A STUDY OF TEACHERS PERCEPTION OF STUDENTS SILENCE IN ENGLISH DEPARTMENT

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1 A STUDY OF TEACHERS PERCEPTION OF STUDENTS SILENCE IN ENGLISH DEPARTMENT THESIS Submitted in Partial Fulfillment of the Requirements for the Degree of Sarjana Pendidikan Dyah Ayu Enggaring Tyas ENGLISH DEPARTMENT FACULTY OF LANGUAGE AND LITERATURE SATYA WACANA CHRISTIAN UNIVERSITY SALATIGA 2013

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3 A STUDY OF TEACHERS PERCEPTION OF STUDENTS SILENCE IN ENGLISH DEPARTMENT THESIS Submitted in Partial Fulfillment of the Requirements for the Degree of Sarjana Pendidikan Dyah Ayu Enggaring Tyas ENGLISH DEPARTMENT FACULTY OF LANGUAGE AND LITERATURE SATYA WACANA CHRISTIAN UNIVERSITY SALATIGA 2013 ii

4 A STUDY OF TEACHERS PERCEPTION OF STUDENTS SILENCE IN ENGLISH DEPARTMENT THESIS Submitted in Partial Fulfillment of the Requirements for the Degree of Sarjana Pendidikan Dyah Ayu Enggaring Tyas iii

5 COPYRIGHT STATEMENT This thesis contains no such material as has been submitted for examination in any course or accepted for the fulfillment of any degree or diploma in any university. To the best of my knowledge and my belief, this contains no material previously published or written by any other person except where due reference is made in the text Dyah Ayu Enggaring Tyas and Danielle Donelsons Sims, M.A. All rights reserved. No part of this thesis may be reproduced by any means without the permission of at least one of the copyright owners or the English Department, Faculty of Language and Literature, Satya Wacana Christian University, Salatiga. Dyah Ayu Enggaring Tyas iv

6 PUBLICATION AGREEMENT DECLARATION As a member of the (SWCU) Satya Wacana Christian University academic community, I verify that: Name : Dyah Ayu Enggaring Tyas Student ID Number : Study Program : English Education Faculty : Language and Literature Kind of Work : Undergraduate Thesis In developing my knowledge, I agree to provide SWCU with a non-exclusive royalty free right for my intellectual property and the contents therein entitled: A Study of Teachers Perception of Students Silence in English Department along with any pertinent equipment. With this non-exclusive royalty free right, SWCU maintains the right to copy, reproduce, print, publish, post, display, incorporate, store in or scan into a retrieval system or database, transmit, broadcast, barter or sell my intellectual property, in whole or in part without my express written permission, as long as my name is still included as the writer. This declaration is made according to the best of my knowledge. Made in : Salatiga Date : January 11, 2013 v

7 A STUDY OF TEACHERS PERCEPTION OF STUDENTS SILENCE IN ENGLISH DEPARTMENT Dyah Ayu Enggaring Tyas Faculty of Language and Literature Satya Wacana Christian University ABSTRACT The controversy of students silence between western and eastern perspectives are still happening until now. Some people believe that students silence is positive because it is one of learning strategies and indicate students comprehension. In contrast, some people say students silence is negative because they just sit down in the class, do nothing, do not care about the lessons and do not answer the questions. This study was needed to explore teachers perception of students silence in Indonesia, especially in English Department. As a result, the beliefs of teachers of students silence can be shared and they can have different strategies in dealing with. This study used qualitative approach to describe the findings and interviews to explore teachers perspective. The result of this study showed that some English Department teachers had different perspectives of students silence. Three major perspectives were found in this study. Some teachers say students silence is positive, some say it is negative and the rest say neutral about this term. Key words: students silence, teachers perspective, positive-negative-neutral belief. INTRODUCTION One of the negative stereotypes of Asian learners is that they are considered as passive learners compared to Western learners. In recent ESL/ EFL literature, Asian learners of English as a foreign/second language (especially East and South East Asia) have been arguably reported as reticent and passive learners (Cheng, 2000). The most common allegations are these students are reluctant to participate in classroom discourse. They are unwilling to give responses; they do not ask questions; and they are passive and overdependent on the teacher (Jones et al.,1993; Braddock et al., 1995; Cortazzi and Jin, 1996; Tsui, 1996). Those studies represent me as an English learner; I sometimes have the same situation during teaching and learning process in the classroom. I was also afraid of giving responses and asking questions. As seen from this active-passive conceptualization, I may probably be considered as one of passive learners. Interestingly, I once heard that my teachers 1

