Journal of English Teaching and Applied Linguistic http://jurnal.
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online ISSN 2722-3396
THE CORRELATION BETWEEN ENGLISH CLUB EXTRACURRICULAR
ACTIVITIES AND STUDENTS PUBLIC SPEAKING SKILLS IN SENIOR
AND VOCATIONAL HIGH SCHOOLS IN BANDAR LAMPUNG
FAJAR RIYANTIKA
DIAN SHAFWATI
KHAIRUN NISA
ISMI AULIA RACHMANI
I KETUT YOGI ARDIKA
DHANISSA ALIFIA INDRAWAN
UNIVERSITAS LAMPUNG
riyantika@fkip.
Abstract: English Club is one of the most popular extracurricular activities among senior and vocational high school students in Indonesia.
This study aimed to investigate the correlation between studentsAo participation in English Club activities and their English public speaking performance among students in Bandar Lampung.
Indonesia.
This research employed a mixed-method approach involving questionnaires, speaking performance assessments, observations, and interviews.
The participants consisted of active English Club members from several high schools in Bandar Lampung.
The findings showed that most students had positive perceptions toward English Club activities, and students who actively participated in the program generally demonstrated better confidence, speaking organization, and public speaking performance.
The study also found that English Club activities provided supportive environments that encouraged students to practice speaking English more confidently.
However, several challenges were identified, including inconsistent schedules, nervousness during presentations, and studentsAo dependence on written notes while speaking.
Overall, the findings suggest that English Club activities contribute positively to studentsAo public speaking skills and confidence.
Keywords: English Club, extracurricular activities, public speaking, speaking performance.
EFL learners The Correlation Between English Club Extracurricular Activities And Students Public
Speaking Skills in Senior and Vocational High Schools in Bandar Lampung
INTRODUCTION
Extracurricular activities at the senior high school level play an important role in supporting studentsAo personal and academic development.
In Indonesia, extracurricular programs are not only intended to develop studentsAo talents and interests but also to provide opportunities for practical skill development outside formal classroom instruction.
One of the most popular extracurricular activities among high school students is the English Club.
English Club activities are designed to help students improve their English communication skills through interactive and practical learning experiences.
Unlike formal classroom instruction, which often focuses on grammar exercises and textbook-based learning.
English Club activities emphasize communication practice through speech, debate, storytelling, news casting, and public speaking activities.
These activities allow students to use English more naturally in authentic communicative situations.
StudentsAo interest in joining English Club programs reflects their motivation to improve their English abilities, particularly in public speaking.
However, despite its popularity, the role of English Club in supporting studentsAo speaking development is sometimes still questioned.
Some students perceive English Club activities as being similar to conventional English courses or tutoring programs.
In reality.
English Club programs focus more on self-development and communicative practice rather than academic English exercises.
Several previous studies have highlighted the positive contributions of English Club activities toward studentsAo English development.
Simbolon et al.
found that participation in English Club activities positively affected studentsAo speaking and writing abilities.
Hamadameen and Najim .
also reported that English Club activities increased studentsAo motivation to use English as a communication Similarly.
Subekti and Wati .
explained that English Club programs create opportunities for students to improve speaking and discussion skills through interactive group activities.
Fajar Riyantika.
Dian Shafwati.
Khairun Nisa.
Ismi Aulia Rachmani.
I Ketut Yogi Ardika, & Dhanissa Alifia Indrawan Journal of English Teaching and Applied Linguistic.
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No.
Public speaking itself is considered one of the most important communication skills in both academic and professional contexts.
NovakoviN and TeodosijeviN .
argued that public speaking enables individuals to communicate ideas effectively, develop professional competence, and interact successfully in various social situations.
However, many English as a Foreign Language (EFL) learners still experience anxiety and lack confidence when speaking in front of others.
Nguyen and Tong .
found that fear of making mistakes and nervousness during oral presentations remain major challenges for EFL learners.
Similar findings were reported by Seli and Santosa .
