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GANESHA YESC (YOUTH ENGLISH STUDY CLUB:ANEXTRACURRICULAR PROGRAM AT SMA N 1 PONOROGO
Nurrahma Sutisna Putri, FachrurrazyEmail: [email protected]
[email protected] University of Malang
ABSTRACT: This study aims at describing GANESHA YESC as an extracurricularprogram at SMA N 1 Ponorogo in relation to its organization structure, activities, andstudents’ perceptions towards GANESHA YESC. This study uses descriptive qualitativeresearch design. An interview, field notes, and questionnaire were used to collect data.The result shows that the compulsory status of GANESHA YESC is related to school’sgoal to create English-competent graduates. GANESHA YESC has given Englishexposure to students inside and outside classrooms through its various activities, andstudents’ participation in GANESHA YESC is closely related to its status as acompulsory extracurricular program.
Keywords: GANESHA YESC, extracurricular program
In 2006, The Department of National Education (now knowns as The Ministry
of Education and Culture) or Kemendikbud stated that there are eight education
management standards which should be fulfilled by Indonesian schools in
implementing school-based curriculum (Kurikulum Tingkat Satuan Pendidikan). One
of the standards which is regarded as essential is graduate competence standard which
aims at creating competent graduates (Depdiknas 2006b). The standard gives a
guideline to schools to produce graduates who are competent in the subject-matters,
one of which is English.
In producing graduates who are competent in English, schools face challenges.
First of all, it is the position of English in Indonesia which serves as a foreign
language, not a first or second language. Secondly, the problem is caused by the
limited time allocation for English, which is only twice a week. As an attempt to
overcome the problem, schools create self-development program which is
implemented in the form of extracurricular program. One of the schools which
implements English extracurricular program is SMA N 1 Ponorogo namely
GANESHA YESC ( Ganesha Youth English Study Club).
The main problem in this study is “how is GANESHA YESC as an English
extracurricular program at SMA N 1 Ponorogo conducted?”. The main question is
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then elaborated into: (1) how is GANESHA YESC organized?; (2) what are the
activities of GANESHA YESC?; (3) what are students’ perceptions toward GANESHA
YESC?
This study is expected to serve as a reference for a group of people: (1) for
the headmaster of SMA N1 Ponorogo to review the status of GANESHA YESC as a
compulsory extracurricular program; (2) for the English teachers of SMA N 1
Ponorogo to use various media and teaching methods in Weekly Training; (3) for
other schools’ administrators and English teachers who are interested in establishing
English extracurricular program. Finally, for the future researchers who are interested
in conducting similar studies, it is expected that they review assessment used by
English teachers in compulsory extracurricular program.
THEORETICAL REVIEW
Due to the rapid spread and development of English around the world, people
are interested in mastering the language. In Indonesia, attention to English which
serves as a foreign language is paid by the Education Ministry as an attempt to create
students who are competent in English. However, in reaching the goal to create
English-competent graduates, schools face challenges. This is due to the limited time
allocation for teaching English which is only twice a week. Therefore, it is essential to
give as much exposure as possible for students in order to enable them to master
English. Ellis (1985) supports the argument by stating that it is self-evident that
second language acquisition can take place only when the learners has access and be
exposed to L2.
Saville-Troike (2006) defines Second Language Acquisition (SLA) as both the
study of individuals and groups who are learning a language subsequent to learning
their first one as young children, and to the process of learning that language. A
second language (L2) means another language after the first language. It is also
commonly called a target language which is defined as any language which becomes
the aim of learning. She also added that the scope of SLA includes informal L2
learning which takes place in naturalistic contexts, formal L2 learning that takes place
in classrooms, and L2 learning that involves a mixture of both settings and
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circumstances. Informal L2 learning is a synonym for naturalistic L2 learning.
Subsequently, the term Naturalistic L2 Learning is also the same as the Natural
Approach which Krashen and Terrell (1983) developed. Saville-Troike (2006)
elaborated that the approach is based on Krashens’ (1981) five hypotheses as follows.
