The Student English Club of Santo Petrus Senior High School in Pontianak

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nglish as a language is considered an important language today. It can be found everywhere. We can find English in Articles, Journals, Newspapers, Magazines, Commercials, Books, Movies, Music, and other sources of information. These sources of information are useful for us. They can help us keep up-to-date to the recent discoveries, issues, trends, topics and so forth. However, these sources of information are mostly in English. It means that for those who want to get this information need to be able to understand English.

Knowing that there are many sources of information in English then there is no wonder why English becomes an important language. Hence, people need to learn English in order to be able to obtain a lot of information comes from English. In addition, there are many countries which use English as either the first or the second language such as United States, Canada, Australia, New Zealand, India, South Africa, Malaysia, Singapore, Brunei Darussalam, Philippine, and so on. This can be concluded that English has spread to most parts of the world. In other word, English has been a common language that is used in this planet. Then, there is no wonder why English is considered as an international language because English is used in most parts of the world. It means that English has been used as a communication tool among countries. Each country can communicate each other by using English to help them understand each other. In conclusion, English can simplify people from all around the world to communicate each other. However, there are some countries which do not use English either as the first or the second language. In these countries, English is considered as a foreign language.

One of the examples is our country Indonesia. In Indonesia, English is considered as a foreign language where there are only a few people who can use English well. It is caused by the existence of Indonesian as the national language of Indonesia. It means that English is not used by most Indonesian people in their daily life. Considering the importance of English, then Indonesian government decided to put English as one of the subjects in school. In a classroom, a teacher has a number of roles. According to Harmer (2005: 5762) a teacher has some roles in the process of teaching such as 1) Controllers 2) Organizer 3) Assessor 4) Prompter 5) Participant 6) Resource 7) Tutor 8) Observer. By looking at the explanation above, a teacher has various roles in the process of teaching. They are controller, organizer, assessor, prompter, participant, resource, tutor and observer. A teacher should be able to switch among these roles. Harmer (2005: 57) added that the teacher’s roles may change from one activity to another or from one stage of an activity to another within the classroom.

If the teacher is fluent at making these changes then his or her effectiveness as teacher is greatly enhanced. In the process of English language teaching, There are activities that can be applied by an English teacher to stimuli the students’ English learning. Brown (2003: 116-241) suggested the activities as follows. (A) Listening; 1) Recognizing Phonological and Morphological Elements 2) Paraphrase recognition 3) Question-and-answer format 4) Listening Cloze 5) Information Transfer 6) Sentence Repetition 7) Dictation 8) Communicative Stimulus-Response Tasks 9) Authentic Listening Tasks: 9a) Note-taking 9b) Editing 9c) Interpretive tasks 9d) Retelling. (B) Speaking; 1) PhonePass test 2) Directed Response Tasks 3) Read-Aloud Tasks 4) Sentence/Dialogue Completion Tasks and Oral questionnaires 5) Picture-Cued Tasks 6) Translation (of Limited Stretches of Discourse) 7) Question and Answer 8) Giving Instructions and Directions 9) Paraphrasing 10) TEST OF SPOKEN ENGLISH (TSE) 11) Interview 12) Role Play 13) Discussions and Conversations 14) Games 15) ORAL PROFICIENCY INTERVIEW (OPI) 16) Oral Presentations 17) Picture-Cued Story-Telling 18) Retelling a Story, News Event 19) Translation (of Extended Prose). (C) Reading; 1) Reading Aloud 2) Written response 3) Multiple-choice 4) Picture-Cued Items 5) Multiple-Choice (for FormFocused Criteria) 6) Matching Tasks 7) Editing tasks 8) Picture-Cued Tasks 9) GapFilling Tasks 10) Cloze Tasks 11) Impromptu Reading Plus Comprehension Questions 12) Short-Answer Tasks 13) Editing (Longer Texts) 14) Scanning 15) Ordering tasks 16) Information Transfer: Reading Charts, Maps, Graphs, Diagrams 17) Skimming Tasks 18) Summarizing and Responding 19) Note-Taking and Outlining. (D) Writing; 1) Tasks in [Hand] Writing Letters, Words, and Punctuation: 1a) Copying 1b) Listening cloze selection tasks 1c) Picture-cued tasks 1d) Form completion tasks 1e) Converting numbers and abbreviations to words 2) Spelling Tasks and Detecting Phoneme-Grapheme Correspondences: 2a) Spelling tests 2b) Picture-cued tasks 2c) Multiple-choice techniques 2d) Matching phonetic symbols 3) Dictation and Dicto-Comp 4) Grammatical Transformation Tasks 5) Picture-Cued Tasks: 5a) Short sentences 5b) Picture description 5c) Picture sequence description 6) Vocabulary Assessment Tasks 7) Ordering Tasks 8) Short-Answer and Sentence Completion Tasks 9) Paraphrasing 10) Guided Question and Answer 11) Paragraph Construction Tasks 12) Strategic options 13) TEST OF WRITTEN ENGLISH (TWE). Besides applying various activities in teaching English, an English teacher can also use a number of teaching aids. Harmer (2005: 134-151) said that there are teaching aids that can be used to explain language meaning and construction, engage students in a topic, or as the basis of a whole activity. They are 1) pictures and images 2) the overhead projector (OHP) 3) the board 4) bits and pieces 5) the language laboratory 6) computer 7) homegrown material production. However, it is not that easy to learn English. It needs a lot of time.

