The impediments and the encouragements of two female students to participate in classroom discussion

Sukmayanti, Ika Dian (2009) The impediments and the encouragements of two female students to participate in classroom discussion. Masters thesis, Widya Mandala Catholic University Surabaya.

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Abstract

Learning is a process which involves many factors such as personality, interpersonal, cultural, and psychological. Those factors deliberately affect students’ achievement in the classroom. In my class, one student, Nabila, showed no interest at all in participating in classroom discussion even though she could perform well in other speaking activities, while Sherina showed great interest in that despite her lack mastery of English grammar. This study is made to answer two questions about 1) What impediments impede a quiet female student from expressing her ideas in classroom discussion? and 2) What encouragements are behind a verbose female student’ enthusiasm in expressing her ideas in classroom discussion? This thesis is a qualitative one. To get the data for this study, I observed and interviewed my two subjects, Nabila and Sherina. Besides, I took position as a participant observer. The data found, then, were put in matrix and analyzed. The result shows that the main factors which seemed to be the impediments for the quiet student are the authoritarian parenting style which belongs to psychological and cultural factor, and negative past experience which also psychologically influenced Nabila’s motivation and attitude toward English learning in a negative way. The language factor which she thought to be very difficult to memorize, especially for vocabulary also contributed to her personality factor, which made her show great anxiety to speak English. As for the Sherina, the verbose student, the authoritative parenting style, her positive past experience, as well as her hopes for the future which were categorized as psychological factor, even though parenting style can also be put into cultural factor, were the factors which encouraged her participation in classroom discussion. In addition, her personality factor which was risk-taker, and interpersonal factor which was reflected in her supportive peers influenced her motivation and attitude toward English learning in a positive way. Because of this research, I realize that the quiet students at class might have experienced negative things in the family or in the learning the language. The more we force them to speak, the more they would feel anxious to do it, and it will add up their negative experience. For that reason, I suggest that all English teachers give more time to the quiet students to make them feel secure and see that learning English is a very enjoyable experience, not a frustrating one. In this way, I believe the quiet students will be more motivated to participate in any speaking activities.

Item Type: Thesis (Masters)
Department: ["eprint_fieldopt_department_Graduate School" not defined]
Uncontrolled Keywords: Interpersonal, personality, cultural, psychological, language, impediments, encouragements, classroom discussion.
Subjects: English Education
Divisions: Graduate School > Master Program in Teaching English as a Foreign Language
Depositing User: Sri Kusuma Dewi
Date Deposited: 29 Aug 2016 10:20
Last Modified: 29 Aug 2016 10:20
URI: http://repository.wima.ac.id/id/eprint/6595

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