Thesis Article

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PARTICICPATION OF NON-ENGLISH MAJOR STUDENTS IN ENGLISH CLASSROOM ACTIVITIES

Helena Tada¹, Chairil Anwar Korompot ², Geminastiti Sakkir³

English Education, Faculty of Language and Literature, Universitas Negeri Makassar Correspondent Author : [email protected]

Abstract

This study aims to determine the level of participation of non-English major students in English classroom activities and identify the factors that influence their participation. A mixed method approach was used, combining quantitative data from questionnaires and qualitative data from interviews. Twenty students participated in the survey, and three students were interviewed in depth.The results indicate that the majority of students are actively engaged in English classroom activities, with 80% falling into the active (65%) and very active (15%) participation categories.

The mean participation score of 50 further supports this finding, placing the average participation level in the active category. The main factors influencing participation include students' interest in the learning topic, teaching style of the lecturer, self-motivation, and teaching method. In conclusion, this research highlights the significant role of the discussion-based method and student interest in promoting active participation.

Keywords: Student Participation, Non-English Major Students, English Classroom Activities, Factors Influencing Participation.

INTRODUCTION

English has become a global language due to its popularity and widespread usage. English is used as the medium of instruction in education, scientific discourse, aviation, computer technology, diplomatic communication, and tourism. Proficiency in English is crucial for individuals who wish to gain acceptance and active involvement in these diverse fields. Mastery of the English language greatly improves one's chances of obtaining preferred employment, securing scholarships, and pursuing international opportunities. This is why English has been adopted in the academic realm. According to Rostan (2011), results from the CAP (Changing Academic Profession) survey revealed that 51% of academic institutions employ English for research activities, whereas 30% utilize it for instructional purposes.

In Indonesia, English language education has been well-integrated into the curriculum of Junior High School and Senior High School. English language learning is not limited to these stages, as it is also a prerequisite for university students. Therefore, many universities and higher education institutions in Indonesia offer English language programs and courses to students from various majors, including those who are not majoring in English. This group of students is often referred to as “Non-English Major Students”. Non-English major students play a crucial role in

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developing English language proficiency in Indonesia. Most of these students take English language courses as part of their curriculum, and they can bring this learning experience to various fields of work after graduation. However, when discussing the participation of non- English major students in English class, we often encounter significant challenges. Non-English students tend to have lower levels of participation in English classroom activities.

According to research conducted by Anum (2018), many cases in the classroom indicate that students who are not majoring in English tend to be passive due to their low English language proficiency. However, when the researcher interviewed some of her friends from various majors and campuses in Makassar regarding their participation in English classroom activities, they said that they actively participate, even though most of them are not fluent in English. This raises questions about the factors that influence the participation of non-English major students in English classroom activities. As previously mentioned by Al-Ghafri (2018), student participation in the classroom is influenced by various factors. These factors include the teacher's role, teaching style, teacher support, language of instruction, teacher attention, teacher-student interactions, students' English language proficiency level, student motivation, student identity and personality, classroom atmosphere, interest in learning topics, parental support, and classroom physical structure. Therefore, further research is needed to understand the extent of non-English major student participation in English classroom activities, especially in Makassar, and the factors that influence their participation.

Several studies have been conducted on non-English major students. The first study, conducted by Jamilah (2015), is titled “English Learning Needs of Non- English Major Students of Higher Education”. The study aimed to identify the English learning needs of non-English major students at Yogyakarta State University. The research employed a triangulated survey technique that used a questionnaire as the instrument to collect data, which was completed with interviews, observations, and document studies. The second study conducted by Rahmaniah and Asbah (2019), is titled “The Speaking Difficulties Encountered by Non-English Students in Language Classroom”. This study aimed to investigate the factors that non-English department students face in speaking classes. The research used a descriptive quantitative approach.

