HOW DO WE HELP STUDENTS PARTICIPATE IN THE CLASSROOM DURING ENGLISH CLASS (original) (raw)
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This study focuses on the implementation of teacher-student interaction strength in improving students' participation in a bilingual boarding high school in Central Java. The goals of this study are, (1) describing whether and to what extent teacher-student interaction improves the student participation in class, (2) to identify the advantages and difficulties in implementing this strategy in this research. I adopted Classroom Action Research (CAR) which requires four steps, namely planning, implementing, observing, and reflecting. The participants are 23 high school students. The methods of data collection are observation, diary, interview, photograph, pretest, and post-test. In analyzing data I used (1) constant comparative technique by Burns (1999) (qualitative), (2) descriptive statistic technique (quantitative). After analyzing the data, I found out that the change in participation in class was seen clearly and all the responses from the students were positive. Moreover the average score of students` speaking skill increased from 62.77 to 84.51.
7th SOUTHERN REGION OF SUMATERA (SRS) TEFLIN, 2017
One of important things in English language classroom is students' active participation. This paper investigates how is the perception of Indonesian undergraduate students toward their participation and discover how their perceptions impact their actual participation in classroom activities. The qualitative data employed were from observation and interview on a sample of 60 students from two English literature classes. The findings reveal the multitude of views that the students' perception were changeable due to major factors which might affect their participation, i.e., the size of a classroom and activities given, personalities and roles of the lecturer and students, and unfavorable feedback from lecturer and classmates impacted the students to speak up in classroom. The outcome may imply that the lecturer should design future teaching strategies and supportive environment that recognize student's unique characteristics in order to promote students' participation in alternative ways. Both lecturer and students are suggested to be aware of the factors that affect students' participation in classroom activities.
2018
This study is concerned with the process of how teachers and students manage classroom participation in the English Foreign Language (EFL) classroom. Student participation is often associated with their verbal and non-verbal interaction in class, and how they respond to teachers’ questions. The main aim of the study, then, is to explore the factors that influence students’ participation in the English classroom at Ibri College of Applied Sciences in Oman. The sample of the study includes two gender-mixed classes (Level A and Level C) from the Foundation Year program, as well as six foreign teachers who taught these classes, and were voluntarily chosen. Since many previous studies focus on analysing the verbal and non-verbal participation of students in the classroom, this study tries to explore deeper to discover the implicit and unseen causes of participation in an attempt to shed some light on the factors that may contribute to what happens in the class, rather than the actions th...
Fostering Student Participation Through Interactive Teaching in Basic English Class
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The purpose of the study was to examine the 1 st semester teacher college students" perceptions of the interaction between them and their teacher in Basic English class through class discussion interactive teaching in Basic English class. To create a successful and effective teaching, cooperation between teacher and students is needed. An effective teacher must be able to present their material, effectively manage their classroom according to the lesson they"ve planned, accommodate their students" needs, and enhance their students" participation in the learning activities. Participants were 25 students who reported their perceptions on the interactive teaching in addition to their learning process. Result suggested that the interactive teaching fostered student participation during the learning activities. Teaching method such as class discussion that involved the whole class participation to raise questions and discuss about the answer or solution would require interaction between teacher and students more intensively. This interactive teaching method could be implemented for college students, especially because they were expected to participate more actively in the learning activities and become more independent learners. This study could also be an alternative for any educational practitioners who would like to foster their students" participation.
Lesson study in increasing student learning participation in class
Linguistics and Culture Review, 2021
This study aims to apply "lesson learning" in increasing student learning participation in class. This study used a qualitative descriptive method. The study involved fifth-semester students of the English Teacher Education program at Muria Kudus University in the Teaching English as an Additional Language (TEAL) course. The data in the study were obtained using observation and documentation. Data were obtained from before and during student participation during class learning. Data analysis used the Miles and Huberman model, namely data reduction, data tabulation, data presentation, and concluding. The results show that the application of lesson study can increase student participation as long as learning activities increase critically and critically affect the learning atmosphere. Study lessons can make students have a strategic and significant contribution in all stages and development of course materials. The results of this study are expected to provide an overview of...
