During the early pandemic, students were unexpected to conduct learning emergencies. Students were struggling to cope with the challenges of the online learning situation. After two years of pandemic situations, the learning activities began to open face-to-face. This study investigates students' perceptions of offline learning in speaking classes at the English Language Education Study Program Batch 2020 who took the speaking class in the post-COVID-19 pandemic. This study used descriptive quantitative research. This research used a total sampling technique with 80 English Language Education Study Program batch 2020 students. The instruments used in this study were questionnaires and interviews. The questionnaires consist of closed-ended questions using a Likert scale, and the questions given in the interviews were open-ended.

The study found that according to students' perceptions, it was discovered in the three aspects, such as cognitive, affective, and conative. First, in the cognitive aspect percentage of 64.33% (good or positive category), students mentioned that the lessons in a classroom helped them understand materials because the lecturer delivered in detail, helped students practice speaking with classmates in a real classroom, and could improve students speaking skills in fluency, pronounciation, and add new some vocabulary. Second, in the affective aspect, in percentage 70.2% (good or positive category), students indicated they felt more comfortable, enjoy, present, and motivated to speak English in a real classroom because the environment supports them in expressing their ideas, opinions, and suggestions. Third, in the conative aspect in percentage 64.28% (good or positive category), students felt more confident, often interacted with lecturers, and actively participated in offline speaking classes. 

               Based on the findings, the researcher concluded that students' offline speaking classes in the post-COVID-19 pandemic were good or positive perceptions based on the perceptions given by students in three aspects: cognitive (64.33%), affective (70.2%), and conative (64.28%). In this study, the affective aspect was more prominent than the cognitive and conative aspects. Most students did not feel anxious and afraid about speaking English in front of an audience because they could manage their feelings or emotions. As a suggestion, students must increase their curiosity about deepening the material and be able to interact more with audiences to improve their ability in speaking.