Nursing Students’ Perceptions of English Club

Extracurricular Activities Toward Academic

Achievement
Juliana1,*
1
julianazakaria123@gmail.com
*
Corresponding author. Email: julianazakaria123@gmail.com

ABSTRACT
This research is a descriptive study. It aims to examine descriptively about students’ perceptions of English Club
Extracurricular activities toward students’ academic achievement. The sample consists of students who took part in
English Club extracurricular activities as many as 47 students in academic year 2010/2020. Data collection method in
this study are questionnaire and documentation. Questionnaire was used to find out students' opinions about English
extracurricular activities. While documentation was used to obtain data about the names and number of students who
become research respondent. The data was analysed in term of percentage by using statistic descriptive Ms. Excel
2013. The results of this study found that the average value of students' perceptions reached 85,60% which means
students strongly agree with the existence of English Club extracurricular activities to support the improvement of
their academic achievement especially in English.

Keywords: Perception, English Club, academic achievement

1. INTRODUCTION Extracurricular activities are a series of teaching and

In this global era, English is a mandatory material
that must be used as a teaching material for students,
including nursing students [1]. This is important
because it is undeniable that nurses in Indonesia often
encounter obstacles when serving foreigners. It is quite
difficult for them to have a dialogue with tourists, even
though at this time our country is increasingly being
visited by foreigners, whether for holidays, research, or
student exchange. Most of time, while the tourists are
here, they experience health problems or just need a
check-up.
Furthermore, instructions for use of the majority of
the medical equipment are also in English. In this case,
to understand the concept, good English skills are
needed so that we can understand the meaning of
context. Therefore, the campus should provide facilities
to support the students’ skills in English, such as
English club extracurricular activities.
learning activities outside the programmed lesson hours
[2]. The purposes of these activities are to increase
students’ talents and interests as well as the spirit of
community service. Many types of activities are carried
out in extracurricular activities, such as Youth Scouts,
Red Cross, English Club and so on. In these activities,
students can directly practice it such as holding
environmental clean-up actions, providing assistance to
people in need and learning to interact with the
surrounding environment when carrying out social
services and also practicing English with the people
around them.
There are several components in learning activities
and the learning process, such as learning methods,
learning media, interests, and time to carry out these
learning activities [3]. The interest that each student has
in a course is also able to influence student learning
outcomes in that course. In coaching students, a forum
or program that is run is needed to support the
educational process that can improve abilities and skills aims to develop students' abilities in the field of English
towards more advanced knowledge. English has always [13].
been a major problem that many learners of English
AKIMBA as one of the health colleges with a
encounter [4].
nursing science study program has placed English as a
In order to make students like what they learn and mandatory skill that students must master. In the
increase their motivation in learning foreign language, education pattern at AKIMBA always prioritizes the
the teacher should be able to select the best way and importance of mastering English as an international
employ various techniques in the teaching learning language that must be mastered by students. So that in
process [5]. One of them is with extracurricular the future it is hoped that graduates of AKIMBA will be
activities. The development of the potential of students able to become professional nurses who are able to have
as referred to in the goals of national education can be global competitiveness [14].
realized through extracurricular activities which are one
of the activities in the curricular program [6].
Extracurricular activities are part and parcel of 2. METHOD
modern day’s academic curriculum [7]. It provides them
a positive character-building opportunity and teaches 1.1. Design
ways to develop discipline, commitment, tenacity, self-
control and a healthy respect for college authority [8]. This research is descriptive quantitative study.
English Extracurricular is one option to be able to learn Descriptive research is one of the current problem-
English in a more fun way [9]. solving procedures based on actual facts and is
investigated by describing or describing the current
Some studies have discovered extracurricular
state, subject or object of research based on visible facts
benefits in increasing students’ achievement. There is a
[15]. The subjects of the study were 47 students of
positive influence and significant between student
AKIMBA in the academic year 2019/2020 who took
activity in extracurricular activities on student
part in English Club extracurricular activities. They
achievement [2]. Other research related to
consist of 10 male students and 37 female students.
extracurricular to learning achievement were to find the
Their English level was intermediate in the context of
influence of Japanese extracurricular activities on
EFL situation. The research instrument is a tool used to
Japanese language learning outcomes. From this study
measure the natural and social phenomena observed
indicated that indicators in Japanese extracurricular
[16]. The instruments used in this study was
activities that can affect student learning outcomes are
questionnaire. It was used to obtain the respondents'
student interested in attending extracurricular activities
opinions and information about English Club
and they understand the explanation and pay attention
extracurricular activities. A questionnaire is a set of
more to the explanation of the teacher [10]. Moreover,
questions that must be answered by the respondent,
student activeness in extracurricular activities and
which is used to convert various information directly
student study habits have a significant effect on student
provided by the respondent into data, and can also be
achievement [11].
used to reveal experiences that the respondent has
Regulation of the Minister of Education and Culture experienced in the past as well as experiences
of the Republic of Indonesia Number 81A of 2013 experienced at this time [17]. Data collection tool of
concerning Curriculum Implementation, it is explained motivation to learn a questionnaire developed by
that extracurricular activities are one of the curriculum researcher.
operational tools. It aims to enable students to enrich
Table 1. Answer Alternative Score
and expand themselves by broadening their knowledge
and encouraging the development of attitudes and
values [12]. These activities need to be compiled and Answer Score Answer Score
stated in the annual work plan / academic calendar of Alternative Alternative
the education unit and evaluated for its implementation
Strongly 4 Always 4
every semester by the education unit. This
Agree (SA)
extracurricular activity is an additional activity
organized by educational institutions to facilitate the Agree (A) 3 Often 3
talents and interests of their students. As was done by
Academy of Nursing Kesdam Iskandar Muda Banda Disagree 2 Sometimes 2
Aceh (AKIMBA), which organized an English (DA)
extracurricular activity which is commonly called the
Strongly 1 Never 1
English Club to develop students' talents and interests in
Disagree (SD)
English. English Club is an extracurricular activity that
Some clues used to obtain research data are as follows: interviews in the form of a questionnaire in various
forms; education, politics, economics and so on in the
Table 2. Clues of Research Instruments
form of an opinion order [19].
After the data was collected, the researcher conducted
several data analyses to identify student perceptions.