8 have different perceptions toward silent students. The interesting thing is that teachers from Indonesia said Indonesian students are active in the class, but a foreign lecturer who teaches Indonesian students said they are passive. This statement is based on my Indonesian teacher who once taught English abroad. On the other sides, some experts have a opinion related to active and passive definition. MacKinnon and Manathunga (2003) state students who proactively communicate their opinions orally in the class are often perceived as active or positive ; whereas those who interact less or prefer listening, are correspondingly categorized as passive or negative. The statement triggers a question of why do these teachers have different ideas of silent students. As a result, I am interested in exploring teacher s perception of silent students in a wider sense than this active (positive) and passive (negative) dichotomy. There have been some studies that look at some factors affecting students silence in the class. These factors include whether the reticence results from students negative attitudes towards English as a medium of communication (Liu & Littlewood, 1997), students lack of language proficiency (Cheng, 2000; Kim, 2006), students identity differences, including cultural characteristics (Jones, 1999; Morita, 2000; 2004), and students different perceptions of classroom participation (Chen, 2003; Chu & Kim, 1999; Inoue, 1999; Jackson, 2002; Kim, 2006; Liu, 2001, 2005). However, I see English as my target language not as the primary communication language that I use in daily life. Therefore, I sometimes feel that I lack the ability to speak in English since I rarely communicate with others using English in daily life. Moreover, as a Javanese, I am taught to be a good listener and the teacher is often seen as the authority in the classroom because teachers are considered as the expert of knowledge. The statements above are examples of the factors that affect my behavior in the classroom. 2

9 Aside from the studies above, many studies have been done from the perspective of students, but little has been done from the perspective of the teacher themselves. In order to seek the answer, this study requires a following general research question: What is teacher perception of students silence in the classroom? There are some sub questions for the research question: a. What is the teacher s opinion about silent students? b. How do teachers feel about silent students? c. Why do the students silences happen according to the teachers opinions? Therefore, this study is aimed at: a. Investigating teachers perspective about silent students in the classroom. b. Describing how the teachers understand this issue and their strategies or responses toward silent students. c. Investigating the controversy about silent students. Teachers have a main role in the teaching and learning process as guides and facilitators. Their opinions and feeling toward the students are important to be considered because it will affect the way they teach. Later, for the significance of the study, this study can be a reference or help for both the students and teachers. The benefit for the teachers is teachers will share their experiences about their understanding of silences in the classroom and describe different strategies for other teachers who are dealing with silent students in the classroom. Moreover, for the students, they will be more aware of how their silence is interpreted by some teachers and they can be more active in the class. In addition, this study is expected to find out the best interaction pattern, so the students can be more critical and they can develop analytical mind. It is also expected that this study can trigger other researchers to conduct similar studies about silent students according to teachers perspective. The reason is because there are some different opinions among the scholars, some say silent 3

10 is a positive attitude, some say differently. In addition the studies from teachers perspective of silent students are still rare to be found. THEORETICAL FRAMEWORK The definition of silence Scholars affirm about the different definition and understanding in terms of silences. It can be known by some studies which believe silences are barriers in a communication but others believe silence can be beneficial to human interaction. Madison and Hamera (2006) view silence as a social performance. The social performances are the ordinary day by day interactions of individuals and the consequences of these interactions as they move through social life. Hence, silence can be considered as a positive attitude because silence is one human characteristic. In addition, the culture in Indonesia supports the statement. For example, Javanese culture believes that being silent means respect to others. If there is no question or opinion and the students remain silent, the teacher will assume that the students understand the material. From Indonesia is one example of the eastern perspective, whereas a different western perspective is stated by Jaworski (1993) who describes silence as hostile or threatening when a student does not respond to the teacher when being asked to do so. In other words, silence can be seen as an obstacle when teaching and learning happens in the classroom. Aside from the study carried out by Madison and Hamera (2006), other prior researches related to the researcher s study were conducted by (DeVita, 2005; Jones, 1999; McLean & Ransom, 2005). They state a main conclusion that an active participation is often associated with an outward manifestation of one s thoughts and feelings, or in simple terms, talking or speaking in front of people. Talking or speaking also seems to be perceived as the ideal classroom behavior by some lecturers working in English-speaking western universities (Kubota, 2001, cited in Kettle, 2005; Ryan & Louie, 2005). Students who 4

11 proactively communicate their opinions orally in the class are often perceived as active or positive, whereas those who interact less or prefer listening, are correspondingly categorized as passive or negative (MacKinnon & Manathunga, 2003). It can be concluded that the more students speak in classes, the teachers will see these students as active students. From the theory above, Madison and Hamera (2006) state that silence is a positive attitude because it is one of human characteristic. In contrast, DeVita (2005), Jones (1997), McLean and Ransom (2005) believe that ideal classroom is the students should talk rather than just remain silent. The theory is also supported by MacKinnon and Manathunga (2003) affirm that listening or silence is passive or negative. In addition, from the theories above my research will try to fulfill and seek the coherence between the recent study and mine. I will use the theories above for my data analysis. The theory will be used to analyze the teachers belief of students silence. The causes of silence One more previous research which relates to this study by Kirkbride & Tang (1999 as cited in Ping 2010) state that from Eastern point of view, Chinese students preferred didactic and teacher-centered style of teaching and would show great respect for the wisdom and knowledge of their teachers. In addition, the same finding also be found in the study by Schultz (2010) who has observed that teachers dominate the classroom, this therefore suggests that there are many occasions of silence and confusion in the classroom. In their study, they argue that the term teacher-centered means teacher as the almighty of the class is still happening until now. In other words the teacher can be one factor that causes students to remain silence in the class. Learners may feel afraid to ask to the teacher, so they tend to be silent in the classroom. Furthermore, because there are several causes of silence in the class, a teacher s perception is needed by the students and the teacher 5