1. Acquisition-Learning Hypothesis. This hypothesis underlines that there is a
difference between acquisition and learning. Acquisition is subconscious which
involves the innate language acquisition device (LAD). Meanwhile, learning is
conscious and exemplified by the L2 learning.
2. Monitor Hypothesis emphasizes that knowledge learned by learners is based
around rules and structure and that the learner is constantly using the learnt rules to
monitor his or her language output. In short, it shows that learning is only used as
a monitor the rules acquired in the acquisition.
3. Natural Order Hypothesis refers to the idea that learners cquire the rules of
the language in a predictable order.
4. Affective Filter Hypothesis states that input may not be processed if the
affective filter is “up”when individuals are inhibited.
5. Input Hypothesis states that language acquisition takes place because there is
comprehensible input. Thus, knowledge of certain rules of language can
theoretically be acquired through any exposure to any L2 source.
Ellis (1985) sums up by stating that Second Language Acquisition (SLA)
refers to the subconscious or conscious processes by which a language other than the
mother tongue is learned in a natural or tutored setting. In Indonesia, the term
informal L2 learning program is not the sameas “informal” in SLA, but it is closely
linked to extracurricular program which is conducted outside the formal teaching and
learning activity.
The curriculum cemter or Puskur Depdiknas (2006) defines extracurricular
program as educational activities held outside subjects and counseling which aims at
helping students’ self- development based on their needs, potentials, talents, and
interests held by teachers or school administrators. Subsequently, there are two
missions brought. First, it aims at providing activities which can be chosen by
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students based on their needs, potentials, talents, and interests. Second, it holds
activities which give opportunities to students to express themselves independently
and or collectively (Puskur Depdiknas, 2006:18). Extracurricular program can be
categorized into two, namely subject-matter and non subject-matter extracurricular
programs. Subject-matter extracurricular programs may be in the form of study club,
for example Science Club, Math Club, and English clubs, while non subject-matter
extracurricular program is in the form of physical or art extracurricular programs.
In conducting extracurricular program, it is essential to consider students’
motivation to participate. Abraham Maslow (in Hitipeuw 2009: 78) who is a
humanist, believes that healthy people motivate themselves by seeking to fulfill
experiences. It means that teachers who serve as facilitators need to fulfill all
students’ needs at any given level to motivate them to progress to the next level.
Martin (2010) supports the argument by stating that teachers should help students to
succeed through positive thoughts and behaviors and reduce possibilities for failure
by eliminating negative thoughts and behaviors. Therefore, it is essential for teachers
to facilitate students in fostering their motivation to learn English. MacLeod and
Larsson (2011) reveals the following list of personal communication skills to be
presented to students who are learning L2.
Participate in a conversation with one or more speakers of L2
Listen to a conversation between other speakers
Listen to announcement in public places
Request information in public places
Listen to radio, television, movies, music
Read and write notes to friends or workers
Read signs, including instructions
Read and fill out forms (applications and other documents)
Read advertisements (windows, newspapers, magazine)
Read and write personal letters
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Pleasure reading
As an attempt to reach those aforementioned skills, students need to have
motivation to develop themselves through extracurricular program. This argument is
supported by Skolverket (in MacLeod and Larsson, 2011: 11) by saying that in order
to focus on the students’ informal L2 learning and linguistic experience outside the
classroom, it is important to increase their interest and motivation to learn more. In
relation to the role of English extracurricular program which serves a medium to help
students to learn English, schools may create activities which can give more exposure
to English that results in the improvement of students’ ability in English.
METHOD
This is descriptive qualitative research design since it is an attempt to
describe GANESHA YESC (Youth English Study Club) as a compulsory
extracurricular program at SMA N 1Ponorogo. This study uses GANESHA YESC as
the object of the study while the subjects of the study are 76 students organized in
three classes representing grades X, XI, and XII.
