I am equally grateful to my only sibling, Nabil Dwi Juliansyah, whose invisible but invaluable support has played a significant role in my journey. I also express my appreciation to the teachers and staff of the English Education Department for their unwavering support. Although my name is the only one on the cover of the dissertation, its creation owes much to the invaluable contributions of numerous individuals.
I welcome and appreciate all criticism and suggestions as they help improve the work, and I am open to receiving and considering all feedback.
INTRODUCTION
- Background of Study
- Research Question
- Research Aim
- Significance of the Research
- Research Terminologies
The aforementioned disadvantages of the English club influence the barriers that students face when trying to improve their speaking through English club. To further explore the phenomenon, this study examines the barriers students perceive to improving their speaking through English club. To find out how EFL students' strategies to solve their barriers in improving speaking through English Club.
This study focuses on students' experienced barriers in improving speaking skills through English club and how they deal with the barriers.
LITERATURE REVIEW
EFL Students’ Speaking
Speaking Barriers
In addition, according to the students, English language development through speaking is primarily avoided in the classroom. Most of the time, teachers speak more English in the classroom than students do. The last was that there was no opportunity for students to practice their speaking skills in the classroom.
This recognition is especially important when considering the issue of students' challenges in speaking English in the classroom.
English Speaking Strategies
Malu and Smedley (2016) state that the English club is a group of students who wanted to improve their speaking, listening, reading and writing in English. According to Bihaqi (2016), an English club is a real place where learning English is most beneficial. It aims for the English club to be a place where students can practice, improve and develop their motivation for public speaking.
English club differs from ordinary English teaching and learning in the classroom in that the activities that can be done should be able to help students learn English while having fun (Amelia et.al, 2017). Therefore, the English club tutor must create a comfortable environment where students can practice their English in real situations. Based on this distinction, Galanes and Adams (2013) elaborate on the various benefits of English club membership.
Based on the explanation given, it can be concluded that the English club is a place where people learning English as a second language can have fun and improve their language skills at the same time. In this context, members of the English club have the opportunity to exchange information about their language skills. Ewens (2014) presents several principles that can be applied to achieve the objectives of establishing an English club.
In addition to inviting members of the community to speak with English club participants, facilitators can plan visits to nearby points of interest. There is a recurring problem with self-assessment of attendance at English club sessions, which makes it challenging to monitor and improve participation.
RESEARCH METHODOLOGY
- Research Design
- Research Participant
- Data Collection Technique
- Data Analysis Procedure
The final linguistic factor that influenced the improvement of speaking skills within the English club identified by this study was grammar. Another psychological factor that influenced the improvement of speaking skills in the English club was anxiety. Based on the above interview, the student emphasized the importance of receiving feedback after performing in the English club.
This insight underlined the importance of constructive feedback for effective improvement of speaking skills within the English club setting. In short, this study indicated that, in addition to linguistic and psychological factors, students identified additional barriers to improving their speaking skills through the English Club. Strategies of EFL students to overcome their barriers experienced in improving speaking skills through English club.
Based on the interview response above, student-5 used a thorough preparation strategy to overcome barriers in the English club. Another strategy to overcome barriers in improving speaking through the English club pointed to the habit of taking notes. This highlights the crucial role feedback plays in promoting improvements in speaking skills in the English club.
This research also identified different strategies that students use to overcome barriers to improving their speaking skills through English club participation. This study points to the various barriers that EFL students face in improving their speaking skills in an English club.
FINDINGS AND DISCUSSION
Research Finding
From the interview, it was found that the vocabulary is experienced as one of the obstacles faced by the participants in improving their speaking through the English club. Student-3 also expressed a similar barrier, highlighting the impact of limited vocabulary on improving speaking skills through English club. Pronunciation emerged as an important linguistic factor influencing the improvement of speaking skills within the English club.
After an analysis of the interview data, it was found that research participants encountered four psychological barriers in improving their speaking skills through participation in the English club. This highlighted the emotional complexity the participants faced as they strived to improve their speaking skills in the supportive but challenging environment of the English club. As formulated by student 1, who experienced a lack of motivation in the English club influenced by his interest in the topics discussed during meetings.