, who identified low confidence and limited speaking practice opportunities as factors affecting studentsAo public speaking performance.
In Indonesia.
English functions as a foreign language.
As a result, students often have limited opportunities to practice English communication outside classroom English Club activities may therefore become valuable alternative learning environments that help students improve speaking confidence, fluency, and communication strategies through repeated practice and interaction.
Based on these issues, this study aims to investigate the correlation between studentsAo participation in English Club activities and their English public speaking performance among senior and vocational high school students in Bandar Lampung.
The study addresses the following research questions:
Is there a correlation between studentsAo participation in English Club activities and their English public speaking performance? How do students perceive English Club activities? How do active English Club members perform in English public speaking RESEARCH METHOD This study employed a mixed-method approach combining quantitative and qualitative research methods.
The quantitative data were obtained through Likertscale questionnaires and studentsAo public speaking performance assessments, while The Correlation Between English Club Extracurricular Activities And Students Public Speaking Skills in Senior and Vocational High Schools in Bandar Lampung the qualitative data were collected through observations and semi-structured This approach was chosen to provide a more comprehensive understanding of the correlation between studentsAo perceptions toward English Club activities and their English public speaking performance.
The participants of this study consisted of active members of the English Club at SMAN 2 Bandar Lampung during the 2024/2025 academic year.
A total of 43 students participated in the questionnaire survey, while 5 students were selected for the public speaking performance assessment.
The selected participants represented students who actively participated in speech and debate activities conducted within the English Club program.
Several instruments were used to collect the research data, including questionnaires, speaking performance assessments, observations, and interviews.
The questionnaire was distributed using a Likert-scale format to measure studentsAo perceptions toward the activities conducted by the English Club.
The questionnaire covered several aspects, including studentsAo confidence, speaking improvement, learning environment, mentor support, and organizational management of the extracurricular activities.
The speaking performance assessment was conducted through English speech and debate simulations.
Students were asked to deliver arguments and speeches based on assigned topics.
The assessment involved two interraters for each participant to ensure scoring reliability.
The assessment rubric consisted of topic understanding, preparation and organization, language use, verbal delivery, and non-verbal communication.
The scores from each component were then combined to obtain the studentsAo final speaking performance scores.
Observations were conducted during English Club training sessions from July to August 2024.
The observations focused on studentsAo participation, interaction, speaking confidence, and overall performance during drills, simulations, and speaking practices conducted by the mentors.
In addition, semi-structured interviews were conducted to gain deeper information regarding studentsAo experiences, perceptions, and challenges during their participation in English Club Fajar Riyantika.
Dian Shafwati.
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Ismi Aulia Rachmani.
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The quantitative data obtained from the questionnaires and speaking performance assessments were analyzed descriptively using average scores and comparative interpretation.
Meanwhile, the qualitative data from observations and interviews were analyzed through descriptive interpretation to support and strengthen the quantitative findings.
The results from all data sources were then compared and interpreted to identify the correlation between studentsAo participation in English Club activities and their English public speaking RESULT StudentsAo Percecptions Toward English Club Activities The questionnaire data were analyzed using a Likert-scale system to measure studentsAo perceptions toward the training activities and learning process within the English Club program.
The statistical results are presented below:
Statistical Data Result Average Total Score Median Mode The questionnaire results showed that most students had positive perceptions toward the English Club activities conducted at their schools.
Based on the Likertscale responses, the average score reached 3.
44 out of 4, indicating that the majority of participants agreed that English Club activities provided meaningful support for their English learning process.
Most students believed that the activities helped them improve speaking skills, listening comprehension, vocabulary development, and confidence in using English.
Students also stated that the learning atmosphere in English Club was more relaxed and interactive compared to formal classroom instruction.
This environment made The Correlation Between English Club Extracurricular Activities And Students Public Speaking Skills in Senior and Vocational High Schools in Bandar Lampung them feel more comfortable practicing English communication with peers and Activities such as speech practice, debate simulations, storytelling, and group discussions were perceived positively because they encouraged students to actively express opinions and communicate ideas in English.
