By : HONESTY TRILA / 19292

Active classroom participation is related to

the improvement in language proficiency and
plays an important role in the success of
language learning

One of the greatest challenges for English

instructor is to integrate students’
participation in the classroom.

Problem: some students prefer to overtly

speak and participate orally in the class,
INTRODUCTION while others may just sit and follow what is
happening in the class, without being
particularly active in the session
passive (non oral) and active participation
(oral)
For those who tended to be passive,
being shy and afraid to make
mistake were the things that
indicating their passiveness.

student with non-verbal

attentiveness (passive
participation) was positively
associated with engagement.

The good ones were the ones who

sit in front row of sitting
management at class

The lecturer was quite

communicative and friendly to the
students.

Previous studies:
2) Fitri Ayu Wandika (2014)
at SMA Pertiwi Padang,
researched the Students’
Reluctance to Speak in
English Classroom Interaction
at Senior High School
High school level
1) Theresa Benedicta W
investigated Factors
Contributing to Students’
Reluctance to Participate in
English Class in 2015
3) Fippi Aprila, Eni Rosnija,
and Yanti Sri Rezeki. They
did an action research in
Improving Students’
participation in Speaking
English Using Talk Show
Technique (2017)
Why they do not participate?
 Influence the lecturer’s
Another issue: lecturer’s practice, judgment, and
perception decision making to the
activities in the classroom
What are the factors that influence students’ oral
classroom participation in General Speaking Class?

What are the dominant items of each factor that

influence students’ oral classroom participation in
General Speaking Class?

What are the lecturer’s perceptions toward students’

oral classroom participation in General Speaking
Class?
  To find out the factors that influence
students’ oral classroom
participation in General Speaking
Class.
 To find out the dominant items of

PURPOSES OF each factor that influence students’

oral classroom participation in
THE STUDY General Speaking Class
 To find out the lecturer’s perception
toward students’ oral classroom
participation in General Speaking
Class.
ORAL CLASSROOM DOMINANT FACTOR GENERAL SPEAKING THE LECTURER’S
PARTICIPATION OF THE STUDENTS’ CLASS PERCEPTION
ORAL CLASSROOM
PARTICIPATION
Oral classroom participation:

students’ speaking in class; answer and asking

questions, make comments, and join in discussion
(lee, 2005; Zolten and Long,2006)

Factors influencing students’ oral classroom

participation:

Fassinger (1995): class traits, student traits, teacher

traits

Susak (2016): Student traits, preparation for class,

classroom size, grading, role of faculty

Rocca (2010): Logistics, confidence and classroom

apprehension, personality traits, impact of the
instructor and classroom climate, sex difference
Have better academic Become critical
achievement (Ferguson- thinkers and in turn
Hessler and de Jong, will be less passive
1991) (Crone, 1997)

Less memorization,
learn trough discussion
and synthesize the Improve the ability to
information more communicate orally
effectively, more
motivated
Cherry (2014), human sensory experience of the world around
and involves both the recognition of environmental stimuli and
actions in response to these stimuli.

Kumar (2010), the process of attaining awareness or

understanding of sensory information

Lecturer’s perception in oral participation, includes on how

lecturer’s understanding in facing some experiences, especially
about the students’ learning process, which influence the action at
class as well.
 Siti Maziha Mustapha,
Fawzia Al Seyabi
Nik Suryani Nik Abd
(2002), Factors Affecting Zainal Abidin Bin
Rahman, and Melor
Students' Oral Sayadi (2007), An
Md.Yunus (2010),
Participation in Investigation into First
Factors Influencing
University Level Year Engineering
Classroom Participation:
Academic Classes Students’ Oral
a Case Study of
Within the Omani Classroom Participation
Malaysian
Context
Undergraduate Students

Karen Tepfenhart Mohd. Yusuf Abdullah

(2011), Student (2011), the dynamics of
Marija Susak (2016),
Perception of Oral student participation in
Factors that Affect
Participation in the classroom: observation
Classroom Participation
Foreign Language on level and forms of
Classroom. participation

Fassinger (1996),
Professors' and Students'
Perceptions of Why
Students Participate in
Class.
QUALITATIVE RESEARCH

CONDUCTED IN GENERAL SPEAKING CLASS AT UNIVERSITAS ISLAM

NEGERI (UIN) IMAM BONJOL PADANG

ALL SECOND-YEAR STUDENTS OF TADRIS ENGLISH DEPT STUDENTS

TWO INTACT CLASSES OF 54 STUDENTS

INSTRUMENTS; OBSERVATION, QUESTIONNAIRE, AND SEMI

STRUCTURED INTERVIEW
 NO. RES EA RCH Q U ES TI O N S S O U RCE O F D ATA

1. What are the factors that influence students’ oral classroom Questionnaire, observation, and
participation in General Speaking Class? interview

2. What are the dominant items of each factor that influence Questionnaire, observation, and
students’ oral classroom participation in General Speaking interview
Class?

3. What are the lecturer’s perceptions toward students’ oral Interview, observation, and
classroom participation in General Speaking Class? Questionnaire
 Research question no.1 : factors influencing students’ oral
classroom participation

100% 93%
85%
80% 81%
80%

60%

40%

20%

0%
Personality traits Logistics Grading Role of Faculty
 Research question no.2: the dominant items of each factors that
influence students’ oral classroom participation

100% 99% 93% 99%

87%
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%
S8: I prepare some S16: I like to S17: I become more S30: Supportive
notes so that I know participate when the motivated when classmates make me
what to ask. topic is one of my lecturer grades comfortable to
interest. students’ oral participate orally
participation. (speak) at class.
Research question no.3: the lecturer’s perception toward students’ oral
classroom participation in General Speaking Class

the lecturer perceived the oral participation at class as the essential issue
which showed the students’ awareness towards the lesson he taught.

the factor influencing his students to participate was from the students’
good achievement in English

perceived that his sitting arrangement was set with the intention of
gaining students activeness in his class discussion.
 the small number of participants may
have affected the results of the study.
 it might be assumed that some of the
students were not entirely truthful in
their opinions and thoughts; interview
the students for more accurate
feedback
 the influenced factors were not
covered all factors as stated in the
review of literature
 Moreover, in gathering perception, it
would be more comprehensive study if
the participants more than one lecturer
There are four factors which
influentially affect students’ oral
participation in General Speaking
Class

Ranked most influential was the role

of faculty. Logistic factor ranked
second, grading factor ranked third,
and personality traits ranked last

the interested topic as the dominant

item of the influenced factor

the positive perception of the lecturer

about the students’ oral classroom
participation impact the significance
influence toward his teaching at class
Theoretically, some factors discovered
can be considered to encourage the
students’ oral participation at class. The
lecturer as the main figure at class, can
provide a significant contribution to the
enrichment of students’ participation as
well as teaching and learning English as
a foreign language.

Practically, the research finding can be

applied as a strong basis for the lecturer
to promote the students actively
participate in uttering their idea, asking
question, commenting, and responding
lecturer’s talk during teaching and
learning process
The lecturer as seen by the students, as
an authority in classroom, is expected to
be friendly, approachable, and motivated
in promoting students’ participation.

For the students, they are suggested

to be more active in class in which
all their contributions are
significantly important for their
learning outcomes
Thank you