EXPLORING STUDENTS’ PERCEPTIONS OF THE ENGLISH CLUB COMMUNITY TO SUPPORT STUDENTS' SPEAKING SKILLS

Sari, Mei Nanda (2026) EXPLORING STUDENTS’ PERCEPTIONS OF THE ENGLISH CLUB COMMUNITY TO SUPPORT STUDENTS' SPEAKING SKILLS. Undergraduate (S1) thesis, UIN SYEKH WASIL KEDIRI.

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Abstract

Speaking is one of the most fundamental yet challenging skills for EFL learners, particularly in Indonesian junior secondary school contexts where formal classrooms offer limited opportunities for interactive oral practice and often generate significant anxiety. Extracurricular programs such as the English Club Community (ECC) have been recognized as valuable supplementary platforms for language development; however, empirical research specifically examining junior high school students' perceptions of the ECC and its mechanisms for supporting speaking skills remains limited. This study aimed to address that gap by exploring the perceptions of 8th-grade ECC members at MTsN 3 Kediri and examining how the ECC concretely supports their speaking skill development. This study employed a descriptive qualitative research design. Ten 8th-grade students who had been active ECC members for at least one semester were selected through purposive sampling. Data were collected through semi-structured interviews and non-participant observation, which served to triangulate findings against directly observed student behaviors. All recordings were transcribed verbatim and analyzed following Braun and Clarke's (2006; 2022) six-phase thematic analysis framework. Trustworthiness was ensured through data triangulation, member checking, and thorough contextual documentation. The analysis produced two perception themes: students consistently perceived the ECC as offering a comfortable, low-anxiety atmosphere free from grade pressure, and as fostering family-like bonds among members, both of which reduced communicative inhibition and sustained engagement. Five mechanisms supporting speaking skills were also identified: game-based oral tasks that expanded vocabulary; tutor scaffolding through clue-based guidance; high-stakes English Camp performances and MC leadership roles that accelerated speaking confidence; cumulative vocabulary growth and habituated practice routines that progressively reduced performance anxiety; and student recommendations for more intensive scheduling and structured storytelling activities. These findings suggest that the ECC's effectiveness depends on the simultaneous presence of affective safety, social cohesion, and task-driven oral production, positioning well-designed extracurricular communities as indispensable complements to EFL speaking development at the junior secondary level.

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