The third study conducted by Zhang (2019), is titled “A Survey on the Causes of Non-English Majors College English Learning Burnout in a Local University in China—A Case Study of Anhui University of Science and Technology”. This study aimed to investigate the causes of college English learning burnout syndrome among freshmen and sophomores. The research method used was a survey that involved the use of questionnaires and interviews. The fourth study conducted by Husain (2021), is titled “Non-English Major Students’ Perceptions toward the Teaching of English as a Compulsory Subject”. This study used a cross-sectional descriptive study. To gather information, a questionnaire was used. The fifth study, conducted by Nguyen (2022), is titled “Investigating Non- English-Majored Students’ Engagement in EFL Online

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Classes”. This study aimed to find out how engaged a group of non-English major students were in their English classes at university. The research method used in this study was a survey method using a questionnaire. Finally, Zulkarnain (2023) conducted research entitled “Non- English Majored Learners' Perception, Expectation and Difficulties Towards ELT Classroom”. This research was descriptive qualitative research which involved one lecturer and 16 first semester students of a non-English majored tertiary education. The data were obtained through questionnaires and interviews.

Despite these studies providing valuable insights, there are still some research gaps that need to be addressed. While the existing literature has explored aspects such as learning needs, speaking difficulties, burnout, perceptions, expectations, and engagement, there is a clear lack of attention to the level of participation of non-English major students in English classroom activities. Moreover, the factors influencing their participation require a more comprehensive examination. Additionally, with a focus on the university in Makassar, this study will fill gaps in the existing literature. The results of this research are expected to provide a foundation for the development of appropriate strategies to encourage non-English major students to actively participate in English classrooms.

LITERATURE REVIEW A. Pertinent Ideas

1. Definition of Participation

There are several definitions of student participation based on previous research are as follows:

a) Aksi (2020) stated that student participation is the action of students in an effort to improve their overall ability. It involves students' mental and emotional involvement, which encourages them to actively contribute and take responsibility in achieving learning goals that result in satisfactory achievement.

b) Mini (2023) said that student participation refers to the involvement of students in an activity that is reflected through their behavior, both physical and psychological. Optimal learning is achieved when students are responsibly involved in the learning process. The level of student activeness can be seen through various actions, such as actively listening, participating in discussions, creating, writing reports, and so on.

c) Librianty and Sumantri (2014) mentioned that participation in the learning process includes students' physical and mental involvement through the use of the five senses in various learning activities, including visual aspects, hearing, oral communication, body movements, emotional expressions, as well as understanding and applying rules related to the structure of learning participation. The purpose of this involvement is to satisfy students' curiosity related

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to certain skills or subject matter, with the hope of improving students' self quality.

d) Yunita (2013) mentioned that participation is when someone actively engages their mind and energy in order to achieve specific goals and derive benefits from the activities.

e) Dancer and Kamvounias (2005) stated that participation in learning is a part of the overall student engagement process, which includes preparation, contribution to discussions, group skills, communication skills, and attendance.

f) Al-Ghafri (2018) stated that student participation is often associated with their verbal and nonverbal interaction in class, as well as how they respond to teachers' question.

2. Types of Participation a. Active Paricipation

Active participation involves actions such as asking questions, providing viewpoints, and participating in discussions related to the learning material (Abdullah et al, 2012). Utama (2016) states that active students are students who are involved in the learning process by thinking, interacting, acting, experimenting, discovering new concepts, or creating work. Besides that, Jannah (2021) stated that student activeness refers to the overall involvement in the learning process, which includes a number of important aspects. These include intellectual understanding of the subject matter, students' emotional engagement, as well as their psychic interaction with the learning material and interaction with fellow students. Sudjana (2001) illustrated the level of student activeness in the learning process as follows.

1) Actively participate in carrying out their learning tasks.

2) Engage in problem-solving.

3) Ask peers or the teacher about things not understood.

4) Seek the necessary information for problem-solving.

5) Engage in group discussions as directed by the teacher.

6) Self-assess their abilities and the outcomes they have achieved.

7) Self-train in problem-solving.

8) Apply what they have acquired to complete assignments.

Sardiman (2011) explains that participation is not limited to physical activities but also involves psychological or mental activities. This encompasses various types of activities such as visual, oral, listening, writing, drawing, motor skills, mental engagement, and emotional involvement. In the classroom, students who actively participate will engage in activities, such as:

1. Visual: Reading and paying attention to course materials or presentations.

2. Oral: Expressing opinions, asking questions, engaging in discussions, and providing

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suggestions.