12 itself in order to make the teaching and learning activity run smoothly. The reason is because when teachers believe silence is a negative attitude, teachers have to try to seek the strategies in order to solve the problem of silent students. As a result, the communication between teachers and students in the teaching and learning process can be achieved and maintained during the lesson. As a consequence, that both teachers and students will not misunderstand each other because there is a communication. Another study by Jackson (2003), Miller and Aldred (2000) also pointed out that some students remained silent because they were afraid that their peers thought that they liked to show off. In other words, it can be said that students prefer remaining to be silent to avoid another judgment which is showing off. However, there is a different perspective related to this issue between West and East that affected students performance. Kim and Markus (2005) state that since Western classrooms depend largely on speech, verbal expression, and debate, these skills are considered important in enhancing student thinking. The study tells that western students mostly talk much because of their culture. They speak freely because their cultures teach them to do so. Aside from Western point of view, in most Eastern cultures, when students have to listen to the teacher silently, it means they respect the teacher. The study by Liu and Littlewood (1997) as cited in Ping (2010) found most Chinese students were accustomed to minimal speaking opportunities at school. Listening to the teacher had been their most frequent classroom experience because they think it will prove that they respect their teacher. In other words, the students who tend to be silent in the class see their silence as part of their culture and it is an appropriate behavior and way to participate. From the theory above, the experts state different causes of silent. The first cause of silence is because of the teacher. The theory is conducted by Kirkbride and Tang (1999). They believe that teacher-centered is the main cause of silent students. The next finding who 6

13 describe by Jackson (2003), Miller and Aldred (2000), point out that students are remain silent because of their peers. Third cause of students silence which is stated by Liu and Littlewood (1997) come out with different idea. Their study shows students silence means respect to teacher. As a result, after knowing the different theory from different prior studies, I will use all of theory to become the base for my data analysis in term of participants belief of the causes of students silence. The strategies dealing with students silence Another research correlated to this study is the recent study by Ping (2010) in which he discovers the strategies in dealing with silent students especially for Asian students who resist speaking in the class. Those are: (1) Rather than relying solely on language to facilitate learning, teachers use a variety of activities and learning opportunities for students (e.g., visuals, physical activity, and nonverbal cues). (2) When teachers use English, they modify its complexity and content so that students understand and can participate in classroom activities. (3) Teachers hold high expectations of their students, challenging them to tackle complex concepts and requiring them to think critically, rather than eliciting a preponderance of one-word responses to factual questions that do not require higher order thinking. (4) Using a learner-centered approach to teaching provides students with a greater opportunity to interact meaningfully with educational materials as they acquire English and learn subject matters. Those strategies above are appropriate for students in Asia, especially in Indonesia because the nature and culture of Asian students are relatively similar. 7

14 THE STUDY Context of study The context of the small study was English Department of Satya Wacana Christian University. English is not the first language of this department, but English is used as a medium of instruction in the classroom only and students and the teachers use code-switching sometimes while they have a meeting outside the class. There are about fifty teachers who teach English in this Department. Another reason the study was conducted in English Department was because I had immediate access to collect the data in this Department. Participants The participants are 10 teachers of English Department (ED). I use purposive sampling a strategy which means I select participants purposely. This means I select a group of people that can meet certain criteria (Blackledge, 2001 as cited in Zacharias. 2011). I specifically worked with teachers who have been teaching English for skill classes. The reason is because they have had experience with students silence that happened in the skill classes like speaking, reading, writing and listening. From the criteria above, I have found the teachers perspective of silence students. Instrument of data collection In attempting to answer the research question, the data were collected through interviews. The interview focused on teacher s opinion toward silent students in the classroom. I prefer to use semi-structured interview by Patton (1990 in Zacharias, 2011, p.83) because it is similar to structured interview but it allows for greater flexibility. In other words, the flexibility can create follow-up questions during the interview. Furthermore, David and Sutton (2004, p.87) state semi-structured interview are non-standardized and frequently used in qualitative analysis. The interviewer does not do the research to test a specific hypothesis. It means the questions can be changed based on the interview situation. 8

