Tran Thi Thanh Mai is currently an English lecturer at Faculty of Foreign Languages, Van Lang University, Vietnam. She is interested in teaching English methods as a foreign language to various levels of learners, especially to college students. E-mail: mai.ttt@vlu.edu.vn

Hoang Tran Anh Tien is currently an English teaching assistant at Mercury Foreign Language Center, Vietnam. He has a great interest in teaching speaking as EFL. E-mail: hoangtrananhtien2309@gmail.com

 

Abstract

With the prominent goals to facilitate students better extracurricular activities, FOLA club has been established and run with numerous helpful workshops and competitions. The purpose of this research paper was to find out English-majored students’ perceptions ​​about the importance of FOLA club in improving their speaking skills. To collect data, two research instruments were used: questionnaires and interviews. 15 fourth-year students, 10 third-year students, 15 second-year students, and 15 first-year students would do the survey by answering questionnaires and some of them involved in a face-to-face interview. The findings indicated some benefits of FOLA clubs. Particularly, the students realized that joining the club would help them a lot in ways of practicing and exchanging information from which they could improve themselves such as confidence, vocabulary, experience while working in groups. Noticeably, their speaking skills were improved so that students no longer felt shy when talking to someone or giving a speech. In addition, the paper realized the reasons why the club was still not known by many students and what improvements needed to be done to help the club grow and help more students.

 

Introduction

These days, English is creating a new trend as globalization is getting closer and closer, and the use of English to exchange-cooperate-work-and-develop brings high demands to jobs opportunities and always accompanied by recruiters always opening their doors to welcome those who can communicate well. Therefore, being able to communicate fluently and effectively becomes an urgent and practical issue for foreign language students. On the other hand, speaking skills, according to Maulidiyah, N., and Qolbia, M. (2020), are the most difficult for most learners to achieve among the four fundamental skills (listening, reading, writing, and speaking). Learners are anxious about making an error while speaking because some students frequently have inaccurate pronunciations and lack confidence while expressing their views or ideas to others. Therefore, to learn a language or English well, learners need to equip themselves with the necessary knowledge to be effective in four skills including listening, speaking, reading, and writing. And it can be seen that among those four skills, speaking skill is a skill that almost requires students or learners to spend a lot of time practicing because when speaking, it must be comprehensible. In other words, listeners can clearly understand what the speaker is trying to express, and if it fails at this point, the communication is unlikely to succeed. Therefore, it is necessary to come up with the most effective learning method to improve speaking skills in a better way.

As far as tertiary level is concerned, English-majored students at Van Lang University have just studied each speaking lesson in two and a half hours per week, so it is extremely difficult for them to have an environment for speaking practice. Therefore, there is a must to offer extracurricular activities such as English-speaking clubs, workshops, speaking contests and so on to facilitate students better opportunities to practice speaking. In other words, joining English clubs helps students have more favorable opportunities to fulfill their potentials, especially speaking skills. Moreover, participating in clubs helps students have more opportunities to practice with the club’s participants. Likewise, Yuliandasari, A., & Kusriandi, W. (2018) believed that joining an English club gives students the ability to practice a lot in activities based on the club’s purpose, and students will have the opportunity to participate in English national and international competitions. In addition, Maulidiyah, N., & Qolbia, M. (2020) suggested that the English club has a great impact on learners. Those who join the club have higher public speaking abilities than those who do not. We can see from the suggestions above that taking the time to join the club is highly useful for the individual students. Additionally, when participating in the club’s activities, they improve pronunciation, increase vocabulary, and build confidence, and they are ready to speak in any situation. Moreover, the reason why students do not clearly understand the importance of English clubs is what makes the club less well-known, and the activities involved are not responded to.

The primary goal of this research is to investigate students’ perceptions towards speaking improvement through FOLA club. Particularly, this paper aims at (1) finding out the perceptions of VLU students at the Faculty of Foreign Languages ​​about the role of FOLA club regarding speaking improvement and (2) offering some suggestions to enhance the effectiveness of FOLA club.

 

Research questions

1. 1. What are EFL university students’ perceptions on FOLA club’s operation in improving their speaking skills?
   2. What can be done to enhance the effectiveness of FOLA club to facilitate better speaking skills?  