Several students mentioned that repeated speaking practices gradually helped them reduce nervousness and become more confident when speaking in front of others.
Although students generally responded positively, several organizational challenges were still identified.
One of the most common concerns involved inconsistent scheduling.
Some students explained that training sessions were occasionally rescheduled or canceled due to school events, competition schedules, academic activities, or mentor availability.
Even though these technical issues did not significantly reduce studentsAo motivation to participate, they affected the consistency of practice sessions.
Public Speaking Performance The second set of data consisted of studentsAo public speaking performance scores obtained from debate simulations conducted in English.
Five English Club participants were assessed by two interraters using a speaking rubric that covered content mastery, preparation and organization, language use, verbal delivery, and non-verbal communication.
The average results are presented below:
Student
Student 1
(O)
Student 2
(CP)
Student 3
(D)
Delivered Topic Preparation Language Use Organization Verbal & Nonverbal Geture Overall Score Fajar Riyantika.
Dian Shafwati.
Khairun Nisa.
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Student 4
(NB)
Student 5
(NJ)
The public speaking assessment results demonstrated relatively stable speaking performance among the participants.
StudentsAo scores ranged from 72 to 83, suggesting that the participants possessed moderate to good public speaking The assessment focused on several components, including topic understanding, preparation and organization, language use, verbal delivery, and non-verbal Overall, most students showed good understanding of their topics and were able to organize their ideas logically.
Their language use was generally understandable, although some students still relied on repetitive vocabulary and simple sentence structures.
One interesting finding was that students tended to perform better in content preparation than in delivery aspects.
Many students were able to prepare strong arguments and organize their speeches properly, but several still struggled with eye contact, gestures, pacing, and confidence during delivery.
Several students also depended heavily on written notes during their While note preparation helped them maintain the structure of their speech, excessive dependence on notes reduced natural interaction with the audience and affected eye contact.
Individual Peformance Analysis Student 1 (O) Student O demonstrated good understanding of the speech topic and was able to organize ideas clearly.
However, the student frequently relied on written notes during the presentation, which reduced eye contact and limited the effectiveness of non-verbal communication.
Although the overall performance was still good, improvements in body language and audience engagement are still needed.
The Correlation Between English Club Extracurricular Activities And Students Public Speaking Skills in Senior and Vocational High Schools in Bandar Lampung Student 2 (CP) Student CP showed good understanding of the debate topic and delivered arguments in a relatively organized manner.
The student also demonstrated appropriate intonation and gestures.
However, vocabulary use was somewhat repetitive, and eye contact with the audience remained limited throughout the Student 3 (D) Student D appeared to understand the topic well and demonstrated adequate language use.
Nevertheless, nervousness was visible during the presentation.
The student spoke too quickly in several parts of the speech, which affected clarity and overall delivery.
Even so, the student still attempted to maintain audience interaction through occasional eye contact.
Student 4 (NB) Student NB prepared the presentation carefully and showed good content development.
However, the delivery sometimes appeared rushed, causing inconsistent pacing and reduced fluency.
Similar to several other participants, the student relied heavily on written notes during the presentation.
Student 5 (NJ) Student NJ demonstrated very good grammar use that was appropriate to the speech topic provided.
Among all participants, this student showed the highest level of confidence during the presentation.
This confidence was reflected through effective body language, consistent eye contact, and appropriate gestures throughout the speech.
The student also prepared written notes carefully, indicating strong preparation before the presentation.
Although the student occasionally looked at the notes during the speech, the overall delivery remained smooth and natural.
The student was able to maintain audience engagement while presenting arguments Fajar Riyantika.
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clearly and confidently.
Overall.
Student NJ demonstrated the strongest public speaking performance among all participants.
DISCUSSION
The findings of this study show that English Club activities contribute positively to studentsAo public speaking development.