15 In addition, having key themes and sub-questions in advance gives me a sense of order from which to draw questions from unplanned encounters (David, & Sutton, 2004, p. 87). The interview was conducted at least for 15 to 20 minutes and the interview questions were divided into two parts: General questions and Specific questions. 1. General questions to identify teacher s understanding of students silence. 2. Specific questions to seek out teacher s strategies of responding silent students in the class. Procedure of data collection 1. Gathering Data The interview took minutes because teachers tend to speak more, so I gave them a lot time for giving their explanations. I used note taking and recording because note taking can have an advantage (Zacharias, 2011, p.96), because it is far easier to analyze the data summarized in notes than in the transcription. However, based on (Zacharias, 2011, p.96) the recording has some advantages. It preserves the actual language use and provides an objective account of what was said. Both ways in capturing the interview data gave me a lot of help because from the recording, I could keep playing it again and again if I didn t understand or I want to make sure about the data. I also got help from note-taking because I could recheck my transcriptions and the recording. If I missed the recording part, I could check the note-taking. 2. Data Analysis This study used qualitative data. After gathering the data, I used clean transcription from Elliot (2005) which focuses on the content of the interview and it does not provide any extra information as to the manner in which the content is communicated. Another reason the clean transcription chosen is because this study did not focus on discourse analysis, so there is no need to transcribe any filler such as hmm, oh, yeah. Additionally based on (Zacharias, 9

16 2011, p.100) by omitting phrases and words the transcription become more accessible to the readers or even lay persons. In addition, categorical content was used for analyzing data in order to focus on the contents or themes across participants (Lieblich et al,. 1998) in (Zacharias, 2011, p.103). After transcribing the data, I coded the data based on the coding scheme from Brown and Rodgers (2002, p.67) in (Zacharias, 2011, p.88). I tended to use the coding scheme from Brown and Rodgers because it was relatively easy to code the data. The data is coded based on categories, example of data and explanation. The categories were based on the theme that be found from the data. For example of data, I grouped the statements from the interviewee related to silent s students and for explanation I explained the data and the example to make the coding clear. In other words, coding can make it easier for the researcher to analyze the data. Based on the data, I drew a conclusion about the teachers perspective of silent students. DISCUSSION I will give a brief explanation of the participation. I choose seven data from ten data from the participants. The reason is because I found that those seven data answered my research question and the data are informative enough whereas the rest of data doesn t give much information to my study. The informative data here is showed by the clear answer from the teachers so the data can be analyzed. In addition, to protect participants, I used pseudonym for the interview. Since the topic of my thesis is Teacher s perspective of silent students in the classroom, based on my interview I found three general themes. 1. Teacher s opinion toward students silence (positive-negative-neutral). Due to the importance of a teacher s role in the teaching and learning process, a teacher s opinion toward silent students is very important. In order to seek the answers of 10

17 why students are silent in English Department, I did interviews with the teachers. Interestingly, from the interviews I found different teachers opinions of silent students. Three teachers said that silent students are positive classroom participants. Three teachers said silent students are negative classroom participants and one teacher was neutral about silent students. Three teachers said when students who are silent in the class, it doesn t always mean negative behavior or they don t understand about the material. Silence means the students understand. These are the three statements from teachers who are thinking that silence is a positive attitude. Excerpt 1: Interview with Mr. Robert (July, 2012) If the students just silent,, I think they understand the material From excerpt one, the interviewee said silence is an indicator of students understanding. The statement from the teacher is clear when students are silent it means they understand the lesson given by the teacher. The data shows that silence is indicated as positive. Excerpt 2: Interview with Mrs. Kara (September, 2012) I think when they are silent, they have time to think about the answer. So I think that silent doesn t always mean negative The next data is from second excerpt. The interviewee stated silence is a situation when the students try to think about the answer. In other words silence can be said as a positive attitude because students remain silent to concentrate on finding the answer. The interviewee also clearly stated that silence doesn t always mean something negative behavior. Moreover the data above is supported by Mustapha and Rahman (2011) who argue that positively passive students were those who chose to be quiet throughout the class because they felt that they learnt more by concentrating on what was going on in class. Aside from the excerpt two, excerpt three says the same opinion related to positive attitude. Excerpt 3: Interview with Miss Kitty (October, 2012) 11

