STUDENTS’ PERCEPTIONS ON THE USE OF THEMATIC APPROACH IN WRITING ENGLISH CLUB AT SMKN 1 BANDUNG

SALMA NAHARUL HUSNA, 126203211067 and NANIK SRI RAHAYU, 197507072003122002 (2025) STUDENTS’ PERCEPTIONS ON THE USE OF THEMATIC APPROACH IN WRITING ENGLISH CLUB AT SMKN 1 BANDUNG. [ Skripsi ]

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Abstract

Husna, Salma Naharul. Students Registered Number: 126203211067. 2025. Students’ Perceptions on the use of Thematic Approach in Writing English Club at SMKN 1 Bandung. Thesis English Education Department. Faculty of Tarbiyah and Teacher Training. State Islamic University of Sayyid Ali Rahmatullah Tulungagung. Advisor: Dr. Hj. Nanik Sri Rahayu, M.Pd. Keywords: English Club, Students’ Perceptions, Thematic Approach, Writing Skill. Writing is a crucial skill in English learning that requires the ability to organize ideas, apply correct grammar, and communicate meaningfully. However, many students still struggle with writing due to limited practice and formal learning environments that do not fully support creativity. To address this issue, the English Club at SMKN 1 Bandung implements a thematic approach that allows students to write based on specific themes in a more engaging and flexible context. This study aims to explore students’ perceptions of the thematic approach in English Club writing activities, particularly the perceived benefits and challenges. The research focuses on how writing activities based on themes help students improve their writing skills, including vocabulary use, idea organization, and writing motivation. This research employed a descriptive qualitative method supported by quantitative data. Data were collected through a questionnaire distributed to 30 active members of the English Club who had participated in thematic writing activities. The questionnaire consisted of 25 items divided into benefit and challenge indicators. Descriptive statistical analysis was used to determine trends in students’ responses. The findings showed that students generally had a positive perception of the thematic approach in writing activities. The mean score for benefit indicators was 3.81, indicating a strong agreement that thematic writing helped them improve various aspects of their writing skills. Meanwhile, the mean score for challenge indicators was 3.18, suggesting that while students encountered some difficulties, such as generating ideas, maintaining coherence, and using correct grammar, these challenges were generally manageable. Overall, students perceived the thematic writing approach as a positive and engaging method that supported their writing development in a more flexible and enjoyable learning environment.

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