No Variable Sub Variable Item number

1 English Club Interest and Talent Reason to join 3
Activities English Club
Activities 3. RESULT
- Love English
language
Attendance in every 11, 12 In accordance with the research design, data was
English Club activity
Increase knowledge 2, 6
obtained through distributing questionnaires to explore
and insight data about respondents to English Club activities. The
Increase potential, 5, 9, 10
talents, and skills
questionnaire consists of three dimensions (interest and
Independence and Do assignments given 4 talent, independence and happiness, understanding and
happiness by the teacher
Find out the material 14
attention) which were broken down into fifteen
to be studied questionnaire items [3]. After the data is processed, the
Participate in English 1
Club activities
following recapitulation is obtained:
without coercion
Table 3. Recapitulation of Respondents’ Answers
Add insight about 7
English QA Questionnaire Items Total %
Understanding and Understand the 15 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15
attention teacher’s explanation SA 22 26 37 45 24 11 36 30 17 14 29 25 33 0 0 349 49,50
Focus on the teacher 8, 13
A 25 20 10 2 23 36 11 17 30 33 18 22 14 23 22 306 43,40
during the activity
DA 0 1 0 0 0 0 0 0 0 0 0 0 0 24 25 50 7,09
SD 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
47 47 47 47 47 47 47 47 47 47 47 47 47 47 47 705 100

1.2. Data Collecting Technique From the data listed in Table 3, the answers
The data used in this research were questionnaires and to the questionnaires distributed to 47 respondents.
Overall, everyone gave varied answers to the
documentation. The questionnaire was used to find out
alternative answers provided, in accordance with the
student perceptions about the English Club activities
character of the perception that each person’s
being carried out. The questionnaire used was a closed
interest, independence, and attention would be
questionnaire and alternative answers have been different on the same object. In detail, the researcher
provided so that the respondent only needs to choose can present that the frequency of alternative answers
one of the available answers. While documentation was to Strongly Agree (SA) was 349 (49,50%); Agree
used to obtain data about the names and number of (A) as many as 306 (43,40%); Disagree (DA) 50
students who become research respondent. The (7,09%); and Strongly Disagree (SD) is 0 (0%). In
instrument is used to obtain the results of student addition, it was also known that the highest
perceptions and student experiences in English Club frequency of alternative answers was Strongly Agree
extracurricular activities in English. The instrument is (SA) as many as 349 of 49,50%, and the least was
valid if the instrument can measure exactly what it the alternative answer Disagree (D) as many as 50 or
wants to measure [18]. 7,09%.
From the results of data processing respondents’
1.3. Data Analysis Technique answers, it was known that the maximum score was 47
x 15 x 4= 2820, while the score obtained was 2414 or
To get data, the researchers did several ways; gave a 85,60%. To find out the meaning of percentage
questionnaire consisting of 47 questions related to obtained, the data is compared with the data
English Club activities. Questionnaires are used to interpretation table and it was known that the alternative
obtain results from student perceptions and student answers of 85,60% were in the interval 75 – 100 with a
experiences in English Club activities. The very good category.
questionnaire uses the Likert Scale. Likert Scale is an
3.1 Students’ Perceptions
agree-disagree or satisfied-dissatisfied approach to
measure opinions, attitudes, behaviours or opinions, or 3.1.1 Interest and Talent
There were ten items that assessed students’ interest
and talent. These included items 2, 3, 5, 6, 9, 10, 11, Table 6. Students’ Understanding and Attention of
and 12 (Table 4). English Club Activities

