WHY IS ENGLISH CLUB. IS IT REALLY IMPORTANT?

I. Introduction

Speaking is the process of building and sharing meaning through the use of verbal and non-verbal symbols, in a variety of contexts (Chaney, 1998, p. 13). Speaking is a crucial part of second language learning and teaching. Despite its importance, for many years, teaching speaking has been undervalued. Therefore, English language teachers/lecturers have continued to teach speaking just as a repetition of drills or memorization of dialogues. However, today's world requires that the goal of teaching speaking should improve students' communication skill. Only in that way, students can express themselves and learn how to follow the social and cultural rules appropriately in each communication circumstance. In order to teach second language learners how to speak in the best possible way, an open speaking activity is now being designed and managed to which the ESL and EFL students can apply natural learning settings.

Observing from some real facts, there, regrettably, are six fundamental motives why they are not enthusiastically raring to practice English. First is on the subject of finding and having a right place and person to guide them having words in English. If the students have found and had them, they are, at least, well motivated and inspired to practice. Second is in relation to the culture of understanding and respect of one’s struggle to learn. Factually, when one is having English conversation with her/his mates in front of the other people or in open space and public places; the other ones who are listening to the conversation have different impressions at the time of the speaking/conversation. They are really imprinted that the one who is speaking is showing off or putting on airs.

Third is worrying to make mistakes. The English lecturer assures the students that it is quite common to make mistakes in learning English. Why? Because the target language to which the non native learners learn is not their own mother tongue. What happens to English students and those who are continuously obliged to learn it? What do they think about making mistakes? The native speaker says that the non native learners will get nowhere unless they are ready to make mistakes. Those non native learners, who never make mistakes, never do anything the saying goes.

Fourth is most Indonesian students feel ashamed to practice English. As far as the English lecturer recognizes, there are great deal of students who never practice their English. They say that they feel shy even to speak with their fellow students. Fifth is they study to get certificates. Many students are willing to finish their study and English TOEFL/TOEIC equivalent Test without learning it first before as soon as possible so that they get their certificates from the institutes. They hardly pay attention to whether they are qualified for their mastery or not. Sixth is exhaustion. They are really exhausted to learn for millions of rules and the likes explained by the English teachers all the time. As a result, there is a willingness to top and surpass it by providing a right and proper space for the students to speak. It is an English Club.

II. English Club

Why should all students of State Polytechnic of Padang start an English Club? Basically, this answer is to find real life, atmosphere and apply unswervingly what they have already learnt for almost 13 years in primary, junior, senior high schools and even now in the process of earning their own diploma degree, they still learn, not very often to practise a lot with their classmates, friends and the like, English.

An English Club is a place for non-native learners to make use of English in a casual setting. Practicing their skills in the classroom is important, but it is not like real life. In the classroom, students often focus on one skill and one item, for example, grammar – future tense. After learning the rules the English teacher gives them time to practice using the item. They have their own papers in front of the English teacher and the rules are fresh in their mind. Will the students remember how to use their skills next week, or next year? In an English Club, the students get a chance to practice many different skills in a very different setting that is more like real life. Though their English teacher understands their English, their English Club friends will require their mates to speak more clearly and listen more carefully.

English club makes English-speaking friends. Starting an English Club is a wonderful access to make new lasting friendships. It is important to have good ESL friends because students’ confidence will increase if they really do. They will feel more comfortable to use English around people they trust and have fun with. They don't tie up or bind their friends to the other students who have different departments or foreign people in this club or outside.

What makes club and class different? Class seems to be more formal and stiff and tense. However, wherever we hold our English club, we still remember that it is a club, not a class. To change the atmosphere in a classroom, we might want to open windows or have background music or candles (if the school permits). A pot of coffee or a bowl of popcorn can also make the meeting feel more like a club than a class. Why not encourage members to take off their shoes when they walk in the door, or sit on the floor instead of chairs. Remember, the purpose of the club is to use English in a life-like situation. Do anything to make the learners feel more natural and comfortable.

Above all, here are some gifts gained while having and joining the English club as follows

1. Allocate maximum opportunity to students to speak the target language by providing a rich environment that contains collaborative work, authentic materials and tasks, and shared knowledge.
2. Involve each student in every speaking activity; for this aim, practice different ways of student participation.
3. Reduce teacher speaking time in class while increasing student speaking time. Step back and observe students.
4. Indicate positive signs when commenting on a student's response.
5. Ask eliciting questions such as "What do you mean? How did you reach that conclusion?" in order to prompt students to speak more.
6. Provide written feedback like (if possible) ‘Your presentation was really great. It was a good job. I really appreciated your efforts in preparing the materials and efficient use of your voice…’
7. The English lecturer does not correct students’ pronunciation mistakes very often while they are speaking. Correction should not distract student from his or her speech.
8. Involve speaking activities not only in class but also out of class; contact parents, brother and sister or siblings and other people who can assist or lend a hand.
9. Circulate around classroom to ensure that students are on the right track and see whether they need English lecturer’s help while they work in groups or pairs.
10. Provide the vocabulary beforehand that students need in speaking activities.
11. Diagnose problems faced by students who have difficulty in expressing themselves in the target language and provide more opportunities to practice the spoken language.

III. Conclusion
Speaking is a very important part of second language learning. The ability to communicate in a second language clearly and efficiently contributes to the success of the learner in school and success later in every phase of life. Therefore, it is essential that language teachers provide new atmosphere to teaching speaking informally. Rather than leading students to pure memorization, providing a rich environment where meaningful communication takes place is desired. With this aim, various speaking can contribute a great deal to students in developing basic interactive skills necessary for life. These activities make students more active in the learning process and at the same time make their learning more meaningful and fun for them.