The limited time can make the students still do not completely understand about particular material. Therefore, the students need to have additional time in order they can completely understand the material. By having a lot of time, the students can completely understand English material that is given by the teacher. Moreover, they can practice activities that can promote their English. In conclusion, the limited time can influence the result of students’ learning. Meanwhile, based on the constitution of republic Indonesia number 20 in the year 2003 about national education system section 1 point 1 “Education is an aware and planned effort to create learning atmosphere and learning process in order the student actively develops his self-potency to have religious spiritual power, self-control, personality, smartness, glory behavior and also skill that are needed by himself, society, nation and country.” By looking at this national education system constitution, the writer finds one main point which is self-potencies. The writer thinks that the purpose of education is to help students actively develop their self-potencies. To do so, schools as the places of education should support the students’ self-potencies. In order to be able to support student’s self-potencies then schools create activities which can stimulate them. These activities can support the purpose of education which is to help students actively develop their self-potencies. These activities are called with curricular activities.

Moreover, according to Kamal (2012) there are 3 types of curricular activities that can be found at schools. They are as follows; 1) Intra curricular activities are activities that are conducted by the school that is already regular and clear and scheduled systematically where it is the main program in the process of educating the students. For instance; at every common schools, there must be educating student activities with any subjects such as Mathematic, Civic education, Religion and so forth that is conducted starting from 7 a.m until 1 p.m with rest time for twice. 2) Co curricular activities are activities that strongly support and help the intra curricular activities. They are usually conducted at the outside of intra curricular schedule in order the students more understand and deepen the materials that exist in the intra curricular. Usually, this program is like assignment, homework or any other acts which is related to intra curricular materials that must be accomplished by the student. 3) Extracurricular activities are activities that are conducted at the outside of common subject hours (at the outside of intra curricular), and most of the materials are at the outside of intra curricular as well. Its main purpose is to facilitate or develop student ability that meets his or her interest and talent, broadening knowledge, learning to socialize, enriching skills, using the free time and etc. It can be conducted either at the school or outside the school. In conclusion, it can be said that extracurricular activity is conducted to give opportunities to students to develop and express their potencies based on their needs, talents and interests.

In addition, the regulation of ministry of education and culture of republic Indonesia number 62 in the year of 2014 about extracurricular activities at basic and intermediate education section 1 provides further explanation about extracurricular activity as follows; a) Extracurricular activities are the activities that are done by the students at the outside of intra curricular and co curricular learning hours, under counseling and observation of educational units. b) Educational units are elementary school, junior high school, senior high school and vocational school. Furthermore, on section 3, it explains the types of extracurricular activities as follow; a) Extracurricular activities consist of: 1) Compulsory extracurricular activity. 2) Optional extracurricular activity. b) Compulsory Extracurricular activity as refers to sentence (1) letter a is the extracurricular activity that must be carried out by educational units and followed by all students. c) Compulsory extracurricular activity as refers to sentence (1) letter a is in form of Boy Scout education. d) Optional extracurricular activity as refers to sentence (1) letter b is extracurricular activity that is developed and carried out by educational units according to the student’s talent and interest. e) Optional extracurricular activity as refers to sentence (1) letter a can be in form of process-talent exercises and process-interest exercises.

Furthermore, based on the regulation of ministry of education and culture of republic Indonesia number 62 in the year 2014 about extracurricular activity at elementary and intermediate education, the scope of extracurricular activities includes; a) Individual is extracurricular activity that is followed by students individually. b) Group is extracurricular activity that is followed by students by: 1) Group in one class (classical). 2) Group in parallel class. 3) Group interclass. Recognizing the issue that there should be additional time for the students to completely understand English as the subject in schools, then schools create an extracurricular activity. This extracurricular activity is intended to support the students in learning English by providing more time for the students to learn. Here, the students will  have additional time which can help students promote their English learning. There will be a trainer who facilitates the students in learning English.

The trainer is usually the English teacher in the school itself. There is an extracurricular activity that is called with English club in Santo Petrus senior high school which is located on Jl. K.S Tubun, Pontianak. In this research, the writer wanted to know more about the extracurricular activity that is called with English club. The writer wanted to explore the English club. Therefore, the writer observed directly the English club in the school. By observing directly the English club, the writer can get clear information and then can make a description about the English club in the school. The writer also wanted to know how beneficial this extracurricular activity is toward students’ English learning. Therefore, the writer also needed to know the students’ English score records from the English teachers there.

Name : Gunawan, Iwan Supardi, Zainal Arifin

Source : https://media.neliti.com/media/publications/214273-the-student-english-club-of-santo-petrus.pdf