Students who actively participated in English Club programs generally demonstrated better confidence, smoother speaking delivery, and stronger communication strategies during speech and debate These findings support previous studies by Hamadameen and Najim .
, who reported that English Club activities help increase studentsAo motivation to communicate in English.
The current study also supports Subekti and Wati .
, who argued that English Club programs provide meaningful opportunities for students to practice speaking through interactive and collaborative activities.
In addition, the findings strengthen Nguyen and TongAos .
argument that public speaking anxiety among EFL learners can gradually be reduced through continuous practice and supportive learning environments.
Through English Club activities, students are repeatedly exposed to speaking practices in front of peers, mentors, and audiences, which helps them become more confident over time.
The study also revealed that studentsAo weaknesses were generally not related to content mastery but rather to delivery techniques such as eye contact, pacing, gestures, and confidence.
This suggests that public speaking development should not focus only on language proficiency but also on non-verbal communication and audience engagement.
Another important finding concerns organizational challenges within English Club activities.
Based on both the questionnaire responses and studentsAo speaking performances.
English Club members generally showed positive attitudes toward the variety of activities conducted in the program.
Nevertheless, several students The Correlation Between English Club Extracurricular Activities And Students Public Speaking Skills in Senior and Vocational High Schools in Bandar Lampung provided unique responses related to technical aspects of the program Three students specifically mentioned that English Club activities were sometimes less organized in terms of scheduling.
This issue was influenced by several factors, including mismatched schedules between mentors and participants, training sessions that conflicted with school events, and studentsAo personal activities outside school.
Although these technical issues did not significantly influence the overall results of the study, they still affected the consistency of several training Overall, the students were able to demonstrate satisfactory public speaking performances after participating in English Club activities.
These findings indicate a positive correlation between active participation in English Club programs and studentsAo English public speaking abilities.
More importantly, the findings also support Nguyen and TongAos .
study, which argued that limited confidence and weak public speaking ability among EFL learners can be improved through active activities outside formal academic contexts, including extracurricular programs.
In addition, the findings of this study support Subekti and Wati .
, who stated that English Club programs can become highly potential platforms for developing studentsAo English public speaking abilities.
Similar findings were also reported by Maros et al.
, who emphasized the important role of English Club activities at the senior high school level in supporting studentsAo speaking Overall, the findings indicate that English Club activities can effectively complement formal English learning by providing students with authentic communication CONCLUSION Overall, this study successfully identified a correlation between studentsAo perceptions toward English Club activities and their English public speaking abilities among students at SMAN 2 Bandar Lampung.
More specifically, students Fajar Riyantika.
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who demonstrated positive perceptions toward English Club activities were generally able to perform well in their public speaking assessments.
This was evident in the speaking assessment conducted by the research team, in which students were asked to deliver English arguments through debate Students who responded negatively to several questionnaire items tended to express discomfort regarding administrative or technical aspects of the program rather than the learning materials themselves.
Importantly, there were no complaints related to the content of the materials or the mentorsAo teaching methods.
Instead, several students highlighted concerns related to scheduling consistency and time management during training sessions.
Therefore, it can be concluded that studentsAo perceptions toward English Club activities were generally positive and positively correlated with their English public speaking performance.
In conclusion.
English Club programs can function as effective supplementary learning environments for improving EFL studentsAo public speaking competence, confidence, and communication skills beyond formal classroom instruction.
RECOMMENDATIONS
Based on the findings of this study, several recommendations are proposed:
Future studies may employ case study or classroom action research methods to investigate studentsAo speaking development more deeply.
English Club programs should provide more intensive training in nonverbal communication skills such as eye contact, gestures, and pacing.
Schools should improve the organization and scheduling of English Club activities to ensure consistency.
Different divisions such as debate, speech, and storytelling should be guided by specialized mentors to maximize studentsAo learning experiences.
The Correlation Between English Club Extracurricular Activities And Students Public
Speaking Skills in Senior and Vocational High Schools in Bandar Lampung
REFERENCES