Table 4. Students’ interest and talent of English Item Statement Strongly Agree Disagree Strongly
Club Activities Agree Disagree
13 Focus on the teacher 33 14 - -
during the activity
(70%) (36%)
15 Understand the - 22 25 -
teacher’s explanation
(46,8%) (53%)
8 I asked teacher when 30 17 - -
there was something I
(63,8%) (36%)
did not understand
during English club
activities

Item Statement Strongly Agree Disagree Strongly

Agree Disagree
2 English Club activities
help me learn English (46,8%)
22 25
(53%)
- -
4. DISCUSSION
easily.
3 I take part in English
Club activities because I
37
(78,7%)
10
(21,2%)
- - Based on the research results, it was obtained the
want to broaden my information that from fifteen questionnaire items that
knowledge about
English
has been distributed to 47 respondents with four
5 English Club activities 24 23 - - alternative answers, the higher frequency was strongly
made me like English (51%) (48,9%)
even more agree or 49,50%. This data was relevant to descriptive
analysis result that showed generally that nursing
6 English Club activities 11 36 - -
have made me more (23%) (76,5%) students’ perception of English club extracurricular
9
fluent in English.
I participate in English 17 30 - -
activities toward academic achievement reached 85,60%
Club activities with (36%) (63,8%)
enthusiasm. Table 1. Short cut keys for the template
10 English Club activities 14 33 - -
are able to develop my (36%) (70%)
talents in English. which means students strongly agree with the existence
11 I feel disappointed when 29 18 - - of English Club extracurricular activities to support the
English Club activities (62%) (39%)
are closed. improvement of their academic achievement especially
12 I attended English Club 25 22 - - in English.
activities on time (53%) (46,8%)

To find out specifically related to students’

