<![CDATA[This study examines the relationship between English Club (EC) participation and TOEIC Listening achievement among vocational high school (SMK) students in Garut, West Java, Indonesia. Using a quantitative causal-comparative and correlational design, 30 students were divided into two groups: 15 active EC members (Group A) and 15 non-members (Group B). Data were collected through a TOEIC Listening test (passing threshold ≥250), five months of attendance records (January–May 2026), and an 18-item 5-point Likert questionnaire complemented by one open-ended item measuring participation level, perception, and self-reported influence of the English Club on listening ability. Welch's T-Test was used to compare group scores, while Pearson Product Moment Correlation examined the relationship between participation and achievement. Results showed a statistically significant difference in TOEIC Listening scores between groups (t = 3.951, p = 0.001), with EC members scoring substantially higher (M = 236.00) than non-members (M = 127.33), and 33.3% of EC members reaching the passing threshold compared to none among non-members. Within the EC group, however, neither attendance rate (r = −0.24, p = 0.386) nor questionnaire score (r = 0.21, p = 0.446) significantly correlated with individual listening achievement. Qualitative responses to the open-ended item further revealed that 83.3% of all respondents perceived the English Club to have at least a moderate positive influence on their listening ability, with the most detailed accounts coming from active members who described how club activities such as discussions, conversations, and presentations improved their listening comprehension. These findings indicate that EC membership provides a general advantage in listening performance grounded in situated language learning, though individual variation within the member group is not fully explained by attendance or self-reported engagement alone.]]>
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