Abstrak
This study aims to analyze the implementation of the English extracurricular program in relation to students' speaking ability at Diniyyah Pasia Boarding School. The English extracurricular activity serves as an informal learning platform expected to enhance students' speaking skills. The main focus of this study is to explore how the program is implemented, the types of speaking activities conducted, and how students respond and participate in the program. However, the effectiveness of this program still needs to be further examined, particularly in terms of teaching methods, students’ interest, and active participation in speaking activities. This research applies a qualitative approach with a case study method. Data were collected through interview the students and a mentor, observations of extracurricular activities, as well as documentation. The participants were 10th grade students who actively joined the program, along with the mentor responsible for delivering the activities. The collected data were analysed through several stages, including data reduction, data display, and conclusion drawing, to identify patterns and themes related to speaking problems and factors influencing the program’s effectiveness. The findings of this study reveal that the English extracurricular program at Diniyyah Pasia Boarding School is conducted regularly and follows a structured schedule; however, it still encounters several challenges that limit its effectiveness in improving students’ speaking skills. One of the major issues identified is the lack of variety in teaching methods used by the instructors, resulting in speaking activities that are often repetitive and less engaging for the students. Moreover, the absence of supporting media, such as audio-visual tools or interactive learning aids, contributes to a less dynamic learning environment. The speaking activities provided, such as public speaking and conversation are not always aligned with students’ interests or levels, leading to low motivation and limited confidence when speaking in English. It was also observed that not all students are given equal opportunities to speak in each session due to time constraints and the large number of participants. Despite these challenges, some students demonstrated improvement in their confidence and willingness to participate after attending the program regularly. Therefore, innovation in teaching approaches, the integration of supportive learning media, and the adjustment of activity content to match students' preferences are highly recommended to help the program achieve its goal of enhancing students’ speaking abilities more effectively.