In relation to the instruments used in this study, the researcher described
GANESHA YESC as an extracurricular program using four instruments: documents,
interview, field notes, and questionnaire. The documents used are the work program
for one-year tenure, proposal of events, documentations in the form of pictures and
videos, Weekly Training’s modules, and documents from five divisions. Meanwhile,
the interview is focused on the roles of the stakeholders: the headmaster, vice
headmaster, head of students’ council of SMA N 1 Ponorogo, the advisors and
committees of GANESHA YESC, and details about the forthcoming edition of
BYESC. There are four field notes made in E-Movie, Meet and Greet with Native
Speaker, Sharemot (Sharing and Motivation), and Weekly Training. There are five
questions asked in the questionnaire covering students’ membership in
GANESHA YESC, students’ feelings towards GANESHA YESC’s activities, students ‘
participation in GANESHA YESC’s activities, students’ perceptions of GANESHA
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YESC’s activities on their English ability, and students’ critics and suggestions to
GANESHA YESC.
The data were firstly collected on Saturday, December 8th, 2012 by
examining several documents related to the extracurricular program such as work
program for one-year tenure and documents related to activities in which all
divisions held. The researcher then served as an observer at E-Movie on Saturday,
January 19th, 2013. On Friday, January 25th, 2013, and interviewed the
headmaster, the vice headmaster of students’ affairs and the head of students’
council of SMA N I Ponorogo as top officials in the organization structure of
GANESHA YESC. They were asked about their roles in the extracurricular
program. A questionnaire then was distributed to the students on Thursday,
February 7th 2013, 21 students from X.2, 24 students from XI Science 1, and 31
students from XII Science 1. The questionnaires were returned on the same day.
On Saturday, February 16th, 2013, and field notes were made on an event namely
Meet and Greet with Native Speakers. Another field note was made on an event
called Sharmot (Sharing and Motivation) which was held on Saturday, February
16th till Sunday, February 17th 2013. The last procedure is done by making a field
note for an event named Weekly Training on Saturday, March 2nd, 2013.
FINDINGS AND DISCUSSIONS
FindingsAs one of the extracurricular programs at SMA N 1 Ponorogo, GANESHA
YESC has the following organization structure as shown in Tabel 1.
Table 1 Organization Structure of GANESHA YESCName Position Job Description
Drs. Hastomo, M.Pd.I Headmaster ofSMA 1 Ponorogo
Drs. Dwiyanto, M.Pd. Vice Headmasterof Students’
Affairs
Pelindung
Penanggung Jawab
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Dra. Ririn Samsudiarti English Teacher Advisor IDian Eko, S.Pd. English Teacher Advisor IISupiyan, S.Pd. English Teacher Advisor III
Dwi Supriyono, S.Pd. English Teacher Advisor IVDian Astuti, S.Pd. English Teacher Advisor V
Bagus Amrulloh Eri P. Student Coordinator (Head of StudentCouncil)
Ratih Puji Yanti Heryana Student President of GANESHA YESCMasrul Wisma Wijaya Student Vice PresidentSepti Dwi Pusparani Student Secretary IWidya Kharisma C.P. Student Secretary IINovtaviana Anggraeni Student Treasurer I
Dicky Juanda R. Student Treasurer IIPuri Dwi Agustin Student Chief of IPO (Intern Puzzle
Olympiad)Laura Widha Putri Student Chief of B-YESC (YESC Bulletin)Nidda Ussa Adah Student Chief of VocaBoard
Whanegi Skar Al Khalifi Student Chief of EDS (English DebatingSociety)
Haniatu Susanti Student Chief of Wall-chartKiki Ayu Kusuma Student Public Relations IAlbina Donna Sita Student Public Relations II
As a subject-content extracurricular program, GANESHA YESC has two kinds
of activities, whereby the first is handled by the organizing committee and the second
one is handled by both the steering and organizing committees. The followings are
the activities held by each division.
IPO (Intern Puzzle Olimpiad)IPO (Intern Puzzle Olympiad) is a division which has been established since
2006/2007 tenure until now. It also aims at giving students various kinds of puzzles.
The formats vary from crossword to finding differences between two pictures. There
have been eight editions this division made which is started from August 2012 to
March 2013. For each edition, the prizes are given to two winners in the form of
credits. Since the fund is limited, the committees only multiply five sheets of puzzle
for grade X classes and let students who want to participate to copy the sheets
themselves.