18 I used to think that silent students are students who don t understand material, incompetent and shy. But after I conduct my study, I realize that they just don t want to speak in front of class. The third teacher said she used to think that silent students are negative because they don t understand, they are incompetent and shy. However, her study proves that she is wrong because she believes that silent students do not have a negative attitude. They just won t speak up in the class. It means, silent students are actually capable of answering or asking questions but they just don t show it in front of the class. The second opinion about silent students is stated by three teachers who say that silent students have a negative attitude in the classroom. Excerpt 4: Interview with Miss Bening (July, 2012) I think a silent student is a student who actually comes in the class but just silent, do nothing, do not ask, they don t care about the lesson From the fourth excerpt the teacher said that silent students actually come to the class but they only sit in the class doing nothing and don t care about the lesson. She specifically said students don t care about the lesson and just remain silent. From those statements it is clear enough that she thinks students silence has a negative attitude in the teaching and learning process. Excerpt 5: Interview with Miss Rias (September, 2012) Based on my experience, silent students are students who are actually in the class and they are passive without do something, if I ask questions they don t answer, they just remain silent in the class, passive. In addition, the excerpt five is nearly same with excerpt four that said silent students actually come in the class but they only sit and do nothing. They don t answer the questions and remain silent. In this statement the passiveness is negative. This finding is in agreement with Mustapha and Rahman (2011) who find negatively passive students were those who were very quiet because they were not concerned about their studies and were not interested in what went on in class. Excerpt 6: Interview with Miss Panda (September, 2012) 12

19 The situation when students don t give respond from the stimuli that given. If we ask them, they don t answer or they don t involve in teaching and learning activity. Even if I give them the material, they just accept it without asking what we would do with this material. They don t involve critical thinking. The last opinion related to negative attitude is explained in the sixth excerpt. The teacher said silent students don t give response from the stimuli. It explains that the teachers try to make students speak and to be more active but even when the teachers ask the silent students, they just remain silent. The teacher also states that they don t involve critical thinking. The last opinion is one teacher who said that silent students are neutral which is explained in excerpt seven. Excerpt 7: Interview with Miss. Little (August, 2012) Silent students means they just sit in the class either they listening the lesson or not. That s it just kept silent, I don t know whether they understand or not. The last excerpt explains that the reason for the silence cannot be known for sure. The teacher said, if students are just silent she doesn t know whether the students understand or not. As a result, here the teacher said she doesn t really understand what the students silence means. Because of her statement, it can be categorized as neutral. From those statements above, we can conclude that teachers of English Department have different opinions of silent students. The data say from the positive point of view, teachers say silent students are students who understand the material. Whereas the second data group from positive opinions, believe that being silent can be interpreted as the time when students understand the materials and the time to think how to answer the questions. Silence also can be one of the strategies in the learning process. The result is similar with Furusawa (2005) and Kato (2001) who say silence is one of learning styles and learning strategies. Aside from the positive opinion, the negative opinion states that silent students are negatively passive students. According to the teachers, passive means they just sit in the class without doing anything. They don t have spirit to learn in the classroom. The second result 13

20 about students passiveness is supported by MacKinnon and Manathunga (2003) who state those who interact less or prefer listening, are correspondingly categorized as passive or negative. From the teacher who was neutral about silent students phenomena, it indicates silence sometimes cannot be judged because the teacher said that she doesn t really understand about the students silence. The statement can be categorized as open opinion or flat opinion related silent students. 2. The reason why students silence happened Another important point of this study is the reason why students silence happened in the teaching and learning process. From the interview I did with English Department lecturers I found different reasons. There are four reasons: No Reason Explanation 1. Teacher Teachers have a contribution in making students remain silent. 2. Students Students are confused, shy and afraid to answer the questions from the teachers. 3. Peers Students tend to be silent in the class because they are afraid to be called or to be thought of as a show off. 4. Classroom situation Large classroom can influence students silence. There are four teachers who say the same reason about the causes of silence. Four of them agree that it is because of the teachers. The excerpt eight until eleven explain about their reasons. Excerpt 8: Interview with Miss Bening (July, 2012) The students are silent because maybe the teacher is just too dominant in the class. Excerpt 9: Interview with Miss Panda (September, 2012) Silent can happen because there is too much teacher centeredness. 14

21 Excerpt 10: Interview with Mrs. Kara (September, 2012) In my opinion, teachers give a lot of contribution in making students become silent. It is like the teaching style. Excerpt 11: Interview with Mr. Robert (July, 2012) Some classes are more lecture-centered. In conclusion, from the statements above, the teachers say one of the reasons silence happens is because teachers are too dominant or the style is teacher-centered. The second reason why students keep silent in the class is from the students themselves. The reason why the students keep silent in the class is because they make themselves become silent. There are three teachers who have the same thoughts which are explained in excerpt twelve until fourteen. Excerpt 12: Interview with Miss Panda (September, 2012) Another reason is because the students confused or they are shy or afraid. Afraid because they have to take a risk if they answer it wrong, so it will be better if they remain silent. Excerpt 13: Interview with Miss Kitty (October, 2012) I think the students afraid to make mistake. The students believe that their answer is correct but actually wrong, so they choose to be safe by keeping silent. Excerpt 14: Interview with Miss Rias (September, 2012) It can be that all of the students in the class are passive because their learning behavior is like that. Therefore from the opinions above, the teachers say students are afraid to make mistakes so they choose silence. Moreover, a study carried out by Brick and Lui (1994) as cited in Ping (2010) found Chinese students feared appearing foolish by making mistakes as simple as grammar or pronunciation imperfections if they actively participated in class. In other words, students prefer to be silent in order to avoid making mistakes. The connections between Chinese students with Indonesian students are they are from eastern countries and they have similar cultures. Both Chinese and Indonesian students have a perspective that silence means respect and it will be good if they just remain silent rather than making mistakes. In addition, the same prior study found the reasons of students silence, they fear of making mistakes and lack confidence, (Flowerdew et al., 2000; Jackson, 2001a, 2003; Liu & Littlewood, 1997;Tsui, 1996) cited in Liu (2005). 15

