Examining the Implementation of Speaking Teaching Strategies in English Club Activities
Abstract
Speaking is an essential skill in English language learning, yet students often have limited opportunities to practice speaking in meaningful communicative contexts. Therefore, English Club can provide an alternative environment that encourages students to develop their speaking skills through interactive activities. This study aimed to identify the speaking teaching strategies used in English Club and describe how these strategies were implemented. A qualitative case study design was employed using observation, semi-structured interviews, and documentation. The data were analyzed using the interactive model of Miles et al. (2014), including data condensation, data display, and conclusion drawing. The participant was one English Club advisor, while six students voluntarily participated in the observed debate preparation activities. The findings revealed that the advisor implemented discussion, simulation and role-play, acting from a script, and other strategies based on English Club work program. Overall, the findings indicate that flexible speaking teaching strategies implemented through English Club activities effectively support meaningful speaking practice. This study contributes to the limited literature on speaking teaching strategies in English Club activities, a context that remains less explored than formal classroom learning, and provides practical insights for English teachers and English Club advisors.