Integrated Management of Foreign Language Development Extracurricular Activities Based on George R. Terry’s Management Functions

Abstract

This study investigates the management of foreign language development extracurricular activities at Al-Utsmani Islamic Senior High School by employing George R. Terry’s management framework. The issue addressed in this research is the absence of a well-documented and integrated management model covering planning, organizing, actuating, and evaluating within foreign language extracurricular programs. The research aims to analyze how these managerial functions are implemented in the Foreign Language Development Institute to improve students linguistic competence and overall educational quality. This study uses a qualitative descriptive method with data collected through interviews, observations, and documentation involving the vice principal for student affairs, Foreign Language Development Institute mentors, and participating students. The findings show that planning is carried out through weekly meetings, program formulation, and the determination of learning objectives. Organizing is reflected in the establishment of organizational structures, task division, and resource allocation. Actuating is implemented through tiered language training, collaborative learning, presentations, and international seminars. Evaluation is conducted through oral and written tests to measure students’ vocabulary mastery, sentence structure, and speaking performance. The study concludes that integrated management of all four functions significantly enhances students’ foreign language skills and supports the improvement of school quality.