 

Literature review

Definition of speaking skills

According to Qureshi, I. A. (2007), the value of speaking abilities is huge for any language learners. Language is an instrument for communication, and it occurs anywhere where there is speech. In addition, speaking is a way that people use to express their feelings and thoughts through which they understand each other and exchange.

Wahyuni, S., & Yulianti, F. (2016) also provided references showing that speaking includes talk and speaks. And this also further supported Hoang’s opinion in the above evidence that speaking is forming sounds to express an individual’s opinions and thoughts in the process of communication. He also believed that speaking plays a very important role in people’s lives through the exchange of one person with another and through which they form relationships, information, share and seek information.

In accord with Rao, P. S. (2019) supposed that speaking is a skill that students will now be assessed through real-life situations. However, the skill of teaching speaking is undervalued in universities, leading to EFL/ESL teachers teaching students by memorizing conversations. Not surprisingly, there is a need for a facelift and a proper view of the real world. Speaking skill is very important as it relates to real conversations or later they face with employers, and the company needs to use English to communicate. As a result, it will be a barrier or a ladder to success in the future depending on the way of teaching and the acquisition and practice to have a better speaking skill.

According to Maulidiyah, N., & Qolbia, M. (2020), speaking skill is considered the most important skill that students need to master because it includes grammar, pronunciation, and listening comprehension. These are also things that students need to know because they affect their speaking ability. That’s why they think that students need to do well in speaking so that when listening, the audience can receive information and can learn important information after listening.  

Through the above factors and reasons, we can see that speaking skills help people greatly in participating in conversations with family, and friends, or at work between bosses and colleagues to be able to communicate effectively and achieve success and a good purpose in life. Moreover, being fluent in English can help them have more conditions to develop themselves and improve every day. Therefore, it can be seen that speaking skills have contributed greatly to human society both then and now.

A brief overview of FOLA club

FOLA Club is managed by the Faculty of Foreign Languages ​​with the guidance of teachers and students from the Faculty of Foreign Languages. The club was established on October 12, 2015. After 8 years of operation, the club has offered many activities to promote and develop students’ skills, especially listening and speaking skills as follow:

No.	Content	Year	The number of participants
1.	English speaking contest	2017	36 students
2.	English speaking contest	2018	19 students
3.	FOLA Singing contest	2021	30 students
4.	English Speaking Activities	2021	94 students
5.	I am a digital warrior: Being a responsible digital netizen	2022	80 students
6.	Research in English from vision to action	2022	50 students
7.	Writing Email	2023	28 students

Source: Adapted from https://www.facebook.com/folaclub

However, FOLA club still has not achieved many achievements. Specifically, the number of participants accounts for under 5 percent of the total student population. Take the workshop titled “Research in English from vision to action” for a typical example, there were only approximately 50 students participating in the workshop. In addition, there are many factors that hinder students from realizing the importance of FOLA club. These are time and location that are not quite suitable and flexible for those who have a part-time job or do their own business.  

The conceptual framework of FOLA club

 

Figure 1. The structural organization of FOLA club

Methodology

This research was designed as a qualitative one. To be more specific, the qualitative data method was used to find out students’ perspectives through the examination of questionnaires completed by 55 English majors from K25 to K28 of Van Lang University’s Faculty of Foreign Languages. Additionally, the results of 10 interviewees would be included and analyzed in the results of the research paper.

The participants were English majors belonging to from course 25 to course 28 at Van Lang University on campus 1, which is located at 45 Nguyen Khac Nhu street, Co Giang ward, District 1, Ho Chi Minh City. Their ages, regardless of gender, were expected to range from 18 to 23 years old. Particularly, 55 randomly selected students would be asked to complete the questionnaire, and 10 students would be chosen at random to be interviewed.

Following to the five-point Likert scale, the items of the questionnaire were designed into five degrees of affirmation from the lowest degree “strongly disagree” to the highest degree “strongly agree” (1 = Strongly disagree; 2 = Disagree; 3 = Neutral; 4 = Agree; 5 = Strongly agree). In addition, the questionnaire was composed through Google Forms and sent to 55 English-majored sophomores from K25 to K28. The researcher then offered the link to the questionnaire, and it was posted on Facebook groups of the Faculty of Foreign Languages of Van Lang University. To be honest, it took the participants approximately seven to ten minutes to complete the questionnaire. Then, the researcher collected them all within one week.