22 The third reason why students keep silent in the class is because of their peers. Two teachers said that peers can cause students to become silent. It can be seen from Miss Panda and Miss Kitty statements: Excerpt 15: Interview with Miss Panda (September, 2012) Maybe in the class there is a student who dominates the class, too much speaking so the other students will feel lazy to answer. It can be that one student show off, so the other students will keep silent. Excerpt 16: Interview with Miss Kitty (October, 2012) Some of students may think that if they answer the questions, the others will think it is kind of show off. So, they remain silent. The data from Miss Panda and Miss Kitty are supported by Liu and Littlewood (1997) citied in Ping (2010) who argue Chinese students prefer less frequent participation and brief responses in class so as to avoid dominating the discussion and to avoid being labeled as a show-off by their Chinese peers. It means, students tend to be silent in the class because they are afraid to be called or to be thought of as a show off. Once again, because Chinese students and Indonesian students are relatively similar in culture and learning behavior, the previous research from Chinese students can be compared to Indonesian students as well. The last reason is because of the class situation. Excerpt 16: Interview with Mr. Robert (July, 2012) Related to students being silent, it depends on the type of the class. Some classes are large in nature, so it is more difficult to engage them in lively discussion or interactions. The statement from Mr. Robert is supported by Meyer (2009) who argued class size, gender, cultural differences, and disabilities could also influence student participation and silence. Therefore, from the data above, it shows that he believes that the large class can influence students silence. 3. Strategies of dealing with students silence. Due the importance of the topic of students silence, some teachers have to prepare some strategies to avoid it. The strategies are needed for teachers, especially for those who believe silent students are an obstacle in the teaching and learning process. A strategy is found by Jaworski (1993) who describes silence as hostile or threatening when a student does 16

23 not respond to the teacher when being asked to do so. From the interviews that I did, I found several strategies of dealing with students silence. There are three big points of the strategies. The first is the use of good media tools, second is the high expectation from teachers and the last strategy is the use of English in teaching. The details of those strategies will be explained by the data below. The first strategy is using media tools to immerse learners in an enjoyable way to learn English. There are two teachers who have the same idea related to this strategy. The first teacher is Mr. Robert who said: Excerpt 17: Interview with Mr. Robert (July, 2012) Young learners can be asked to analyze what they have seen or heard from audiovisual material to make they become more engaged. The second opinion is from Miss Panda who says: Excerpt 18: Interview with Miss Panda (September, 2012) I think, pre-teaching is very important to stimulate students. Usually I open pre-teaching using pictures and sometimes I bring my laptop, I will show some pictures and video. If the pre-teaching is interesting, I think the rest of the lesson the students will be free to speak From the data above it is clear that teachers believe media tools make students more active in the teaching and learning process. Mr. Robert and Miss Panda said audiovisuals can make the students become more stimulated in learning English. Besides, another statement from the teacher also clearly explained that pictures and videos are example of media tools that can be used to make students become interested in participating in class discussion. The second strategy is the expectation from the teachers. It means that teachers must have a high expectation of students participation in class. In another major study, Pawan (1995) cited in Mustapha and Rahman (2011) found that professors expectations of students have a way of influencing students behavior in class. As a result, the expectation from the teachers can make students put a lot of effort in participating. The data below will explain about the second strategy. The data stated by Mrs. Robert, Mrs. Kara and Mrs. Rias. Excerpt 19: Interview with Mr. Robert (July, 2012) I think it is important to set high expectations for students, so that they are always willing to improve and reach a new goal. Students will be more successful if teachers have higher expectations. 17

