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

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