3. Listening: Actively listening to the teacher’s explanation, conversations, or class discussions.

4. Writing: Taking notes, creating summaries, or answering questions.

5. Drawing: Drawing or creating visual graphics, maps, or diagrams related to the lesson.

6. Motor: Conducting experiments, creating models, or participating in practical projects.

7. Mental: Remembering, problem-solving, analyzing information, and making decisions related to the course material.

b. Passive Participation

Passive participation involves activities such as taking notes, sitting quietly, listening to lectures, or performing other tasks that do not involve active interaction (Abdullah et al, 2012).

Harun et al. (2015) stated that passive students tend to avoid answering, asking questions, and participating in discussions. They are also reluctant to volunteer, participate in demonstrations, and write answers on the whiteboard.

3. Factors Influencing Participation

There are several opinions about factors influencing participation.

a) Sayadi (2017) said that student participation in the classroom tends to be spontaneous and occurs naturally. This happens when students are influenced by various factors, such as socio- cultural, cognitive, affective, linguistic, or environmental factors, often resulting in students becoming involved and interacting with classmates and instructors at the right time.

b) Mustapha et al. (2010) mentioned factors that influence students to actively participate in class are the instructor’s character and skills. This include the instructor’s characteristics, such as being supportive, understanding, easily approachable, displaying positive nonverbal expressions, giving smiles, and nodding to admit the answers that are given by students.

c) Davis in Abdullah et al. (2012) stated that students’ enthusiasm and willingness to participate in the classroom emerge when they take on the role of information seekers.

d) Kumpulainen et al. (2009) said that the way learners express their participation varies depending on their performance and self-image in the classroom.

e) Susak (2016) described factors influencing participation as follows.

(1) Student traits

Individual student traits, such as confidence levels, can affect participation. Students who lack confidence may tend to be reluctant to speak in front of the class for fear of not being intelligent enough or feeling intimidated. In addition, anxiety and nervousness associated with class attendance can also hinder communication.

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(2) Preparation for class

Students who do not prepare well before coming into the classroom may not feel comfortable participating in discussions. They worry about criticism from classmates and professors if they lack knowledge of the subject matter. Prior preparation can boost students' confidence.

(3) Classroom size

Class size can affect participation. Smaller classes tend to create a more intimate atmosphere, where students feel more comfortable and have lower anxiety. Conversely, larger classes can increase students' fear as they have to contribute in front of a larger audience.

(4) Grading

A classroom participation grading system can motivate students to participate. If participation has a positive impact on students' academic grades, they are more likely to participate in discussions. In some cases, giving extra points as an incentive for participation can also be effective.

(5) Role of faculty

Lecturers have an important role in encouraging student participation. The way lecturers build relationships with students, such as recognizing their names, creating an inclusive classroom climate, and allowing students to refer to them by first name, can influence student participation. Lecturers who support, value, and encourage discussion can also increase student participation. Overall, the lecturer's relationship with students and the way they manage the dynamics of the discussion can affect the level of participation.

F) Sudjana (2001) said that students' participation in learning is influenced by various factors, including:

(1) Cognitive Knowledge

Sudents' knowledge of the subject matter and their ability to understand important concepts play a key role in active participation. Students who have a good understanding of the subject matter tend to be more active in participating as they can better contribute to discussions and problem solving.

(2) Situational Conditions

The physical and social environment in which learning takes place can affect student participation. A comfortable, collaborative and supportive environment encourages students to participate more actively.

(3) Social Habits

Students' habits, including study habits and social interactions, can also affect their participation. Students who have good study habits and interact with their friends well tend to be more active in learning.

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(4) Needs

Students' individual needs, whether they relate to positive approach (approach) or negative approach (avoidance) needs, can affect their motivation to actively participate. If students' needs are met in the learning context, they may be more motivated to actively participate.

(5) Attitude

Students' attitudes towards learning and their interest in the subject matter affect the extent to which they actively engage. Students with a positive attitude towards learning and high interest will be more likely to actively participate.

g) Dimyati (2006) said the factors that influence students' active participation is the role of the teacher, which will be explained as follows.