As far as the interview was concerned, 10 randomly chosen students would answer the questions related to their perspectives towards FOLA club’s importance in speaking improvement as well as their suggestions to improve FOLA club’s operation. The students were asked to answer the two following questions:

1. 1. To what extent does FOLA club help you improve your speaking skills?
   2. What can be done to improve your speaking skills through FOLA club’s activities? 

Data analysis procedure

To collect the data, the questionnaires were created using an Internet platform named Google Forms. This allowed data to be collected in an easy and efficient manner. After one week, the researcher handled information from 55 participants by tabulating it into statistical figures and interpreting its meaning. When it came to interviews, it took approximately 4 days to interview 10 targeted participants. Then, these opinions would be categorized into strengths, weaknesses, and suggestions in order to be interpreted thoroughly.

 

Findings and discussions

Research question 1: What are EFL university students’ perceptions on FOLA club’s operation in improving their speaking skills?

Table 4.1. Students’ perspective on the benefits of FOLA club

No.	Statements	SD	D	N	A	SA
1	FOLA club is well known to you.	5.5%	7.3%	17.7%	45.9%	23.6%
2	The workshop of FOLA club is helpful for my study.	4.6%	7.9%	13.6%	40.0%	33.9%
3	FOLA club has many useful workshops for speaking skills to me.	1.8%	5.5%	34.5%	28.9%	67.3%
4	I really enjoyed the environment when joining FOLA club.	1.4%	9.1%	11.5%	48.2%	29.8%
5	I prefer to practice speaking English in FOLA club to in the formal class.	5.3%	6.3%	13.2%	39.6%	35.6%
6	Speaking activities such as singing contests, FOLA talks, … in FOLA club are necessary to increase my speaking ability.	1.1%	0.9%	3.2%	39.4%	55.4%
7	FOLA club can help me to improve my pronunciation.	4.7%	16.4%	18.3%	35.6%	25.0%
8	FOLA club can help me to earn more vocabulary in English.	9.8%	14.5%	20.7%	34.5%	20.5%
9	FOLA club is helpful for me to learn grammar.	6.0%	19.1%	16.5%	36.6%	21.8%
10	I am more motivated to speak in FOLA club.	3.6%	7.6%	8.5%	48.8%	31.5%
11	I can reduce my misunderstanding when joining the communication.	4.4%	16.4%	15.3%	29.5%	34.4%
12	I can share and learn knowledge with each other during learning in FOLA club.	1.2%	1.3%	3.1%	37.2%	56.2%
13	I am not afraid of making mistakes in FOLA club.	3.6%	16.8%	14.5%	49.3%	15.8%
14	FOLA club provides many sources of material such as listening, story, book.	1.4%	4.6%	3.9%	58.1%	32.0%
15	FOLA club has an impact on my ability to exchange relevant ideas.	1.4%	8.7%	5.3%	50.4%	34.2%
16	FOLA club has effects on my accuracy in speaking.	5.5%	9.1%	18.2%	36.4%	30.8%
17	FOLA club’s activities increase my confidence.	1.8%	7.3%	1.4%	57.1%	32.4%
18	FOLA club gives efficient speaking exercises.	1.5%	5.8%	5.0%	62.1%	25.6%

(Notes: SD: Strongly Disagree; D: disagree; N: Neutral; A: Agree; SA: Strongly Agree)

Table 4.1 showed that most students expressed positive attitudes towards FOLA club in improving their speaking skills with highest percentages of agreement (A) and strongly agreement (SA). Generally, the responses showed that most students rank the benefits of FOLA club in improving their speaking skills 4 and 5 on a 5-point Likert scale. Specifically, 96.2% of the participants agreed or strongly agreed that FOLA club had many useful workshops in speaking. 94.8% was the second-highest proportion of participants expressing their agreement or strong agreement on the help of speaking activities such as singing contests, FOLA talks… were necessary to increase their speaking ability. 93.4% appreciated that they could share and learn knowledge with each other during learning in FOLA club, while 90.1% confirmed that FOLA club provided many sources of material such as listening, story, and book. As far as the benefits of FOLA club’s activities were concerned, more than half of the samples, i.e., 89.5%, were agreed and strongly agreed that their confidence was increased by FOLA’s activities.

