained the data from the technique mentioned in chapter III.
They are an interview, observation, and documentation. To gain the aims of
this research, the researcher has analyzed the data were collected
methodically. In this step, the data was interpreted in order to obtain the
significant result of the research. Then, the researcher reported the data
based on particular research questions: 1) what kind of exposure do the
members get at SHTC, 2) How are the systems at SHTC to provide exposure
to English, and 3) What are the members’ learning experiences at SHTC.
Showing the result of this study, those findings are categorized based on the
45
Exposure to English the Members Get at SHTC
In this study, the research only focuses on formal exposure which is
related to all English that the members’ get at SHTC. Based on observation,
the researcher tabulated the data of exposure to English which were obtained
from observation checklist and field note (see appendix 1 and 2) which were related to the time consuming in exposing with English language. At the
following, the researcher presents the data by using percentage to make the
readers easier in interpreting the chart below.
Notes:
E1 : Listening to the class presentation E2 : Sharing ideas with classmates E3 : Giving oral presentation
E4 : Talking to the instructor when asking a questions
Chart 4.1 Formal Exposure to English
However as seen in chart 4.1 there are
