FACTORS AFFECTING THE STUDENTS’ RELUCTANCE TO SPEAK ENGLISH IN CLASSROOM INTERACTION

PIPIT NUGROHO, 2813133094 (2017) FACTORS AFFECTING THE STUDENTS’ RELUCTANCE TO SPEAK ENGLISH IN CLASSROOM INTERACTION. [ Skripsi ]

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Abstract

ABSTRACT Nugroho, Pipit. Registered Number Student. 2813133094. 2017. Factors Affecting the Students’ Reluctance to Speak English in Classroom Interaction. Sarjana Thesis. English Education Department. Faculty of Tarbiyah and Teacher Training. State Islamic Institute (IAIN) of Tuluungagung. Advisor : H. Nursamsu, M.Pd. Key words : Factors, Reluctance, Speak English, Classroom Interaction Learning to speak a foreign language requires more than knowing its grammatical and semantic rules. For this reason, it is understandable that EFL learners find a significant difficulty to speak the target language fluently and appropriately. Despite this fact, however, many learners often measure their success in language learning as well as the effectiveness of their EFL course on the basis of how much they feel they have improved in their speaking proficiency. Classroom interaction is very essential in education system because classroom interaction is related to how the teacher and the students communicate with other. The teacher and the students will communicate whether they are talking about the material during teaching and learning process. But, sometimes, many students are reluctant to speak English in classroom. Therefore, the students will be silent and not active in learning English especially in speaking activities. It can be hindered the students to participate in classroom interaction. However, there are some factors affecting students’ reluctance to speak English, they are : a) Psychological factor; b) Linguistic factor; c) Sociocultural factor. The research problems of the study are : (1) What factors are affecting the students’ reluctance to speak English in classroom interaction ? (2) What dominant factor is affecting the students’ reluctance to speak English in classroom interaction ? The objectives of the study are : (1) to investigate and to know the factors affecting the students’ reluctance to speak English in classroom interaction. (2) to know the dominant factors affecting students’ reluctance to speak Engish in classroom interaction. Research method and research subject : this research design uses survey research with a quantitative approach. The subjects of this research are 203 students who are divided into 5 classes. They are all the students of the second semester of English Department of IAIN Tulungagung in the Academic Year 2016//2017. The data about factors affecting the students’ reluctance to speak English in classroom interaction is collected by distributing questionnaire and conducting interview. Based on the result of data analysis gotten from questionnaire and interview shows that all the students have their own obstacles in speaking so that they are reluctant to speak English in classroom interaction. It is caused by three factors : psychological factor which has five categories that cause the students feel reluctant to speak English, they are : lack of motivation, shyness, anxiety, lack of confidence, and fear of mistake. While, linguistic factor has lack of vocabulary, lack of grammatical pattern knowledge, and incorrect pronunciation. Then, sociocultural factor consists of attitudes toward lecturer and classroom condition. Based on the questionnaires distributed to 203 students of second semester students of English Department reveals that psychological factor becomes the dominant factor affecting the students’ reluctance to speak English in classroom interaction since it is chosen by 99 of 203 students or 48,8 %. In the second place, there is linguistic factor which has 42,8% or being chosen by 87 of 203 students. The last, sociocultural factor which is only chosen by 17 of 203 students or 8,4%.

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