A case study of indonesian EFL students’ reticence in speaking performance

Saifunni’am, Jirliya Rahmah (2024) A case study of indonesian EFL students’ reticence in speaking performance. Sarjana thesis, UIN Sunan Gunung Djati Bandung.

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Abstract

Students’ reticence refers to a characteristic or indication of being quiet and constrained, particularly when it comes to speaking classes. This is a phenomenon where students tend to avoid communication in class. This research aims to determine the difficulties experienced by students in dealing with reticence and the causes of reticence in EFL Speaking Performance. This study was conducted using the qualitative method. The research design for this study is a case study. A case study is used to explain the results of students’ difficulties dealing with reticence and the causes of reticence in EFL Speaking performance. The research instruments used in this research were questionnaires and interviews. According to the data of the questionnaire, it can be seen that there are difficulties that students experience when facing reticence in speaking performance, including feeling not confident with themselves, not enjoying the learning process, difficulty in pronouncing simple sentences, and feeling uncomfortable talking or asking questions to the lecturer. More detailed information is also shown from the interview results, which show that students who have high reticence have very little self-confidence, students who have reticence at the middle level have sufficient self-confidence, and students who have the lowest reticence have the most self-confidence. Apart from that, the causes of reticence experienced by students in EFL speaking performance include negative thinking, not actively participating in class, and choosing to remain silent in the learning process. Suggestions for this research are given to further research and to lecturers. Future research is recommended to examine in more detail how to reduce or avoid student reticence. Meanwhile, the suggestions for lecturers to be more aware of paying attention to passive students and take an approach for students to participate actively in the learning process.

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