AN ANALYSIS OF FACTORS AFFECTING STUDENTS’ RELUCTANCE TO SPEAK ENGLISH IN THE CLASSROOM INTERACTION OF THE ENGLISH EDUCATION STUDY PROGRAM OF THE UNIVERSITY OF BENGKULU

Ilham, Hira Tri Windasari and Syafrizal, Syafrizal and Elfrida, Elfrida (2020) AN ANALYSIS OF FACTORS AFFECTING STUDENTS’ RELUCTANCE TO SPEAK ENGLISH IN THE CLASSROOM INTERACTION OF THE ENGLISH EDUCATION STUDY PROGRAM OF THE UNIVERSITY OF BENGKULU. Masters thesis, Universitas Bengkulu.

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Abstract

This research aimed to find out the proportion among the three factors and the most dominant factor affecting the students’ reluctance to speak English in the Classroom Interaction of the English Education Study Program of the University of Bengkulu in Pragmatic class. This research was descriptive quantitative research. The population of this research was the sixth-semester students of the English Education Study Program of the University of Bengkulu in the 2019-2020 academic year. The total sample of this research was 95 students. The data were collected by using a questionnaire. The questionnaire consisted of 36 items which represent 3 factors affecting students’ reluctance to speak English (Psychological factor, Linguistic factor, and Sociocultural factor) with 10 categories and strategies used by the students when they were participating in the classroom. The questionnaire was adapted from (Tatar,2005; Liu’s 2005). This research used SPSS (Statistical Package for the Social Science) 24 1.6.0 program to get the most dominant factor. The results of this research showed that the proportion among three factors were the Psychological factor with a weighted mean 2.62. Then, the second factor was Linguistic factor with a weighted mean 2.58. Meanwhile, the lowest weighted mean was Sociocultural factor with a mean score 2.50. Similarly, it can be concluded the most dominant factor affecting students’ reluctance to speak English was Psychological factor. Keywords: Factors, Reluctance, Speak English, Classroom Interaction

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