(1) The teacher's role in using multi-methods and multimedia

The use of diverse teaching methods and multimedia by teachers can motivate students to participate actively. The use of these methods allows students to learn in different ways, making them more likely to engage in learning.

(2) Providing individual and group tasks

Assigning tasks both individually and in groups can influence active student participation.

Individual tasks can develop students' independent skills, while group tasks can encourage cooperation and discussion among students.

(3) Providing opportunities for experimentation in small groups

Providing opportunities for students to conduct experiments in small groups can increase active participation. This gives students the opportunity for in-depth practice and exploration.

(4) Giving reading assignments with instructions to record things that are not clear

Assigning reading tasks with instructions to note down unclear points can encourage students to be more active in learning. Taking notes on unclear pointsncan trigger further questions and discussion.

(5) Holding questions and answers and discussions

Holding question and answer sessions as well as discussions can motivate students to actively participate. It creates a forum where students can talk about the subject matter, ask questions, and interact with the teacher and their peers.

h) According to Wibowo (2016), the factors that influence active student participation in learning involve the role of the teacher in various activities that will be explained by the researcher as follows.

(1) Providing motivation or capturing the students' attention

Motivating and capturing students' attention is an important first step to encourage active participation. Motivated students are more likely to actively participate in learning.

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(2) Explaining instructional objectives

Explaining instructional objectives helps students understand what they will learn and why it is important. This can encourage them to be active in achieving those goals.

(3) Reminding students of their learning competencies

Reminding students of their learning competencies helps build confidence and willingness to actively participate.

(4) Eliciting activities and participation

Eliciting student activity and participation is a key element in promoting active participation. Teachers who design activities that are interactive and allow direct student participation will encourage active participation.

(5) Providing feedback

Feedback provided by teachers helps students understand how they perform in learning.

Positive feedback can motivate students to participate more actively.

i) Al-Ghafri's (2018) research findings show that students' participation in English classroom is influenced by several factors.

(1) Role of the Teacher

Teachers have an important influence on students' participation in the classroom. Students consider teachers as one of the main factors that can contribute to their learning, participation and motivation. Teachers can contribute positively by adopting diverse teaching styles, engaging teaching techniques and providing necessary support.

(2) Teacher's Teaching Style

Students like teachers who use variety in their teaching style. Teachers who use games and various activities in lessons tend to be preferred by students as it makes learning more interesting, makes students feel more relaxed, and increases their motivation to participate in lessons.

(3) Teacher Support

Teachers who provide support and assistance to students tend to motivate students to participate more actively in lessons. This includes explaining the rules and subject matter clearly, providing examples, and using methods that help students understand the material better.

(4) Language of Teaching

Some students consider it important to have a good understanding of their native language in learning. The use of their native language to explain subject concepts can facilitate learning and increase students' interest. On the other hand, there are students who prefer foreign teachers who speak only in English, hoping to improve their English skills.

(5) Teacher Caring

Students feel more engaged in learning when they feel the teacher cares about their understanding. Teachers who pay attention to student understanding and check whether students

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understand the material or not tend to be more effective in increasing student participation.

(6) Teacher-Student Interaction Style

Students feel more comfortable when they have the freedom to raise their hands to answer questions than when the teacher calls them by name. This can affect students' comfort level in participating in class.

(7) Students' English Proficiency Level

Students' English proficiency level has a significant influence on their active participation in the classroom. Students with better English proficiency tend to be more confident in communicating, participating in discussions, and contributing to learning activities, while students with limited English proficiency feel more reluctant to participate.

(8) Student Motivation

Students' motivation levels also affect their participation in the class. Some students show strong intrinsic motivation to learn and develop their English language skills. This motivation may arise from an awareness of the importance of English in their studies or a desire to actively participate in learning.

(9) Student identity and personality

Factors such as students' identity and personality also play a role in their participation in the classroom. Students bring their personal experiences, backgrounds and motives into the classroom environment, which can affect their level of participation.

