Students Perception Towards English Club Extracurricular at Madrasah Tsanawiyah Al-Islah Jenggawah

Awang, M. Rizky (2026) Students Perception Towards English Club Extracurricular at Madrasah Tsanawiyah Al-Islah Jenggawah. Undergraduate thesis, UIN KH Achmad Siddiq Jember.

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Abstract

Speaking is one of the most essential yet most challenging skills for EFL learners. Limited practice opportunities and high anxiety in formal classrooms remain major barriers for Indonesian students. One of the abilities that students studying English should be proficient in is speaking. However, there are little opportunities for speaking practice during Indonesian school hours, and they still struggle to improve their speaking skills because of a lack of confidence, nervousness while speaking in English in everyday situations, and restricted practice opportunities. Participating in an extracurricular English club program is one option to get more practice speaking outside of school. Students at the state Madrasah Tsanawiyah Al Islah have the opportunity to converse with their peers in a more flexible setting through English Club, an English extracurricular program.
Therefore, this study aimed to describe: (1) Implementation of English Club extracurricular activities in speaking practice, and (2) Students' perceptions toward those activities learning speaking practice in English Club extracurricular at Madrasah Tsanawiyah Al-Islah Jenggawah. This study is grounded in Irwanto's categorization of perception into positive and negative types, Djamarah's four aspects of perception (happiness, interest, attention, and engagement), and Robbins' three perceptual stages (acceptance, understanding, and evaluation). Speaking practice is conceptualized through Nunan's framework, while the English Club is framed within the Regulation of the Minister of Education and Culture Number 62 of 2014.
This study employed a descriptive qualitative approach. The subjects were 16 Grade VIII students selected through purposive sampling. Data were collected through non-participant observation, semi-structured interviews, and document review, then analyzed using the Miles, Huberman, and Saldana interactive model. Source triangulation and method triangulation were applied to ensure data trustworthiness.
The findings revealed: (1) English Club was implemented through five systematic stages — warm-up, main activity, presentation, feedback, and closing — with activities including storytelling, debate, role-play, public speaking, and English games, using materials progressively contextualized to students' daily and pesantren life. (2) Students held both positive and negative perceptions in. a) Positive perceptions included a comfortable atmosphere, increased confidence, and vocabulary development. b) Negative perceptions included public speaking anxiety, limited vocabulary, and insufficient meeting frequency.
It is concluded that the English Club has been implemented effectively and contributed positively to students' speaking development. However, the teacher is encouraged to integrate vocabulary-building activities and graduated speaking tasks to reduce anxiety, while the school management is advised to increase meeting frequency and improve facilities. Future researchers are recommended to explore related topics using broader samples and experimental or action research designs.

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