24 Excerpt 20: Interview with Mrs. Kara (September, 2012) I have to think that student s active participant is important in the class. So I have expectation to the students. Excerpt 21: Interview with Mrs. Rias (September, 2012) From the beginning of the class I explain to my students that I have expectation for them. If they speak, I will appreciate it. Based on the data interview it reveals that some of teachers use expectations to make students more active. Besides, Mrs. Rias also said that expectations can make students speak and she appreciates it. The last strategy is the use of English in the teaching process. The findings will be explained in excerpt 22 and 23 bellow: Excerpt 22: Interview with Mrs. Bening (July, 2012) If the students don t answer my questions I will use alternative questions. I have to prepare yes or no questions. So, I will ask with the same point but the questions will be changed into yes or no question. Excerpt 23: Interview with Mrs. Rias (September, 2012) For the example, the material is too hard for the students and they are confused how to answer, I will challenge them with the questions related to the material with yes no questions. In general, the teachers clearly said that by using yes and no questions or making the questions simpler can be examples of the strategies in dealing with students silence. From Mrs. Bening, she said that she will change the complicated questions into alternative questions but still the point of the question is similar. In addition, Mrs. Rias also has the same point when she finds the questions are too hard; she will simplify it so the students can answer it easily. Interestingly, this correlation is related to the previous study by Ping (2010) who found when teachers use English, they modify its complexity and content so that students understand and can participate in classroom activities. In other words, the third strategy can be used for students silence in order to make them participate in the classroom by answering the questions from the teacher. CONCLUSION Since there is a controversy among teacher s perception of silent students between west and east perspective, I investigated the teachers perspective of silent students. The 18

25 teachers are mostly from Eastern perspectives. I just interviewed one Western teacher and nine teachers are Eastern teachers. In this investigation, the aim was to assess teachers perspective of silent students in English Department Salatiga. In order to gain the data I conducted interviews with some of the teachers of English Department. This study has shown that there are three main opinions related to silent students. The first finding was teacher believes that students silence is positive attitude because the teacher thinks that while students are being silent, it means they understand the materials given. The second opinion is the teacher considers that silence can be interpreted as one learning strategy. The next statement from the teacher is she believes that students who do not want to answer the questions in front of class, it does not mean they are not capable to, but they just do not want to show it in front of the class. The next opinion about silent students is three teachers believe that silent students have negative attitudes. They think silent students are students who just sit down in the class, do nothing, do not care about the lessons, do not answer the questions and they do not involve critical thinking. The last opinion is students silence can be considered as neutral by one teacher. The teacher perhaps believed that she did not really understand what a silent student means, so she could not judge the students silence. The second major finding was teachers opinion of the reason why students silence happens in the learning and teaching process. The findings show four main reasons and it will be explained in form of table below. No Reason Explanation 1. Teacher Teachers could be one of the factors in contributing to students silence, especially teacher-centered. 2. Student Students are shy and afraid to make mistake while answering the questions from the teachers, so they choose to keep silent in 19

26 the class. 3. Peers Students are afraid of being labeled as a show off if they answer or be active in the class. 4. Classroom situation Nature of class can affect on students silence. For example is the class size. The third major finding was the strategies of dealing with students silence. A few of the teachers believe that using audiovisual like pictures and video can encourage students to participate more. Aside from using audiovisual as a strategy, other teachers believe that giving high expectations to their students was one of the best strategies in dealing with students silence. The last strategy is the use of English by simplifying the questions. Some teachers believe by simplifying the complicated and hard questions, students will answer the questions directly. The evidence of teachers opinion about students silence from this study suggests that some teachers and students have to be more aware about students silence. The awareness of students silence is important for the teachers because it can create a good atmosphere in the teaching and learning process. Therefore, when the teachers find students silence in their class, they know the thing that should they do because they have shared their beliefs related to students silence. Moreover, both teachers and students have already known how to cope with the nature of students silence. For teachers I hope that they do not judge the students by whether the students speak or not in front of class. Whereas for the students I hope that they can be more active in class. Besides, I also hope that teachers who are dealing with students silence will be able to use a better strategy to solve this controversy, especially how to make students more active and willing to participate in class. It means the variation between teachers perspective can affect the learners nature. If both teachers and students 20

27 understand the terms and situations of the students, they will make a good atmosphere in class. Hopefully, this study can be a contribution to the teachers perspective of students silence in English Department, Salatiga particularly, and in Indonesia or east countries, in general. More broadly, research is also needed to determine interesting statements from one of the teachers who said silence as passive and negative. The interesting topic comes out about students silence is that it does not involve a critical thinking. It is interesting because students may have a critical thinking even though they are silent in class. One of the teachers explained that silence and critical thinking have to be one set because while they are silent in the class, the teacher feels that they are actually thinking about the lesson. The most important limitation lies in the fact that I only investigated teachers in English Department Salatiga. Further study perhaps can investigate teachers from other faculties or it will be better from another university in Indonesia because there will be more variation of teachers perspective and many different strategies used. In addition, a next study is also needed to investigate the statement from one teacher who said class size, gender, cultural differences can be one of factors influencing students participation. In conclusion the result of this study has an implication to the improvement of education, especially in teaching and learning process. ACKNOWLEDGEMENT First of all, I want to say thank you for my savior Allah SWT because finally this thesis could be finished. I wish to express my gratitude for my supervisor Mrs. Danielle Donelsons Sims, M.A who was giving her best to help and support me. Thank you so much Danielle. Also I would like to say a big thank you for my examiner Miss soon to be Mrs. Sesilia Rani S. R, M. Hum for her advices, comments and assistance so that this study could be completed. My special thanks are dedicated for Mrs. Christin Manara who also gave me 21