BYESC (YESC Bulletin)
The purpose of BYESC is to introduce GANESHA YESC to the students
through printed media. It also aims at giving the most updated information about the
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school and language used in English. The bulletin is issued each period of tenure and
in this 2012/2013 tenure it will be issued in April 23rd, 2013. Members of the division
are distributed into three teams which are content, design, and fund-raising. The
theme of the upcoming edition is health. The headline for the forthcoming edition is
cancers suffered by kids. For this edition, each class from grade X to XII will get one
BYESC.
VocaBoard (Board of Vocabulary Items)
VocaBoard is a board made of wood whereby vocabulary items are attached
in and it was established in 2008/2009 tenure. This division aims at enriching
students’ vocabulary items. The board is issued once a month and attached to several
walls in the school. The boards also contain English proverbs which have Bahasa
Indonesia translation.
EDS (English Debating Society)
EDS aims at facilitating students’ interest in debate and fostering students’
critical thinking. Starting from 2006/2007 tenure until now, debaters from EDS
(English Debating Society) have contributed a lot of trophies. Members of EDS
usually have practice every Friday and they are facilitated by a coach who serves as
the advisor IV, Mr. Dwi Supriono. The practice usually takes place at language
laboratory of SMA N 1 Ponorogo.
Wall-chart
Wall-chart aims at digging up students’ creativity. The same as BYESC, this
division also consists of several positions, namely the chief, vice chief, secretary,
treasurer, design, vocabulary items, and documentation. The wall-chart is put in front
of the language laboratory next to the headquarter of GANESHA YESC. It is issued
once every two weeks, whereby the committees made the schedule for each class. All
grade X classes are assigned to make their wall-charts to be competed with other
classes’ works. The theme is decided by the committees. The schedule is shown in
Tabel 2.
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Table 2 Schedule of Wall-chart CompetitionTurn Class Turn Class
1. X.5 7. X.42. X.11 8. X.63. X.12 9. X.34. X.7 10. X.105. X.1 11. X.86. X.9 12. X.2
Subsequently, the nine events are held by both committees are ETP
(Education and Training Program), E-Movie (English Movie), Meet and Greet with
Native Speakers, ShareMot (Sharing and Motivation), E.T. (English Tour), Farewell
Meeting, E.C. (English Camp), Regeneration, and Weekly Training.
ETP (Education and Training Program)
ETP which stands for Education and Training Program aims at giving brief
introduction to grade X students about GANESHA YESC and English. This event is
compulsory. This was held on Sunday, November 18th, 2012. There are thirteen posts
which are AFS 1, AFS 2, Interview 1, Interview 2, Tongue Twister, Description, The
Yell, Creativity, Vocab 1, Vocab 2, Singing, Puzzles, and General Knowledge. AFS
stands for American Field Service. In Indonesia, this student exchange program is
organized by Bina Antarbudaya as a partner of AFS Intercultural Program, Inc. It is
an international, voluntary, non-governmental, and non-profit organization which is
headquartered in New York. SMA N 1 Ponorogo has sent two students to study
abroad through AFS who are Silvia Ranny Wafiroh who was sent to the United States
of America in 2010 for one year and Zahroh Ayu Khumair to Japan in 2011 for six
months.
E-Movie (English Movie)
E-Movie is a compulsory event which assigns all twelve grade X classes to
make their own English videos. It aims at fostering students’ creativity using English
in the form of videos. It was held on Saturday, January 19th 2013, starting at 9 am
and ended at 12 pm. The winner for The Great E-Movie 2013 (2nd place) and
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Favorite E-Movie 2013 (3rd place) is X.6 with the title Second Change. The Best
Actor was Wempy Oswin from X.6, The Best Actress was Weny from X.3, and The
Best Supernumerary Figure was Pitri from X.12. The Great E-Movie 2013 got trophy,
cash money, and certificate. Meanwhile, Favorite E-Movie 2013 got cash money and
certificate. For the Best Actor, Actress, and Supernumerary Figure got trophies. All
the movies’ titles are described in Table 3.