ABSTRACT In-class participation is increasingly becoming a requirement in many university courses and programs and helps students understand the material better and affects the attitude and motivation of the students positively. This study investigated the overall attitude of the Iranian university teachers towards in-class participation, and revealed some of the underlying reasons for the students’ reluctance to speak in class. 50 students majoring in Translation Studies volunteered to fill out the 20-item questionnaire and 10 of them accepted to be interviewed. Analysis of the data revealed that students have a very positive attitude towards in-class participation, but there were some personal, teacher and cultural factors which prevented them from participation in class discussion. It was found out that cultural factors were as important as the reasons related to the teachers’ behavior or students’ personality features. Being afraid of making public mistakes and the tense atmosphere of the class were the most important barriers. Furthermore, Iranian students considered it rude to talk a lot in the class or to interrupt the teacher, especially if he was old. It seems more than reasonable to suggest that language teachers who emphasize classroom participation and assign scores for that activity should find more creative and practical ways to create a relaxed and inviting atmosphere in the class and a friendly relationship with the students suitable for in-class discussion.
(Hamouda, 2012) Made an investigation about, causes of Saudi students' reluctance to participate in the English classroom. At the beginning of this article, in the abstract, he talks about the causes he found through a survey he applied to know which these were. The abstract literally say: " EFL learners' reluctance to speak English in the classroom is a problem commonly found in a foreign language context. This study attempts to investigate the causes of the nonparticipation of students in EFL classrooms in a key university in Qassim, Saudi Arabia. One hundred, fifty-nine first-year non-English majors answered a 66-item questionnaire on reticence. The research findings indicate that a considerable number of students were reluctant to respond to the teacher and remained silent in oral English language classrooms due to many causes such as low English proficiency, fear of speaking in front of others, negative evaluation, shyness, lack of confidence and preparation, and fear of making mistakes. The study also indicated some strategies used by students to participate in the class such as rehearsing what they say and preparing the ideas and questions. Based on the findings, pedagogical implications are discussed with the aim of enhancing the teaching and learning of spoken English in foreign-language contexts. " And the key words were: reluctance, participation, anxiety. Is not a secret that participation is one of the most important parts of the learning process, even more, in an EFL classroom or a second language classroom. The author of this article cited others authors who say, " When students produce the language that they are studying, they are testing out the hypotheses which they have formed about the language. When they respond to the teacher's or other students' questions, raise queries, and give comments, they are actively involved in the negotiation of comprehensible input and the formulation of comprehensible output, which are essential to language acquisition. Students, who are actively involved, reported higher satisfaction and higher persistence rates (Tsui 1996: 146). The importance of learner participation is also stressed by Jackson (2002) who contends that participation provides the setting in which students can construct and shape identities as members of the classroom. Moreover, research has shown that participation in classroom activities is important in order for effective learning to take place (Tsui, 1996).
2013
This project focused on how teachers’ discourse could promote students’ participation in the English classes carried out at CUN. From educational ethnography method and qualitative approach, participation and discourse were identified and categorized based on Cabrera (2003) and Martinez Rodriguez (1993) theories. Both, method and approach provided us procedures and instruments to take over a new perspective of the discourse and participation; and let us to show the importance of the teacher discourse in order to promote student’s participation, and how it could change from one discourse to another one. In addition, after the instruments applied, two additional sort of participation were found and it was evidenced that verbal communication was used by the main teachers and non verbal communication by the assistant teachers; promoting as a result, a specific participation in each case most of the times.
The Efficacy of Activities to Increase Pupils Participation in Class
Journal of Sciences and Management Research, 2019
Getting students to take part in classroom activities is really challenging for a teacher trainee. Without their active participation, learning objectives may not be achieved. Based on the preliminary observation and assessment, at least four pupils of Year 5 Kualiti in SK Padang Hiliran showed little to no interest in learning English. This is due to personal learning problem faced by the pupils such as Attention Deficit Hyperactive Disorder (ADHD) and low selfesteem. Three participants from Year 5 Kualiti, 2 males and 1 female were selected for this study. This research was conducted to improve their classroom participation through a set of activities chosen. The series of activities consist of three main parts, which are the "Running Dictation", "Last Man Standing" and "Find Someone Who". "Running Dictation" was conducted in the first cycle, while "Last Man Standing" was conducted in the second cycle and in the third cycle; "Find Someone Who" was conducted". The methods of data gathering used were document analysis through answer sheets and ongoing observations. After completing the whole cycle of activities, the pupils seemed to be engaged in the teaching and learning activity as it was a fun and meaningful lesson. Pupils have shown positive improvements compared to the initial observation.