THE IMPLEMENTATION OF ENGLISH CLUB TO ENHANCE SPEAKING ABILITIES A CASE STUDY AT SMKN 1 NGLEGOK

Nurmalita, Ira. (2024). Speaking Instruction through English Club at SMKN 01 Nglegok Blitar. Thesis, English Education Department, Undergraduate Program, Balitar Islamic University Blitar. Dr. Supriyono, S.Pd., M.Ed. N: (1) Dian Fadhilawati, M.Pd.1. (2) Adin Fauzi, M.Pd (3).
Keywords: Speaking Instruction, English Club
The background of this research is the growing importance of improving students' speaking skills through extracurricular activities. Speaking is one of the most essential components in English language learning, as it enables students to communicate their ideas and opinions effectively. However, many students still struggle with confidence and fluency due to limited speaking opportunities in the classroom. In response, this study aims to explore how English Club activities are implemented to support students in enhancing their speaking skills, especially under the focus of planning the implementation of English club, implementation of English Club, evaluation of the English club, and the challenges encountered during the process.
This study employed a qualitative research approach using a case study design. It was conducted at SMKN 1 Nglegok, involving one English teacher and three students actively participating in the English Club. Data were collected through interviews, classroom observation, and documentation. The collected data were analyzed using an interactive model proposed by Miles and Huberman, which includes data reduction, data display, and conclusion drawing. Triangulation was applied to ensure the credibility and validity of the findings.
The findings of this study, aligned with its four main focuses, reveal that (1) in terms of planning, the English Club activities were carefully arranged through syllabus adjustments and coordination with external instructors to ensure relevant speaking materials; (2) regarding implementation, the sessions emphasized grammar correction, interactive discussions, and speaking practice under the guidance of invited tutors; (3) for evaluation, both the supervising teacher and guest speakers assessed students’ progress through direct speaking tasks and classroom interactions; and (4) related to challenges and solutions, the primary obstacles encountered were low student motivation due to after-school scheduling and varying levels of speaking proficiency, which were addressed by applying engaging, adaptive teaching methods and gradual confidence-building exercises.
In conclusion, the implementation of English Club activities can effectively support the development of students' speaking skills. The study recommends that teachers continue optimizing extracurricular speaking activities and provide continuous support to address students' difficulties. Schools are also encouraged to facilitate English Club programs as part of their efforts to improve students' language proficiency. Future researchers may explore similar programs with larger participant groups or different school settings.