CHAPTER I

INTRODUCTION

1.1. Background

Nowdays, English as an international language have very important role in many aspect such

as education, technology, business, etc. Now, English is important skills that must be

mastery, we have to mastery English to get a job. Because every one is running to be the best

in their job. In the globalization era, the employers may to compete with other employers

from other country.

Many Public courses are places anywhere especially in the Bengkulu. The learners who want

to improve their english speaking ability are providing by so many facilities such as English

courses, English club, etc. Many of members in the Public courses are teenagers or even

children that have a big desire to be able speaking English. However, though so many

English courses are provided, it doesn’t means that learners will have selfconfidence to speak

English well.

Why do adults have difficulty in learning English? Because from children, they never had

interest and motivation in speaking English. Another reason is that the lack of English

materials from their school. The fact that so many students failed on the National Final

Examination (UAN) because of their English subject. According to these conditions, the

researcher believes that methods and techniques employed in the classrooms have big impact

toward students to comprehen the subject especially English subject.

English Club is one of the extracurricular in the school, English club have toward students

English ability. As so many students become English Club members, almost all of them have

be able to speak English as their goal in English Club. Actually, they just do not have a place

to express their ability to speak English. Selfconfidence is the main obstacle for them to

speak. English club are provide strategies that stimulate the members to actively involved

their selfconfidence to speak English more.

1.2. Research Problem

Based on the condition above, the researcher will identify the problems which are in the

research will be formulated, such as:

1. How are the members of English Club stimulated to speak English?

2. Which strategy is mostly increasing English Club Members’ motivation to speak

English?

1.3. Objectives

The Objectives of the research are:

1. To find out the strategies used in English Club of SMA Negeri 2 Bengkulu whether

they can be implemented in the regular classrooms or not.

2. To find out which speaking strategy that mostly motivates the English Club members

to speak up.
1.4. Limitation of study

The study is limited on the speaking strategies used in English Club of SMA Negeri 2

Bengkulu.

1.5. Significance of the study

The result of the study expected to all the learners who want to increase their English

language skills through English Club in their school.

 CHAPTER II

LITERATURE REVIEW

2.1 Speaking

Speaking is one of the language skills where students utter words in an ordinary voice

(Thompson, 1996; 875). Speaking is to make use of the language in ordinary, no singing or

voice (Hornby, 1983; 826). People who know a language are refer to speakers of that

language (Ur, 1997).

Since the human born, the speaking was started thought and each human has speaking

instruments those who have complete speaking instrument is normally able to speak.

However, not all of them are skilled in speaking. “ This can be proved that we often feel

difficult in speaking, moreover we face a group of people in such condition we feel speak

fluently, clearly, attractively, and also convencely is needed” (Borman.1991:3). The case

shows that speaking requires a skill the previous explanation shows that what is meant by the

skill of speaking is the capability of some one in making communication with the others both

individually or group.

2.2. Speaking strategies

Students often think that the ability to speak a language is the product of language learning,

but speaking is also a crucial part of the language learning process. Effective instructors teach

students speaking strategies — using minimal responses, recognizing scripts, and using

language to talk about language — that they can use to help themselves expand their
knowledge of the language and their confidence in using it. These instructors help students

learn to speak so that the students can use speaking to learn.

2.2.1. Using minimal responses

Language learners who lack confidence in their ability to participate successfully in oral

interaction often listen in silence while others do the talking. One way to encourage such

learners to begin to participate is to help them build up a stock of minimal responses that they

can use in different types of exchanges. Such responses can be especially useful for

beginners.

Minimal responses are predictable, often idiomatic phrases that conversation participants use

to indicate understanding, agreement, doubt, and other responses to what another speaker is

saying. Having a stock of such responses enables a learner to focus on what the other

participant is saying, without having to simultaneously plan a response.

2.2.2. Recognizing scripts

Some communication situations are associated with a predictable set of spoken exchanges —

a script. Greetings, apologies, compliments, invitations, and other functions that are

influenced by social and cultural norms often follow patterns or scripts. So do the

transactional exchanges involved in activities such as obtaining information and making a

purchase. In these scripts, the relationship between a speaker’s turn and the one that follows it

can often be anticipated.

Instructors can help students develop speaking ability by making them aware of the scripts

for different situations so that they can predict what they will hear and what they will need to
say in response. Through interactive activities, instructors can give students practice in

managing and varying the language that different scripts contain.

2.2.3. Using language to talk about language

Language learners are often too embarrassed or shy to say anything when they do not

understand another speaker or when they realize that a conversation partner has not

understood them. Instructors can help students overcome this reticence by assuring them that

misunderstanding and the need for clarification can occur in any type of interaction, whatever

the participants’ language skill levels. Instructors can also give students strategies and

phrases to use for clarification and comprehension check.

By encouraging students to use clarification phrases in class when misunderstanding occurs,

and by responding positively when they do, instructors can create an authentic practice

environment within the classroom itself. As they develop control of various clarification

strategies, students will gain confidence in their ability to manage the various communication

situations that they may encounter outside the classroom.

2.3. English Club

This term is consists in two word, English and Club. According to Homby (1995) a club is a

society of persons who subscribe money to provide themselves with sport, social

entertainment, or any other shared activities, sometimes in their own grounds, buildings, etc

where meal and bedrooms are available: the rooms or building(s) used by such society are

also called a club house. Club is a group of people who meet toghether regurarly to

participate in particulary activity (Oxford Advanced Learnear’s Dictionaries).

In addition Sweet in New Encyclopedia Britannica (1984) states, that language is the

expression of ideas by means of speech-sound combined into words. Words are combined

into sentences; this combination answers to that of ideas into thought. In other words,

language is how to express our ideas into a thought by some speech-sound.

From the statement above we concluded that English club is a group or an organization of

people or who are interesting in learning English and regularly to do those activities. English

club is a place to develop students English language ability and to get any achievements in

many competitions.
 CHAPTER III

RESEARCH METHOD

3.1. Research Design

This research was a descriptive study. It means that this research described speaking

strategies used by English Club at SMA 2 Bengkulu.

3.2 The Population and Sample

3.2.1 Population

The population in this research was all of the members of English club at SMA Negeri 2

Bengkulu.

3.2.2 Sample

This research used total sampling technique. The whole the members of English club at SMA

Negeri 2 Bengkulu.

3.3 Instruments

The technique of collecting data are distributing questionnaire. there are items in the

questionnaire these items were modified by the researcher. The objective was to find out the

students’ strategies in speaking skills. The questionnaire are translated into Bahasa Indonesia

because to easily the students in answering the questionnaire and give an honest answer. The

questionnaire items consist of thirty five items. All items was tried out before distributing to

the students.