Noticeably, 87.7% of the students reported that FOLA club gave them efficient exercises, while 84.6% of the respondents expressed that FOLA club had an impact on their ability to exchange relevant ideas. 80.3% agreed and strongly agreed that they were motivated to speak in FOLA club. 78.0% appreciated that they really enjoyed the environment when joining FOLA club. 75.2% the participants agreed and strongly agreed that they preferred to practice speaking English in FOLA club to in the formal class. Meanwhile, 73.9% of the students agreed that the workshop of FOLA club was helpful for their study, while 69.5% of students showed that FOLA club was well known to them.

Moreover, 67.2% of the respondents claimed that FOLA club had an effect on their accuracy in speaking. 65.1% of participants confirmed that they were not afraid of making mistakes in FOLA club, while 63.9% of the students agreed and strongly agreed that they could reduce their misunderstanding when joining the communication. 60.6% of the respondents confirmed that FOLA club could help them to improve their pronunciation. Furthermore, 58.4% FOLA club was helpful for them to learn grammar. Last but not least, 55.0% of participants agreed and strongly agreed that FOLA club could help them to earn more vocabulary in English.

 

Table 4.2. Students’ perspective on the drawbacks of FOLA club

No.	Statements	SD	D	N	A	SA
19	I find the time for participating in FOLA club’s activities very inconvenient.	3.6%	5.3%	10.4%	48.0%	32.7%
20	I have low motivation to participate in FOLA club.	3.2%	5.4%	18.5%	49.3%	23.6%
21	I find the location for organizing FOLA club’s activities not flexible.	5.5%	8.4%	8.7%	51.9%	25.5%
22	I can’t arrange my time well on weekends.	3.5%	3.5%	4.5%	54.0%	34.5%
23	FOLA club’s activities do not attract me.	10.9%	10.3%	10.2%	46.8%	21.8%

(Notes: SD: Strongly Disagree; D: disagree; N: Neutral; A: Agree; SA: Strongly Agree)

Table 4.2 revealed that the majority of participants de-appreciated some of the drawbacks of FOLA club, for 88.5% of the students claimed that they couldn’t arrange their time well on weekends to join the activities of FOLA club. In addition to losing concentration, 80.7% of the participants reported that they found the time for participating in FOLA club’s activities very inconvenient. In response to the rest of the items, students who revealed their agreement or strong agreement on finding the location for organizing FOLA club’s activities not flexible for 77.4%, while 72.9% supposed that they had low motivation to participate in FOLA club. Furthermore, 68.6% of the respondents described that FOLA club’s activities did not attract them.

 

Interview results

Question 1: To what extent does FOLA club help you improve your speaking skills?

When asked how beneficial FOLA club is to help them enhance their speaking skills, ten selected interviewees claimed that FOLA club was quite useful in many ways. These were identified as (1) providing speaking English environment, (2) building confidence, and (3) offering fascinating and helpful activities.

Providing speaking English environment

     “FOLA club is very helpful in creating a friendly community outside class for me to practice using my speaking skills without making mistakes. In an authentic situation, I can learn new words for various exciting topics and daily words. Many teachers have done several amusing workshops about language learning, and social and even useful tips which I can apply in my English speaking. Moreover, it is a place where I can make friends who have the same hobby and interest in English. I believe that would be important to promote and encourage me to practice speaking skills to not feel behind and catch up with my friends.” (Student 3, interview extract)

     “FOLA Club can be a very effective way of improving my speaking skills as it provides opportunities to practice speaking English in a supportive environment with others who are also learning. The club often includes activities and discussions that encourage members to engage in conversation and where I can share my thoughts and ideas in English, which can greatly improve my speaking ability”. (Student 7, interview extract)

     “In the past, I was very shy when speaking in English, so my skills gradually got worse. But now, I can confidently communicate in English fluently. I can’t say it’s all thanks to FOLA, but FOLA has given me an environment with the best conditions, teachers, and friends to help me become what I am today”. (Student 8, interview extract)

Three out of ten students indicated that FOLA club had brought a good environment for them to learn, to practice, and to share their knowledge. Furthermore, it provided them with opportunities to make friends with others. While joining the club, they could have a best place to practice speaking skills, and their skills were gradually improved. Besides, FOLA club had created an effective environment for participants to overcome their shyness and apprehension, and they also believed that FOLA club was the best place to encourage and promote their study and speaking environment.