(10) Classroom Atmosphere

Classroom atmosphere, which includes the relationship between teachers and students and between boys and girls, affects student participation. The students mentioned that a pleasant, stress-free and humor-filled classroom atmosphere made them feel comfortable and more likely to participate. This suggests that a positive and supportive classroom atmosphere is essential for encouraging student participation.

(11) Interest in the Learning Topic

Students' level of interest in the learning topic also plays an important role. Students who are interested in the subject matter are more likely to actively participate in class discussions and activities. Therefore, teachers need to try to select interesting and relevant materials for students to increase their interest.

(12) Parental Support

Students mentioned that support and encouragement from their parents also influenced their participation. Students who feel supported by their parents tend to be more motivated and inclined to actively participate in learning.

(13) Classroom Physical Structure

Teachers also refer to the physical structure of the classroom, including the arrangement of chairs and the physical layout of the classroom. This physical structure can affect how students

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interact and participate in class. For instance, if students sit in small groups or in an arrangement of chairs that facilitates discussion, they may be more inclined to participate.

METHOD

A. Research Design

In this research, the researcher aimed to obtain information regarding the level of participation of non-English major students and the factors that influenced their participation.

Therefore, this study utilized a mixed methods approach. According to Creswell (2012), a mixed methods research design referred to a systematic approach used to collect, analyze, and integrate quantitative and qualitative methods in a single study or series of studies, with the aim of understanding a research problem. Quantitative methods were applied for the analysis of quantitative data through the use of a questionnaire, while qualitative methods were employed to analyze qualitative data collected through interviews.

B. Research Site

The research was conducted at the Faculty of Sports and Health Sciences, Universitas Negeri Makassar, which is located on Wijaya Kusuma Street, Makassar. It was carried out from 1^st to 8^thNovember 2024, during the odd semester of 2024/2025. The researcher chose the Faculty of Sports and Health Sciences because, although the intensity of English course in the curriculum is quite high, students there were not English majors. Therefore, it was important to examine their level of participation in English classroom activities and the factors influencing their participation. This faculty provided a suitable research setting to explore how non-English major students engaged with English learning.

C. Population and Sample

The population for this research consisted of 163 first-semester students in the 2024 cohort of the Health Administration program, divided into seven classes. To ensure that every student had an equal opportunity to participate, a random sampling technique was applied. From the population, 30 first-semester students completed the questionnaire, and 20 respondents were randomly selected using the Wheel of Names website as the research sample.

D. Research Variables and Operational Definition

The research variable in this research was a single variable, which was participation. The participation of non-English major students was assessed based on their level of involvement in English classroom activities. The students were classified as active if they engaged in actions such as asking questions, providing viewpoints, and participating in discussions related to the course material. Conversely, they were classified as passive if they engaged in activities such as note- taking, sitting quietly, listening to lectures, or performing other tasks that did not involve active interaction.

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E. Research Instruments

In this research, the researcher used a questionnaire and interview as instruments to collect data from a large number of non-English major students. According to Aedi (2010), a questionnaire is a data collection method that contains questions to obtain information from respondents about their experience and knowledge. Questionnaire was used to measure the level of participation of non-English major students in English classroom activities. It contained fourteen question items to evaluate the extent to which students agree or disagree with statements related to their participation in English classroom activities. Assessment was conducted using a 1-5 Likert scale, with options including strongly agree (SA), agree (A), Neutral (N), disagree (D), and strongly disagree (SD).

The open-ended interview was employed to identify the factors influencing the participation of non-English major students. This interview included two question items where students could provide their responses freely. These responses assisted in understanding the factors and reasons that affected their participation.

F. Technique of Collecting Data a. Questionnaire

The researcher employed a questionnaire through the Google Form application to collect data. In collecting data, the researcher used the following procedures.

1. Created questions for a questionnaire.

2. The researcher made a questionnaire using Google Form.

3. The researcher distributed the questionnaire to the students who were part of the research sample.

4. After collecting the data, the researcher calculated and described it.

b. Interview

Some students were selected to be interviewed to explore the factors that influence their participation in English classroom activities and how these factors affect their engagement. The researcher contacted the students via WhatsApp to conduct the interviews, aiming to gain insights into their experiences regarding their engagement in the English classroom.

