Densi Himelda Yusvita Dewi, Dina Kartikawati

Student Perspectives on the English Camp Parade Season 5 at Universitas Bhinneka PGRI

Introduction

Student perspectives on the english camp parade season 5 at universitas bhinneka pgri. Study explores student views on English Camp Parade (ECP) at Universitas Bhinneka PGRI. It enhances speaking confidence & vocabulary but needs better balance of education and entertainment.

Abstract

This study aims to explore the perspectives of sixth-semester students regarding the implementation of the English Camp Parade (ECP) Season 5 at Universitas Bhinneka PGRI. ECP is an activity-based learning program designed to promote contextual English use through interactive activities such as drama performances, quizzes, and group discussions. Using a qualitative approach, the study involved 14 purposively selected sixth-semester students and 2 key informants (the ECP coordinator and the chairperson of the English Student Association). Data were collected through semi-structured interviews, open-ended questionnaires, and observation, and analyzed thematically. The findings indicate that most students responded positively to the program, particularly in terms of increased speaking confidence, vocabulary development, and cross-semester collaboration. However, some students perceived the activities as more entertaining than academically structured. These results highlight the need to improve the program design by balancing educational content with engaging activities. The study contributes to the development of activity-based English learning strategies in higher education contexts.

Review

This study, "Student Perspectives on the English Camp Parade Season 5 at Universitas Bhinneka PGRI," offers a valuable qualitative exploration into students' experiences with an activity-based English learning program. The authors aimed to understand the perceptions of sixth-semester students regarding the implementation of the English Camp Parade (ECP) Season 5, a program designed to foster contextual English use through interactive activities such as drama and discussions. Employing a robust qualitative methodology, the research gathered data from 14 purposively selected students, alongside insights from key informants, utilizing semi-structured interviews, open-ended questionnaires, and observation. The core findings indicate a generally positive student response, particularly in areas of speaking confidence and vocabulary growth. The strengths of this research lie in its direct assessment of student-centered learning initiatives, which are crucial for effective language acquisition in higher education. The program's success in boosting students' speaking confidence, facilitating vocabulary development, and encouraging cross-semester collaboration is a testament to the potential of activity-based learning. Furthermore, the inclusion of key informants, such as the ECP coordinator and the English Student Association chairperson, provides a multi-faceted perspective on the program's objectives and operational realities, enriching the study's overall depth. This research successfully highlights how experiential learning can be a significant catalyst for positive affective and cognitive outcomes in English language learning contexts. While the study effectively captures the program's positive aspects, it also critically identifies a key area for improvement: the perception among some students that activities were "more entertaining than academically structured." This finding presents an excellent opportunity for the program organizers to refine the ECP design, ensuring a more explicit balance between engagement and structured pedagogical content. For future research, it would be beneficial for the authors to explore specific strategies for integrating academic rigor into such experiential programs and to quantitatively measure the impact of revised curricula on learning outcomes. Nevertheless, this study makes a meaningful contribution to the discourse on innovative English learning strategies, providing actionable insights for higher education institutions seeking to enhance their language education offerings.

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