This research aims to examine the influence of the peer teaching learning model on students’ motivation to learn in the English Meeting Club (EMC) at UPT SMP Negeri 6 Binamu. The study is grounded on the belief that peer teaching, as a student-centered approach, can enhance both intrinsic and extrinsic motivation by engaging students in active, collaborative learning. Specifically, the study investigates whether and how this model impacts learners’ enthusiasm, engagement, and perseverance in English learning activities within a non-formal educational setting. The sample includes 13 eighth-grade students who are members of the EMC, selected through purposive sampling. This study employs a quantitative research method using an ex post facto design. Data collection techniques include observation, questionnaires, interviews, and documentation. Instrument validity and reliability were tested to ensure accuracy and consistency. The hypothesis was evaluated using simple linear regression with SPSS 25.0. The independent variable is the peer teaching model, While the dependent variable is student motivation to learn English. The results of the study show that the Peer Teaching Learning Model has a significant and positive effect on students’ motivation to learn English. The regression analysis revealed that 62.3% of the variance in learning motivation could be explained by peer teaching (R² = 0.623), with a significance level of 0.001. The regression equation Y = 15.012 + 0.625X indicates that increased involvement in peer teaching leads to increased learning motivation. It is concluded that peer teaching is an effective strategy for improving student motivation, especially in student-centered learning environments.