perceptions, the researcher discussed the results of
3.1.2 Independence and Happiness respondents’ answers to each item of the questionnaire.
This questionnaire was divided into three parts. They
There were three items related to independence and
happiness. They are item 1, 4, 7 and 14 (Table 5). are interest/talent, independence/happiness and
understanding/attention. The first item of the
Table 5. Students’ Independence and Happiness of questionnaire was about English Club activities help
English Club Activities them in learning English easily. From 47 respondents,
22 people (46,8%) answered strongly agree, the
Item Statement Strongly Agree Disagree Strongly remaining 25 people (53%) answered agree. This means
Agree Disagree that in general, students’ perception of English club
1 I noted the material 22 25 - -
being taught by teacher. (46,8%) activities is very good that can help them easily to learn
(53%)
English.
4 I join English club with 45 2 - -
much pleasure
(95,7%) (4%)
The second item of the questionnaire was about
taking part in English club activities because they want
14 I search the material that - 23 24 -
will be given at the next to broaden their knowledge about English. From 47
(48,9%) (51%)
meeting respondents, 37 people (78,7%) answered strongly
7 I take part in English 36 11 - - agree, the remaining 10 people (21,2%) answered agree.
Club activities because I This means that students believed that by joining
(76,5%) (23%)
love English
English club, they were not only mastering the material
taught in the classroom, but they can also discover new
3.1.3 Understanding and Attention things and increase their scientific knowledge about
There were two items related to understanding and English and its culture.
attention. They are item 13 and 15 (Table 8).
 The third item was about English club activities
made them like English even more. From 47
respondents, 24 people (51%) answered strongly agree,
the remaining 23 people (48,9%) answered agree. This
means that by knowing about new things every meeting
in English club, students got new knowledge about
English so they felt motivated to learn English.
The fourth item was about English club activities
made them more fluent in English. From 47
respondents, 11 people (23%) answered strongly agree,
the remaining 36 people (76,5%) answered agree. This
was related to the purpose of English Club is to make
students able to use English properly, fluently and
correctly in order to face the era of globalization,
international trade and enter the job competition. The
sixth item was about taking part in English club
activities because they like things related to English.
From 47 respondents, 30 people (63,8%) answered
strongly agree, the remaining 17 people (36%) answered
agree. This means that most of the students who took
part in English because they have knowledge about
English and they want to broaden their knowledge so
they tried to join in English club in order to know more
about English.
The seventh item was about students participated in
English club activities enthusiasm. From 47
respondents, 17 people (36%) answered strongly agree,
the remaining 30 people (63,8%) answered agree. This
means that all of them felt happy without any
compulsion to join English club. It was related to
research in MIN 2 Sleman that stated students who take
part in these extracurricular activities appear more
confidents, cheerful, and enthusiastic [20].
The eighth item of the questionnaire was English
club activities are able to develop my talents in English.
From 47 respondents, 14 people (36%) answered
strongly agree, the remaining 33 people (70%) answered
agree. This means that English club is very important
for students in addition to accommodating students who
have the ability, interest, talents and achievements in
English. It can also improve students’ achievement as
well as to improve academic competence.
The nineth item was about students felt disappointed
when English club activities are closed. From 47
respondents, 29 people (62%) answered strongly agree,
the remaining 18 people (39%) answered agree. This
means that students were enthusiasm in studying
English and participating English club activities. They
did not want to absent from any meeting of English
club.
The tenth item was about attending English club on
time. From 47 respondents, 25 people (53%) answered
strongly agree, the remaining 22 people (46,8%)
answered agree. This means that student’s interest and
discipline in participating English club. They felt loss if
they come late in the club.
Based on above explanation of the scores, it can be
concluded that students who participating English club
have the intrinsic motivation. They join English club
without any compulsion. They also felt love English
even more when they join English club. Usually,
students who have intrinsic motivation stated that
learning English for desiring to succeed in the future,
increasing experiences, fellowship and knowledge, and
improving fluency in English speaking.
The next question related to independence or
happiness. The first item for this category was about
students noted the material being taught by teacher.
From 47 respondents, 22 people (46,8%) answered
strongly agree, the remaining 25 people (53%) answered
agree. This means that students have good action to do it
even though teacher did not ask them to note but they
have their own initiative to write or note it. The second
item was students join English club with much pleasure.
From 47 respondents, 45 people (95,7%) answered
strongly agree, the remaining 2 people (4%) answered
agree. The third item was students search the material
that will be given at the next meeting. From 47
respondents, 23 people (48,9%) answered agree, the
remaining 24 people (51%) answered disagree. It means
that not all the students were curious about the material
that would be given in the next meeting. But they still
enthusiasm to participate in English club. The last item
about the independence was about taking part in English
club activities because they love English. From 47
respondents, 36 people (76,5%) answered strongly
agree, the remaining 11 people (23%) answered agree.
This means that most of students joined English club
because basically they love English so that they try to
join English club in order to gain more knowledge about
English.
From the result of questionnaire about independence
or happiness, it can be concluded that students’
independence can be formed by themselves based on the
extracurricular they follow, in this case was English
Club activities [21]. They will also have character
because they can broaden their knowledge and build
better skills.
The next questions were related to understanding/
attention. The first item for this category was about
focusing on the teacher explanation. From 47
respondents, 33 people (70%) answered strongly agree,
the remaining 14 people (36%) answered agree. It
means that students have good attention to the
explanation. By having good attention, it believed that
they can gain more knowledge and the ability of
students to easily understand and remember every
vocabulary that the teacher teaches. It related to result
that the teacher repeats new vocabulary and students
listen carefully until students can mention and
understand the meaning or command of the vocabulary
[20]. The next question was about understanding the
teacher explanation. From 47 respondents, 22 people
(46,8%) answered agree, the remaining 25 people (53%)
answered disagree. It means that not all of the students
understand about the explanation. This is related to the
next question that was about asking the teacher when
there was something they did not understand during
English club. From 47 respondents, 30 people (63,8%)
answered strongly agree, the remaining 17 people (36%)
answered agree. It means that although they cannot
understand the teacher explanation, they still tried to ask
the teacher about something they did not understand yet.
So, they can gain the knowledge better when knowing
about the teacher explanation.
By paying attention to the results of research
through the distribution of questionnaires, it is known
that nursing students’ perceptions of English club
activities are very good. The result of this study are in
line with the previous results which stated that English
club can improve students achievement [2].
Extracurricular especially English club is closely related
to student achievement. Through English club activities
students can gain insight into subjects that are closely
related to lessons in classroom. Through English club
activities, students can also show their talents, interests,
and potential [22].
Learning achievement of students is not only enough
from the teaching learning process in the classroom.
This makes the participation of English club
extracurricular activities as a balancer in the teaching
and learning process. Students who want high learning
achievement must have high creativity and activity from
all things, such as participation in extracurricular
activities.
CONCLUSION
The success of achieving effective learning
objectives requires synergistic support from various
factors, one of them is the students’ perception. From
the results of the analysis of the students’ perceptions
are generally in very good category. It can be concluded
that there is a positive relationship between participation
in English club extracurricular activities and student
achievement in Nursing Academy Kesdam Iskandar
Muda Banda Aceh (AKIMBA).
Based on the results of this study, it can be
suggested to educational institution, especially
AKIMBA in order to facilitate students in showing their
talents or abilities by participating in extracurricular
activities and also as a forum for students to train,
develop soft skills, character and ability to communicate
with others. To student organization in order to continue
to improve extracurricular activities.
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