Students’ Perception about Language Experience in English Day Activities Towards English Fluency

Abstract

English proficiency has become an essential skill in the era of globalization, encouraging higher education institutions to implement various programs to improve students’ communicative competence. One such initiative is the English Day program, which requires students to actively use English in academic and social contexts. This study aims to explore students’ perceptions of their language experiences in English Day activities and examine how these experiences influence English fluency at KH. A. Wahab Hasbullah University Tambakberas Jombang. This study employed a qualitative research design involving 20 students from the English Department who participated in the English Day program. Data were collected through structured face-to-face interviews and analyzed using thematic analysis to identify patterns, themes, and tendencies related to the impact of English Day and the factors influencing its effectiveness. The findings indicate that students generally perceive English Day as a positive and enjoyable learning experience. The program contributes to increased speaking confidence, higher motivation, and improved vocabulary mastery. A supportive campus environment, peer collaboration, lecturer and committee support, and the use of learning media such as ECHOES were identified as key supporting factors. However, limited vocabulary remains a major challenge for some students in expressing ideas fluently. Overall, the study concludes that English Day provides meaningful language experiences that support the development of English fluency when implemented in a supportive and collaborative learning environment. Students’ perceptions play a crucial role in evaluating and improving the effectiveness of English Day programs in higher education.