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All Journal FOSTER: Journal of English Language Teaching International Journal of Language, Education, and Literature (IJLEL)
Gisma, Rina Ritsna
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Education Languange, Linguistic, Communication & Media

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Facilitating EFL Speaking Skills through an English Club: Evidence from the TBI Millennial English Club Gisma, Rina Ritsna; Sahril Nur; Sultan Baa
FOSTER: Journal of English Language Teaching Vol. 6 No. 4 (2025): FOSTER JELT
Publisher : Faculty of Education and Teacher Training of UIN Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/foster-jelt.v6i4.322

Abstract

This study investigates the role of the TBI Millennial English Club in supporting students’ speaking skill development through nonformal English learning activities. Although speaking skills are essential for effective communication, many EFL learners have limited opportunities for authentic oral practice in formal classroom settings. This research aims to explore how structured English club activities facilitate students’ speaking performance, engagement, and confidence. Using a qualitative descriptive design, data were collected through direct observations of weekly club meetings and analysis of supporting documentation. The observations focused on student participation, types of speaking activities, facilitator–learner interactions, and the affective environment created during the sessions. The findings reveal three major contributions of the English club: (1) it provides consistent opportunities for authentic and meaningful speaking practice through activities such as role-plays, storytelling, discussions, and impromptu speaking; (2) facilitators play a crucial role in scaffolding learning by offering guidance, modeling target language use, and giving immediate, constructive feedback; and (3) the club fosters a supportive and motivating environment that reduces speaking anxiety and increases students’ confidence and willingness to communicate. Overall, the study concludes that the TBI Millennial English Club serves as an effective supplementary learning space that enhances students’ speaking skills and communicative competence. The implications highlight the importance of integrating nonformal speaking programs into EFL settings and providing facilitator training to maximise learning outcomes.
Understanding Lecturer’s Perceptions in the Context of TBI Millennial English Club Program Gisma, Rina Ritsna; Nur, Sahril; Sultan Baa
International Journal of Language, Education, and Literature Vol. 3 No. 1 (2026): January
Publisher : Program Studi Pendidikan Bahasa Inggris, Program Pascasarjana - Universitas Negeri Makassar.

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Abstract

This study aims to explore lecturer’s perceptions, experiences, and practices in TBI Millennial English Club in teaching English especially in speaking. The importance of this study is to find out how the TIME Club plays a role in developing students’ speaking skills, what aspect of speaking have shown significant improvement, what challenges are faced by lecturer and how those challenges are overcome. This study used qualitative research for exploring and understanding the meaning individuals or groups ascribe to a social or human problem. The findings of this study show a very positive outlook. This is based on the perception of lecturer as facilitator in this club, who state that TIME Club are effective for supplementing or supporting students’ learning. In addition to specifically improving students speaking skills, it also improves their English language skills in general. In conclusion, TIME club effective to implement and has a very positive impact on the development of students’ English language skills, especially speaking skills. Through various communicative activities such as sharing sessions, public speaking practice, interviews, role plays, and interactive games, students experience significant development in fluency, pronunciation and confidence when speaking English.
Co-Authors Sahril Nur Sahril Nur Sultan Baa