The Implementation of Weekly English Speaking Activities Conducted by Bilingual Students at SMA Takhasus Al-Qur’an

Abstract

This study aims to describe the implementation of weekly English-speaking activities conducted by bilingual students at SMA Takhasus Al-Qur’an and to examine their preparation, challenges, and perceived benefits. This study employed a descriptive qualitative design involving 10 bilingual students from Grades 10 to 12. Data were collected through observation during the researcher’s 40 day teaching practicum and an open-ended questionnaire distributed through WhatsApp on September 18, 2026. The data were analyzed thematically based on recurring patterns in the observation findings and students’ responses. The findings show that the weekly activity was conducted every Wednesday as part of the school’s morning activities, where bilingual students took turns leading English prayer reading and other speaking activities in front of their peers. The students prepared by reviewing materials, memorizing texts, and practising pronunciation before performing. However, they experienced challenges such as nervousness, fear of making mistakes, vocabulary difficulties, and pronunciation difficulties. The activity was perceived as beneficial because it provided regular opportunities for speaking practice and supported students’ pronunciation, vocabulary, and confidence. The study suggests that student-led weekly English-speaking activities can provide an additional context for practising English beyond formal classroom instruction. The findings also highlight the importance of regular preparation and repeated participation in helping students become more familiar with speaking English in front of others and engaging actively in school-based communication.