STUDENTS’ PERCEPTION ON THE IMPLEMENTATION OF ENGLISH EXTRACURRICULAR (ENGLISH CLUB) ACTIVITIES IN ENHANCING STUDENTS’ SPEAKING SKILL AT SMPN 8 KEDIRI

Meilinasari, Nurul (2026) STUDENTS’ PERCEPTION ON THE IMPLEMENTATION OF ENGLISH EXTRACURRICULAR (ENGLISH CLUB) ACTIVITIES IN ENHANCING STUDENTS’ SPEAKING SKILL AT SMPN 8 KEDIRI. Undergraduate thesis, Universitas Nusantara PGRI Kediri.

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Abstract

This study aims to analyze the implementation of the English Club extracurricular program and its contribution to students’ speaking skills at SMP Negeri 8 Kediri. The research is based on the need for a supportive environment that encourages students to practice speaking actively, as many students still face difficulties such as lack of confidence, limited vocabulary, and fear of making mistakes. This research uses a qualitative descriptive method. Data were collected through observation, questionnaires, and interviews with students participating in the English Club. The data were analyzed through data reduction, data display, and conclusion drawing to identify patterns related to the implementation and its impact on students’ speaking skills. The findings show that the English Club is implemented regularly with structured and communicative activities such as discussions, role plays, storytelling, and games that promote active speaking. The program provides a more relaxed and supportive environment than regular classes, although students’ participation varies depending on their confidence and vocabulary. Students generally have positive perceptions, as the program helps improve pronunciation, vocabulary, and speaking opportunities. However, some students remain neutral and still experience anxiety and fear of making mistakes, which affect their participation. The study also identifies challenges such as shyness, limited vocabulary, and low confidence, which are related to psychological and linguistic factors. These findings support the Affective Filter Hypothesis, showing that emotional factors influence language learning. In conclusion, the English Club contributes positively to speaking development, but its effectiveness depends on addressing students’ emotional and linguistic needs.

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