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Table 3 Titles of E-Movies 2013Class TitleX.1 From Nobody Became SomebodyX.2 SOM (Student Orientation Memories)X.3 Nothing ImpossibleX.4 Breaking NewsX.5 Be CrazyX.6 Second ChangeX.7 ExpiredX.8 Who is My Daddy?
X.9 As Should BeX.10 From Zero to HeroX.11 Golden Tears
X.12 Perfect Love Perfect Live
Meet and Greet with Native Speakers
Meet and Greet with Native Speaker is an event which invites native speakers
from an English-speaking country whereby they are doing their exchange education
program or working as English teachers in Ponorogo. This event was held on
Saturday, February 16th, 2013 at 9 am until 12 pm at the school hall. The guest
native speakers were Mr. Matthew Bunyi and Miss Dee-dee. This event is not
compulsory for the students. Both guest native speakers were volunteers from the
United States’ government program called Peace Corps. Mr. Matthew Bunyi
teaches at SMA N 1 Slahung and Miss Dee-dee teaches at SMA N 1 Sambit. They
told the participants about their favorite food in Ponorogo, the differences between
their country and Indonesia in terms of their education system and culture.
Eventually, both of them were given souvenirs from the committees in the form of
miniatures of Reyog Ponorogo.
ShareMot (Sharing and Motivation)
ShareMot (Sharing and Motivation) is defined as an event which aims to
strengthen bound among the grade X members and committee of GANESHA YESC.
This event was held on Saturday to Sunday, February 16th to 17th, 2013. It was
started at 4 pm and ended the next day at 9 am. This event is not mandatory for
students to participate. There were only 32 students who participated in the event. In
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the core agenda, one of the alumni of GANESHA YESC served as the keynote
speaker, Siti Kholifatul Rizkiah, a student of Malaysia Multimedia University
majoring in Business Administration. Her PowerPoint presentation contained
profiles of several successful GANESHA YESC’s alumni, ways to get a scholarship
to her university, and tips to arouse the participants’ motivation. In the
middle of the night, the participants had to participate in an event named Execution.
They were assigned to pass nine posts. In the morning, the participants participated
in games before going home.
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E.T. (English Tour)
As the name reveals, E.T which stands for English Tour is an event in which
the participants experience a tour. This event was held on Saturday, March 30th,
2013. In this event, they had to communicate using English all the time. It aims at
facilitating students to communicate using English in a daily life and enabling them
to be confident in talking to native speakers. Moreover, one of the activities is that
the participants are assigned to interview foreigners in a tourism object. In addition,
this E.T. (English Tour) is not mandated for the grade X students to participate. This
2012/2013 tenure is the third year this event is held and Yogyakarta is usually the
city chosen as the destination by the committees and the advisor. In the last tenure,
the participants visited Borobudur Temple, Beringharjo Market, Prambanan
Temple, and Malioboro Street. Since Yogyakarta can be reached 4 hours only from
Ponorogo, this event is usually held in one night, in which the participants depart at
3 a.m. and arrive at school at 3 am the next day. In addition, there are three or four
advisors who assist the participants in this event. In this event, the participants are
assigned to make an interview report containing the answers of the foreigners to the
questions they have made before and ask them to sign at the end of the report.
Farewell Meeting
GANESHA YESC’s 2006/2007 committees thought that it was important to
honor the previous committees’ hard work by praying for the national examination
success of their predecessors. In order to do that, they created an event named
Farewell Meeting where both the predecessor and successor committees can have a
meeting where they can share their ideas. This event is not compulsory. In this
2012/2013 tenure, this event was held on Sunday, April 7th, 2013. The activities in
this event covered eating a yellow-mountain-shaped dish (Tumpeng) together,
doing prayers for the grade XII committee members’ final exams, and taking
pictures as documentations.
