THESIS
Submitted in Partial Fulfillment of the Requirements for the Degree of
Sarjana Pendidikan
Rini Indriyani 112007052
ENGLISH DEPARTMENT
FACULTY OF LANGUAGE AND LITERATURE SATYA WACANA CHRISTIAN UNIVERSITY
FACTORS AFFECTING STUDENTS’ SILENCE IN INLIT CLASS 2
Factors Affecting Students’ Silence in Intro to Literature class
THESIS
Submitted in Partial Fulfillment of the Requirements for the Degree of
Sarjana Pendidikan
Rini Indriyani 112007052
ENGLISH DEPARTMENT
FACULTY OF LANGUAGE AND LITERATURE SATYA WACANA CHRISTIAN UNIVERSITY
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.
Copyright @ 2012. Rini Indriyani and Nugrahenny T. Zacharias, Ph.D.
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.
FACTORS AFFECTING STUDENTS’ SILENCE IN INLIT CLASS 6
FACTORS AFFECTING STUDENTS’ SILENCE IN INLIT CLASS Rini Indriyani
Abstract
The study examines factors affecting students’ silence of fifteen English Department students who joined Intro to Literature class (Inlit) in the academic year 2011/2012. Inlit course is the basic literature course and a prerequisite of other literature courses such as prose, poetry and drama. Thus, Inlit course covers materials such as prose, poetry and drama. The fifteen participants were randomly selected from four different Inlit classes. The data was gathered from semi-structured interviews. The analysis of the finding uses content-based (McKay, 2006). The finding revealed three factors affecting students’ silence. The first emerging factor was socio-psychology factors where participants’ interaction with interlocutors and smarter peers’ ability affect participants’ silence. The second emerging factor was cognitive factors. Here, participants’ silence is related to the inability of
participants to analyze the Intro to Literature materials such as prose or poem. The last emerging factors affecting students’ silence was fluency. It includes participants’ lack of mastering vocabularies, failure to organize ideas, and a lack of fluency.