 

Building confidence

 

     “Joining the FOLA club makes me more confident in communication and improves my ability to develop and give opinions a lot. You can give your own opinion and listen to the input of others in group activities to be able to further develop my thinking on the discussed issue.” (Student 1, interview extract)

 “It makes my speaking skills better. Particularly, I can boost my confidence, and develop my public speaking and presentation skills. Thanks to FOLA club, I can become my better version.” (Student 2, interview extract) 

Two of them appreciated that FOLA club gave them more confidence because they could share their opinions and be a better listener. Apart from being confident, they could enhance their soft skills such as teamwork, discussion, or even presentation skills. 

 

The value of FOLA’s activities

 

     “Before joining FOLA, I can only communicate with foreigners using simple sentences and basic greetings. After spending a period in FOLA, and participating in the club’s activities, I can now talk with them at an advanced level, speak more fluently, and improve my pronunciation”. (Student 4, interview extract)

     “FOLA club offers me various interesting activities such as singing competitions, workshops, English speaking contest, and so on. So, I can have many opportunities to meet and exchange my knowledge in English. And I can make new friends with other students.” (Student 5, interview extract) 

     “FOLA organizes many activities to bring members together. Thanks to that, we have more opportunities to meet and communicate entirely in English with classmates and teachers. Through that, thanks to regular practice, my speaking skills are getting better and better.” (Student 10, interview extract)

     Three interviewees appreciated how valuable FOLA’s activities were. Particularly, there were plethora of fascinating activities for them to participate in ranging from communicating with foreigners, competitions, and contests to workshops. As a result, they could improve their fluency and speaking skills. 

Question 2: What can be done to improve your speaking skills through FOLA club’s activities? 

     To answer the question, “What can be done to improve their speaking skills through FOLA club’s activities?”, the interviewees shared a variety of suggestions and solutions regarding how to improve the effectiveness of FOLA club, including (1) suggesting numerous activities for FOLA club and (2) sharing their own experience to improve speaking skills.

 

Suggesting numerous activities for FOLA club

 

     “I think we can hold events such as an English singing contest, a debate about certain topics, visiting an English café.” (Student 4, interview extract) 

     “Provide academic games, practice reflexes, and use language to speak. Get suggestions from friends and teachers to improve.” (Student 6, interview extract)

     “To improve speaking skills through FOLA club’s activities, members can participate in group discussions, debates, role-playing or presentation exercises, and even pronunciation exercises. The feedback and support from other members can be very valuable in helping individuals improve their speaking skills. Additionally, the club can offer workshops or talks by experienced speakers to provide guidance and tips on effective communication. Practice, attention to grammar and pronunciation, and exposure to a variety of native speakers can all contribute to a successful improvement in speaking skills.” (Student 7, interview extract)

     “Creating a place for playing and learning simultaneously encourages everybody to speak or have conversations.” (Student 8, interview extract)

Four out of ten the interviewees supposed that FOLA club needed to provide more activities to make FOLA club responsive like an English café where participants could talk and share their daily life and stories, to let the student be confident in role-play, and to have more contest about speaking skills.

Sharing their own experience to improve speaking skills

     “First, I will make friends with many people in this club. Then, we can begin some small, easy dialogues in English. Step by step, when we recognize that we improved speed and confidence during speaking, we increase the more difficult levels, like academic words, complex structures, or collocations.” (Student 5, interview extract)

     “I joined many activities in this club such as workshops, speaking contests, etc. In 2021, I joined a contest named “FOLA TESC: I am a Teacher 2021”. In 2022, I joined another contest named “FOLA TALK”. During the process of joining these contests, I learned so many speaking techniques from judges’ comments and feedback.” (Student 2, interview extract)

     “To improve speaking skills through FOLA club’s activities, members can participate in group discussions, debates, role-playing or presentation exercises, and even pronunciation exercises. The feedback and support from other members can be very valuable in helping individuals improve their speaking skills. Additionally, the club can offer workshops or talks by experienced speakers to provide guidance and tips on effective communication. Practice, attention to grammar and pronunciation, and exposure to a variety of native speakers can all contribute to a successful improvement in speaking skills.” (Student 7, interview extract)

      Among ten interviewees, three of them shared their own experience that after joining FOLA club, they changed their mind and behavior, likewise others said that step by step they could see how they could improve from the others’ comments and feedback.