E.C. (English Camp)
E.C. (English Camp), as its name reveals, is an event in which committees,
grade X students, and English teachers have a camp where all of them have to
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communicate using English all the time. This event aims at strengthening the bound
between committee members and grade X students. This event is usually held at
camp areas and mountains. Both the committee members and grade XI students
have to bring their first aid and thick clothes because it is usually held someday
between April to June where the dry season happens and the weather is cold. Based
on the work program for this 2012/2013 tenure, this event is scheduled to be held in
June 2013. This event is held usually two days whereby games are activities held by
the committees such as Treasure Hunt. In this event, there was a reflection activity,
in which the grade X students would be woken up by the committees in the middle
of the night to reflect what they had done in the year before. To make the
participants feel warmer, the committee members usually prepare coffee and
bonfire. This reflection activity usually ends up until the sun rises at dawn.
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Regeneration
Regeneration is an event where grade X students become the committees in
electing the next president of GANESHA YESC. This event is planned to be held in
June 2013. Since this event aims at electing the new president of GANESHA YESC,
the rest positions covering other steering committees and chief of divisions is
discussed with the rest of the candidates after the election.
Weekly Training
Weekly Training is the most frequent event which is held by the English
teachers of SMA N 1 Ponorogo every Saturday. Since the English teachers think that
time allocation to evaluate students’ psychomotor ability is insufficient, it is agreed
to use Weekly Training as a medium to evaluate the ability. There is one module for
each semester. In semester I, the materials cover three short monologue essays
which are Recount, Narrative, and Procedure as well as four transactional and
interpersonal expressions which cover expressing opinions, expressions of
evaluation, expressing likes and dislikes, and giving suggestions or advice. There
are two additional materials: poems and speech. Subsequently, the materials in
semester II are three short essays which are Narrative, Descriptive, and News
Item, interview with foreigners, debate, and drama. Students’ understanding about
Narrative Text is evaluated by assigning them to retell a short story. For
Descriptive Text, students are evaluated by assigning them to talk about specific
person, place, or thing. For News Item Text, the evaluation is taken from their
ability to be a newscaster. The assessment of this event will be combined with
grade X students’ participation in the activities of GANESHA YESC. As a result,
the score will be put in students’ study reports.
In relation to students’ perceptions toward GANESHA YESC as a compulsory
extracurricular program, it is revealed that students know their position in
GANESHA YESC as members. They do not really like GANESHA YESC’s
activities, they always participate in GANESHA YESC’s activities due to its status
as a compulsory extracurricular program, they think that their English can be
improved by participating in GANESHA YESC’s activities, and other things that
should be considered due to the improvement of GANESHA YESC.
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Discussions
The organization structure of GANESHA YESC implies that the school puts a
big attention to the extracurricular program. It can be revealed that as an attempt to
create English-competent graduates, schools develop an organized and structured
extracurricular program. The goal cannot be separated with the compulsory status
that GANESHA YESC has. Hermawan and Triatna (in Tim Dosen Administrasi
Pendidikan Universitas Pendidikan Indonesia, 2011: 71) stated that somebody’s
position in an organization structure determines his/her jobs as an attempt to reach
the purpose of the organization and formal rights he/she has. The reason behind
school’s decision to make GANESHA YESC compulsory is due to the fact that the
school wants to create English-competent graduates. The policy assigns grade X
students to participate in Weekly Training every Saturday while grade XI and XII
students participate in the other 22 extracurricular programs.
In relation to the activities held by IPO which is to make one puzzle for one
edition, the policy to give the winners prizes in the form of credits since it can
motivate students to do their best. Hitipeuw (2009) stated that positive
reinforcement such as giving prizes to students can lead to sustainable attitudes.
Hence, by giving prizes to students in an edition, students will be motivated to work
harder on the next edition. In relation to the activity handled by the committees of
BYESC to issue a bulletin in the form of BYESC, it is a good activity since grade X
students are given opportunities to develop their ability in comprehending reading
materials written in English.
The VocaBoard contains English proverbs and also has translations into
Bahasa Indonesia. Nation (in Husnah, 2011: 13) states that learning from word
cards is the association between a foreign language word form and its meaning
which is often in the form of a first language translation. The activity held by
the committees of EDS (English Debating Society enables students to practice
their ability to speak and think critically. Irawati (in Hadistya, 2012: 58) stated
that debate is a combination of public speaking and group discussion. The
activity handled by the committees of Wall-chart division is a good activity to
assign students of twelve grade X classes. Aguilar (n. d.) stated that visuals
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elements is a very good reason to enable students to interact with foreign
language because they can see meaningful elements which catch their attention.