28 strength, advices and support to me. For my dearest friends in ED who also gave me big supports. Thanks guys. I would like to say thank you to all my best friends forever, Devi, Sukma, Hera, Dita and Ristiono who always gave strength for me. I wish to express my love to my parents, especially for my mom who always reminded me to finish my thesis. 22

29 References Braddock, R., Roberts, P., Zheng, C., Guzman, T., (1995). Survey on skill development in intercultural teaching of international students. Macquarie University, Asia Paci c Research Institute, Sydney. Blackledge, A. (2001). Comples positionings: Women negotiating identity and power of in minority urban setting. In A. Pavlenko, A. Blacklegde, I. Piller & M. Teutsch-Dwyer (Eds.), Multilingualism, second language learning, and gender. Berlin: Mouton de Gruyter. Chen, T. (2003). Reticence in class and on-line: two ESL students experiences with communicative language teaching. System, 31, Cheng, X. (2000). Asian students reticence revisited. System, 28, Chu, S., & Kim, J. H. (1999). Comparison of the perception of classroom participation among Asian and non-asian design students. Multicultural Education, 7(2), Cortazzi, M., & Jin, L.X. (1996). Cultures of learning: language classrooms in China (pp ). In H. Coleman (Ed.), Society and the language classroom. Cambridge: Cambridge University Press. David, M. & Sutton C.D. (2004). Social Research the Basics. London: SAGE Publications. DeVita, G. (2005). Fostering intercultural learning through multicultural group work. In J. Carroll & J. Ryan (Eds.), Teaching international students: Improving learning for all (pp ). London: Routledge. Elliott, J. (2005). Using narrative in social research : Qualitative and quantitative approaches. London: Sage. Inoue, Y. (1999). ESL undergraduate students perceived difficulties in American classrooms. ERIC Document Retrieval No. ED Jackson, J. (2001a). Cross-cultural case discussions in international business: encouraging the nails to stick up. Journal of Teaching in International Business, 13/1, Jackson, J. (2001b). Combating dead air in case discussions. In H. Klein (Ed.), Complete demands on teaching require innovation: Case method and other techniques (pp ). World Association for Case Method Research and Application, Boston. Jaworski, A. (1993). Power of silence: Social and pragmatic perspectives. London: Sage. Jones, J. F. (1999). From silence to talk: Cross-cultural ideas on students participation in academic group discussion. English for Specific Purposes, 18(3),

30 Kettle, M. (2005). Agency as discursive practice: From nobody to somebody as an international student in Australia. Asian Pacific Journal of Education, 25(1), Kim, S. (2006). Academic oral communication needs of East Asian international graduate students in non-science and non-engineering fields. English for Specific Purposes, 25, Lieblich, A., Tuval-Mashiach, R., & Zilber, T (1998). Narrative research: Reading, analysis and interpretation. Thousand Oaks, CA: Sage Publications. Liu, N., & Littlewood, W. (1997). Why do many students appear reluctant to participate in classroom learning discourse? System, 25(3), Liu M. (2005). Causes of Reticence in EFL Classrooms:A Study with Chinese University Students. Indonesian Journal of English Language Teaching. Volume 1/Number 2. MacKinnon, D., & Manathunga, C. (2003). Going global with assessment: What to do when the dominant culture s literacy drives assessment. Higher Education Research & Development, 22(2), Madison, D. S., & Hamera, J. (2006). Performance studies at the intersections. In D. S. Madison & J. Hamera (Eds.), The SAGE handbook of performance studies (pp. xixxv). Thousand Oaks, CA: Sage. Meyer, K. (2009). Student Classroom Engagement: Rethinking Participation Grades and Student Silence. Ohio University Miller, L., & Aldred, D. (2000). Student teachers perceptions about communicative language teaching methods. RELC Journal, 31/1, Morita, N. (2000). Discourse socialization through oral classroom activities in a TESL graduate program. TESOL Quarterly, 34, Mustapha M.R & Rahman N.S. (2011). Classroom Participation Patterns: A Case Study of Malaysian Undergraduate Students. International Journal for Educational Studies, 3(2). Patton, M. Q. (1990). Qualitative evaluation and research methods. Newbury Park, CA: Sage. Schultz, K. (2010). Listening to Sounds of Silence in the Classroom. http: // store.tcpress.com/ s html. Tsui, A.B.M. (1996). Reticence and anxiety in second language learning (pp ). In K.M. Zacharias, N.T. (2011). Qualitative Research Methods for Second Language Education: A Coursebook. Satya Wacana Christian University. Salatiga. 24

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