Background of the Study

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B. Problems of the Study

Based on the statements described previously, the researcher wants to explore exposure to English at SHTC. To be more specific, the researcher formulates the problems of the study as follows: 1. How is exposure to English used by the members at SHTC? 2. What are the system used by SHTC to provide exposure to English? 3. What are the members’ experiences at SHTC?

C. Objectives of the Study

In line with the problems of the study, this research is intended to: 1. Describe the exposure obtained by the members at SHTC. 2. Describe system used by SHTC to provide exposure to English. 3. Find out the members’ experiences at SHTC.

D. Significances of the Study

As other studies conducted in the area of English language teaching, this research also has significance or benefit after its accomplishment. First, this research hopefully can provide some insight for other educational practitioners in schools or institutions with similar characteristics to construct, deconstruct, or even reflect their view about language exposure which may affect them in their way of teaching. This study will be also beneficial for the English teachers to evaluate their use of English in the classroom for maximum result of their students’ proficiency. Second, this research gives advantages in providing valuable information related to language exposure which can lead further studies. digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id

E. Scope and Limitation

The study merely focuses on the discussion of the exposure to English at SHTC and the experience which is still correlated with the process of learning. It only describes the system done by the committee to run the club and achieve such purpose. Therefore, the findings from this study might not be applicable or generalizable for other subjects and contexts.

F. Definition of Key Terms

This is the acknowledgement that connect the researcher and the reader to be well-organized in one point of conception to avoid dissimilar understanding about definition of key term in this thesis. 1. Surabaya Heroes Toastmaster Club SHTC A branch of international community which aim to improve communicative skill conducted at Rumah Bahasa Surabaya. 2. Exposure to English Exposure can be defined as one way either naturally or given, which will influence human’s brain or mental condition to recognize the language. 7 In this study, Exposure to English means the total amount of contacts with English which provided by SHTC in learning process in term of listening to the class presentation, sharing idea with classmates, giving oral presentation and talking with the instructor. 7 Bayu Aribowo, Unpunished Undergraduate’s Thesis. “Teacher’s Beliefs about English Language Exposure”. Yogyakarta: English Language Study Sanata Dharma University, 2014, 6 digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id 3. Learning Experience Cantor state that by Experiential Learning, learner can be motivated as their necessity to find a value from their personal experience of specific subject. 8 In this study members’ learning Experiences pervades all forms of learning which are focused on ELT. However, its value is recognized by the members personally. 8 J.A. Cantor, Experiential Learning in Higher Education. Washington, D.C.: ASHEERIC Higher Education Report No. 7, 1995, 14 digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id 8

CHAPTER II REVIEW OF RELATED LITERATURE

This chapter reviews several theories as the basis in conducting this research. It covers Language Acquisition, EFL Learning, Language Exposure, Learning System, Learning Experience, Heroes Toastmaster Club, and previous studies.

A. Second Language Acquisition

Nunan in Nanik describes that Second Language Acquisition, then shorted SLA, refers to the way in which learner, child or adult learns a second or foreign language. The learning may take a place in tutored or untutored environment, and in second language or foreign language setting. The field of second language acquisition has underground tremendous growth over the last twenty years. 1 Ellis explains that at first sight, the meaning of the term Second Language Acquisition seems clear but, in fact, it requires a careful explanation. For one thing, in this context second can refer to any language that is learnt subsequent to the mother tongue. Thus, it can refer to the learning of a third or fourth language. Also second is not intended to contrast with foreign. Whether you are learning a language naturally as a result of living in a country where it is spoken, or learning it in the classroom through instruction, it is customary to speak generically of 1 Nanik, Unpublished thesis :“The Problems of Teaching and Learning Speaking at SMUN 1 Kejayaan Pasuruan” Surabaya: Library of UNESA, 2008, 11 digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id second language acquisition. 2 SLA then can be defined as the way in which people learn a language rather than their mother tongue, inside or outside of a classroom.

B. Input, Interaction, and Output

Gass and Selinker state that it is commonly believed that learning a second language involves learning the rules of grammar of the second language, along with vocabulary items and correct rules of pronunciation. 3 Putting those rules to use in the context of conversation is then construed as a natural extension of grammar acquisition. This view implicitly assumes that language use does not vary from first language situations to various second language situations, for all that would be needed to successfully converse in a second language would be to plug in the correct forms to say the same thing as one does in one’s native language. Input Corder in Gass and Selinker made an important distinction between what he called input and intake. Input refers to what is available to the learner, whereas intake refers to what is actually internalized by the learner. 4 Anyone who has been in a situation of learning a secondforeign language is familiar with the situation in which the language one hears is totally incomprehensible, 2 Rod Ellis, Second language Acquisition Oxford: Oxford University Press,1997, 8 3 S. Gass – L Selinker, Second language Acquisition: An Introductory course, 3 rd edition New York: Routledge, 2008, 302 4 Ibid., 305