Discussion and implications for teaching

As it can be seen, the findings are similar to those of Maulidiyah, N., & Qolbia, M. (2020). To be more specific, they find out that speaking clubs improve students’ speaking skills because they are encouraged to practice and motivate to speak in the club. Their result also shows that students are more interested in practicing to speaking in the English club. As far as this research paper is concerned, the survey results revealed that FOLA offered a multitude of positive activities to entice students, particularly in creating a positive environment for them to develop their speaking skills. Furthermore, a small group of students gained a lot of experience from FOLA through competitions, which helped them enhance their speaking ability, effective vocabulary, and grammar errors.

    Additionally, Baihaqi (2016) concluded that by joining an English club, students can work together with peers to solve problems and boldly express their ideas with the group. Looking back to Table 4.1, we can see that over 60.0% of respondents agreed that through FOLA club they may share their ideas, learn from others, and reduce misunderstandings while communicating with others.

    Furthermore, Wibowo, R. A., Haryani, H., and Rafsanjani, A. A. (2020) stated that English Conversation Club is extremely important for students in improving their speaking abilities. To make a comparison, according to the questionnaire results, more than 89.5% of respondents agreed that the workshop or FOLA club’s activities could increase their confidence to talk, which can benefit them in their speaking reality and study.

    Moreover, Prabowo, B. N. E. (2020) concerned that the implementation of the speaking club begins with a warm-up activity that encourages the students’ good mood, followed by fun main activities that are supported by positive evaluations from teachers or leaders, all of which have a positive impact on the students’ English language, particularly in their speaking. So, they really need an environment where they can express themselves and they really like those activities which are very enjoyable and fun for them. This is also similar to what was examined in this paper.

It can be noticed that besides positive attitudes toward FOLA club, more than half of participants were not willing to join the club frequently. Due to their own business, they were unwilling to participate in FOLA operations. Although they could not schedule the right time to participate with others to learn and share, there were numerous activities and workshops that would have been helpful for their studies and daily skills. Additionally, the FOLA club must try to find locations that fit with the distance of each student who wants to participate but occasionally their transportation is not suitable for them. This is because the locations for each event of FOLA were not flexible for students to participate in. Their willingness to participate in FOLA club could occasionally be very low because they struggled to find enjoyment or the drive to work well with others. This posed serious issues. Last but not least, the FOLA club needed to discover the relevant events for each occasion and could create new activities to entice students to participate in FOLA workshops and activities.

 

Conclusions

Based on the findings from the questionnaire and the interview, it is concluded that FOLA club of Faculty of Foreign Languages at Van Lang University is effective to some extent in enhancing students’ speaking ability. Owing to the competitions FOLA club organizes, they enable to study English in an attractive and fascinating way which allows them to share their individual viewpoints with others. As a result, they gain more confidence to speak in front of crowds. However, some students express an unfavorable perspective on the inconveniences of FOLA club in relation to its location, time, and academic-oriented activities. 

 

References

Baihaqi (2016). The influence of speaking club in improving students’ speaking ability. Bachelor thesis, Ar-Raniry State Islamic University.

Maulidiyah, N., & Qolbia, M. (2020). Improving speaking skill through speaking club viewed from students’ perception. In International Conference on English Language Teaching (ICONELT 2019) (pp. 130-134). Atlantis Press.

Prabowo, B. N. E. (2020). The implementation of English-speaking club in junior high school to enhance the students’ speaking ability. RETAIN, 8(1).

Qureshi, I. A. (2007). The importance of speaking skills for EFL learners. Department of English, Alama Iqbal Open University, Pakistan. Psycholinguistics.

Rao, P. S. (2019). The importance of speaking skills in English classrooms. Alford Council of International English & Literature Journal (ACIELJ), 2(2), 6-18.

Wahyuni, S., & Yulianti, F. (2016). The use of guessing game to improve student’s speaking skill. Getsempena English Education Journal, 3(2), 12-22.

Wibowo, R. A., Haryani, H., & Rafsanjani, A. A. (2020). Improving English speaking skill through English conversation club activities viewed by students’ perception at Ivet University. Prosiding NSMIS Book, 2(1), 168-173.

Yuliandasari, A., & Kusriandi, W. (2018). Students’ perception on English club extracurricular in speaking practices at madrasah. Academic Journal Perspective: Education, Language, and Literature, 3(2), 305-315.

 

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