THE FACTORS CAUSING VOCATIONAL HIGH SCHOOL STUDENTS’ RELUCTANCE TO SPEAK ENGLISH IN CLASSROOM INTERACTION

WAHYU TRIYANI, 12510184032 (2021) THE FACTORS CAUSING VOCATIONAL HIGH SCHOOL STUDENTS’ RELUCTANCE TO SPEAK ENGLISH IN CLASSROOM INTERACTION. [ Thesis ]

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Abstract

ABSTRACT Wahyu, Triyani. Registered Number Student. 12510184032. 2020. The Factors Causing Vocational High School Students’ Reluctance To Speak English In Classroom Interaction. Thesis. English Education Department. Magister Program. State Islamic Institute (IAIN) Tulungagung. Advisors: Dr. Arina Shofiya, M.Pd, and Dr. Erna Iftanti, S.S., M.Pd. Keywords: factors, speaking reluctance, strategies In English classroom interaction, language problem was still found many students especially the problem in form of reluctance to speak English. Their reluctance refers to unwillingness in stating by using English although they already know what belongs to be stated. They mostly have low motivation and less effort to participate as well. Whereas studying English is important for them. Moreover, English has become one of the examination’s subjects that can influence their achievement. Therefore, this research investigated two research problems namely (1) the factors causing Vocational Senior High School students of Baitul Izza Tulungagung reluctant to speak in English classroom interaction; and (2) English teacher’s strategies to reduce the Vocational Senior High School of Baitul Izza Tulungagung students’ reluctance to speak in English classroom interaction. To answer the research problems, this research used a descriptive qualitative approach as the research method. The subjects of the research were the twelfth-grade students of the Vocational Senior High School of Baitul Izza Tulungagung. To obtain the data, the researcher conducted observation and interviews with the research subjects. Then, after the data was obtained, the next step was analyzing the data by using Miles and Huberman’s (2014) theories. The result showed that the factors that cause students’ reluctance to speak English in classroom interaction were (1) psychological factors; lack of confidence and shyness (2) linguistic factors; lack of vocabulary and incorrect pronunciation, and the last (3) was a sociocultural factor; classroom condition. While the strategies used by the English teacher were doing Meeting and Greeting, Presentation, Describing Picture, and Song Lyrics through LCD Projector. By doing that, the students felt more confident to speak English than before. Therefore, by understanding the result of this research, it is suggested that the students are expected to be active to participate in English classroom interaction. While the English teacher should be aware of selecting strategies to reduce students’ speaking reluctance to enhance students’ interest in speaking English.

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