The activities in ETP (Education and Training Program)were AFS 1, AFS 2,
Interview 1, Interview 2, Tongue Twister, Description, The Yell, Creativity, Vocab 1,
Vocab 2, Singing, Puzzles, and General Knowledge are beneficial for students since
Zhu (2012) supported the use of games by stating in her study that games can
provide quite extensive knowledge input. The activity in E-Movie is advantageous
for students since it enables them to practice speaking English, dig up their
creativity, and practice how to cooperate with one another in making a movie
project. Meet and Greet with Native Speaker is beneficial for students for their
language proficiency and cross-cultural understanding.
Participating in Sharemot (Sharing and Motivation) enables students to build
students’ self-motivation which results in students’ self-development. In addition,
Tarr (2005) stated that learning through the lens of personal development provides
strong intrinsic motivation which leads to students’ success. E.T. (English Tour) is
believed to improve students’ self-confidence to communicate with native speakers.
Li and Rosson (2012) also stated that non-native speakers need more time to organize
expressions and frequently make grammatical errors. Subsequently, Farewell
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Meeting enables students to have the sense of belonging to the extracurricular
program. Csikszentmihalyi et al. and Michaelson et.al (in Gilman et al., 2004: 751)
stated that a sense of belongingness and positive future outlook can lead to
constructive outcomes for adolescents.
E.C. (English Camp) can improve students’ ability in English.Valentine et al.
2002 (in Feldman and Matjasko, 2005: 162) stated that participating in extracurricular
activities helps adolescents come to understand themselves by observing and
interpreting their own behavior. Regeneration enables students to believe that their
voice will affect the extracurricular program for the whole year. In addition,
UNAFAS (2009) which was held for school elections to choose prefects will equip
students with skills and leadership in their homes, job sites, and society. In relation to
the background behind the establishment of Weekly Training, psychomotor
assessment includes an example of instrument to assess students’ psychomotor
ability in English (English skills). The materials in Weekly Training which cover
both short monologue texts as well as interpersonal and transactional expressions are
in line with transactional or interpersonal and monologue, speech, storytelling,
scientific writing presentation, and debate stated by Direktorat Pembinaan SMA
(2010) about psychomotor ability assessment. Hence, the various activities of
GANESHA YESC have given students more exposure to English both inside and
outside classroom. Ellis (1985) has stated that SLA can take place only when the
learner is exposed to L2 input.
CONCLUSIONS AND SUGGESTIONS
Based on the findings of the research, it can be concluded that the English
extracurricular program is very well organized and structured which involves board of
directors who are expected to facilitate both grades X and XI students to improve their
ability in English. Related to the activities of GANESHA YESC, it can be concluded
that they enable grades X and XI students to get more exposure to English both
through formal setting which is in the form of Weekly Training conducted in the
classroom and informal setting in the form of activities held outside the classroom.
For students’ perceptions toward GANESHA YESC, it can be revealed that teachers
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who serve as facilitators in Weekly Training should have beliefs as a means to go
beyond the purpose of creating Weekly Training by motivating students to be more
commitment to improve their English ability independently.
Suggestons are addressed to several gropus of people. For the headmaster of
SMA N 1 Ponorogo, it is recommended that the bureaucracy of GANESHA YESC be
simplified in order to reduce complicated bureaucracy when they become leaders in
the future. It is also recommended to change the compulsory status of GANESHA
YESC as an attempt to let students choose their own interests then develop themselves.
For the chief advisor of GANESHA YESC and English teachers of SMA N 1
Ponorogo, it is suggested for them to develop a program aiming at giving students
training covering listening, speaking, reading, and writing. The English teachers are
also expected to motivate students to improve their English ability independently.
For other school administrators, the researcher recommends to set the purpose
of establishing extracurricular program to expose students with more input to develop
their English. For future researchers interested in conducting related study, it is
suggested to review assessment used by the teachers to evaluate students in
compulsory extracurricular program.
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