From the interview results, students revealed that apart from linguistic and psychological factors, there were other barriers they experienced in improving their speaking skills through the English Club which were categorized as Environment. Based on the interview response above, Student-5 highlighted another barrier related to potential peers' misunderstandings related to their lack of proficiency during English club meetings. They emphasize the importance of feedback from friends to facilitate meaningful improvement in speaking abilities within the English Club environment.
These barriers relate to the environment in which students engage within the context of the English club. One of the strategies used by students in overcoming barriers in improving speaking through the English club was practicing self-control to remain calm and relaxed while speaking, as mentioned by Student-5 in her interview. The interview answer above shows that Student-2 uses peer judgment as a form of self-evaluation within the English club.
Student motivation-4, providing a valuable source of support and encouragement to continue joining and improving speaking skills in the English Club.
Discussion
Limited knowledge exacerbates anxiety, revealing the complicated emotional challenges faced by students who strive to improve their speaking skills in the English club. And finally, motivation was recognized as a crucial psychological factor intertwined with students' interests in English club topics. In line with Wiggins (2012), who argues that feedback, when received and applied, leads to improved performance and learning, this highlights the importance of building constructive peer feedback mechanisms into the English club for more effective improvement in speaking skills.
Finally, seeking support from peers highlights the importance of seeking motivation from close friends to overcome the decline in motivation in the English club. In this study, all barriers including linguistic, psychological and environmental factors are identified within the English club. Environmental barriers, not inherent to the English club environment, but stemming from members not giving feedback and their lack of English proficiency.
Nevertheless, students demonstrate proactive strategies to overcome these barriers, including knowledge dissemination, thorough preparation, staying focused, note-taking habits, self-evaluation, and seeking peer support within the English club. These strategies reflect a comprehensive response to linguistic, psychological, and environmental challenges that demonstrate students' commitment to improving their speaking skills despite the inherent limitations of the informal learning environment of the English club. These strategies reflect the students' commitment to the continuous improvement of their English speaking skills within the context of the English Club.
English club members are encouraged to actively use the identified strategies to overcome linguistic, psychological and environmental barriers to improve speaking skills. It is advisable to prioritize thorough preparation before participating in English club activities to improve general speaking skills.
CONCLUSION AND SUGGESTION
Conclusions
Meanwhile, psychological barriers include issues related to lack of self-confidence, anxiety, peer judgment and lack of motivation, all of which have been identified as significant barriers. Furthermore, environmental barriers, specifically the absence of peer feedback and peer group's lack of English proficiency, were recognized as influential factors shaping the language learning environment. By addressing the above barriers, EFL students demonstrated resilience and adaptability using strategic approaches.
Suggestions
Teaching Spoken English to Foreign Students: Problems, Solutions and Techniques Online): http://www.eltweekly. Improving speaking skills using integrated listening-speaking material for student teachers in the academic year 2012/2013. An Analysis of Students' Barriers in Speaking English Fluently (A Case Study at the Department of English Language Education of Ar-Raniry State Islamic University) (Doctoral dissertation, UIN Ar-Raniry).
English Language Teaching Practice with DVD (4th ed.). 1994) Testing English as a Second Language. Psychological factors hindering students' speaking in English class (a case study in a senior high school in South Tangerang, Banten, Indonesia). Department of English Education UIN Syarif Hidayatullah Jakarta in Thesis in Academic Year, Jakarta: FITK UIN Syarif Hidayatullah Jakarta).
Bureau of Educational and Cultural Affairs, Office of English Language Programs, SA-5, 2200 C Street NW 4th Floor, Washington, DC 20037. Student perception in the use of WhatsApp groups in learning listening skills in English Education Department of Universitas Ahmad Dahlan. The implementation of English Speaking Club in Junior High School to improve the students' speaking ability.
An analysis of lecturers' strategies in teaching speaking to students in English for the subject of tourism at Universitas Muhammadiyah Palembang. Yogyakarta: Universitas Ahmad Dahlan. The following questions are constructed based on the theoretical framework described in the literature review, which includes speech barriers, including linguistic and psychological factors, as well as the disadvantages of the English club.
