THE QUALITY OF STUDENTS' CLASSROOM PARTICIPATIONIN AN ENGLISH AS A FOREIGN LANGUAGE (EFL) CLASSROOM : A Case Study in A Class of Grade XI in A Private Vocational School in Bandung

• Main Author: Devi Fuzi Azhari, - (Author)
• Format: Book
• Published: 2011-08-25.
• Subjects: Thesis; NonPeerReviewed
• Online Access: Link Metadata
• Notes: http://repository.upi.edu/98514/1/s_ing_0608263_table_of_content.pdf; http://repository.upi.edu/98514/2/s_ing_0606293_chapter1.pdf; http://repository.upi.edu/98514/3/s_ing_0606293_chapter2.pdf; http://repository.upi.edu/98514/4/s_ing_0606293_chapter3.pdf; http://repository.upi.edu/98514/5/s_ing_0606293_chapter4.pdf; http://repository.upi.edu/98514/6/s_ing_0606293_chapter5.pdf; http://repository.upi.edu/98514/7/s_ing_0606293_bibliography.pdf
• Keywords: L Education (General)

The aim of the study is to discover students' classroom participation quality in an EFL (English as a Foreign Language) classroom and its influencing factors in a class of grade XI in a private vocational school in Bandung. The study employed a case study to describe in depth investigation of the students' participation quality in a classroom and its influencing factors. The data were obtained from several sources, including classroom observation (video-recording), questionnaire, and interview. The students were required to be involved in four meetings of English lesson, and each observation lasted for 80 minutes. The questionnaire was delivered to the students. Meanwhile, the interview was conducted to the teacher to gain deep investigation. The data collections were then analyzed using Suherdi's framework of classroom discourse analysis. The students' classroom participation are represented in the forms of the linguistic quality of students' verbal contributions and the quality of students' learning behavior. The result of this study shows that students' classroom participation quality occurred in minimum quality. The influencing factors of the students' classroom participation were teacher's traits, classmates' attitudes, classroom setting, ability to manage emotion, and the skills. Several recommendations are offered for future researchers, EFL teachers, and others who concern with EFL learning and teaching. Future researcher can take deeper scope of investigation toward the investigated elements. And, it is expected that EFL teachers can encourage and improve learning strategies to increase the students' participation in teaching learning process. The last, for everyone who concerns with EFL teaching and learning may use the present study to develop English language teaching.