G. Technique of Data Analysis 1. Questionnaire

a. The questionnaire used a Likert scale that consisted of five alternative answers. Each student was given a score based on the table below.

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Table 1.

Likert Scale scoring

Positive Statements Negative

5 Strongly Agree (SA) 1

4 Agree (A) 2

3 Doubt (D) 3

2 Disagree (D) 4

1 Strongly Disagree (SD) 5

b. The mean participation score was calculated to provide an overall measure of students' participation levels, using the following formula:

𝑀𝑒𝑎𝑛 = ∑ 𝑇𝑜𝑡𝑎𝑙 𝑆𝑐𝑜𝑟𝑒𝑠 𝑜𝑓 𝐴𝑙𝑙 𝑅𝑒𝑠𝑝𝑜𝑛𝑑𝑒𝑛𝑡𝑠 𝑇𝑜𝑡𝑎𝑙 𝑁𝑢𝑚𝑏𝑒𝑟 𝑜𝑓 𝑅𝑒𝑠𝑝𝑜𝑛𝑑𝑒𝑛𝑡𝑠

c. The total participation score for each student was calculated based on their responses to a 14- item Likert scale questionnaire and classified into five categories, as shown in the table below.

Table 2.

Classification of Students’ Categories Classifications Range (%)

Very Active 57-70

Active 43-56

Neutral 29-42

Passive 15-28

Very Passive 0-14

d. The percentage of the questionnaire was analyzed using the formula below.

𝑃 =𝑓

𝑛 𝑋 100

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Explanation:

P = Percentage f = Frequency

n = Total number of respondents 2. Interview

The collected interview data from non-English major students, aimed to understand the factors influencing their participation in English classroom activities were analyzed as follows.

a) Data Reduction

The data from the interviews were organized and reduced. After interview

transcriptions, coding was employed to identify primary themes and patterns, while irrelevant data was eliminated.

b) Conclusion Drawing

The next step was to draw conclusions. The researcher interpreted the identified themes and patterns to formulate a comprehensive insight into the factors influencing non-English major students' participation in English classroom activities.

FINDINGS

This section presents the findings of the research, which are organized based on the two research questions: (1) What is the level of participation of non-English major students in English classroom activities? and (2) What factors influence the participation of non-English major students?

1. The Level of Participation of Non-English Major Students in English Classroom Activities

A total of 60 students from the Health Administration study program at Universitas Negeri Makassar have completed the questionnaire, consisting of students from the 2021, 2022, 2023, and 2024 cohorts. However, only data from first-semester students of the 2024 cohort were analyzed, as the English course is offered in the first semester. Out of 30 first-semester students who completed the questionnaire, 20 respondents were randomly selected using the Wheel of Names website. The use of random sampling method ensures that each respondent has an equal chance of being selected, so that the data obtained remains valid and can be used to effectively answer the research questions.

Data were collected using a questionnaire consisting of 14 items designed to measure the level of participation of non-English major students in English classroom activities. Participation was categorized into two types, namely active and passive. Students were classified as active if they engage in activities such as asking questions, providing viewpoints, or participating in discussions related to the materials. Conversely, students were categorized as passive if they only do activities such as taking notes, sitting quietly, listening to lectures, or performing other tasks

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that did not involve active interaction. The questionnaire included both positive and negative statements to assess indicators of active and passive participation. A detailed analysis of the findings is presented below.

The following table shows the frequency and percentages of students' responses to the 14 items on the Likert scale, based on the indicators for both positive and negative statements.

a. Asking Questions

Question 1. I often ask questions during English learning sessions.

Table 3.

Students’ Responses on Asking Question

Based on Table 3, the data indicates that 1 student (5%) responded strongly agree, 12 students (60%) responded agree, 6 students (30%) responded doubt, 1 student (5%) responded disagree, and 0 students (0%) responded strongly disagree. Therefore, it can be concluded that most students agree that they often ask questions during English learning sessions.

Question 2. I rarely ask questions during English Learning sessions.

Table 4.

Students’ Responses on Asking Question

Based on Table 4, the data indicates that 2 students (10%) responded strongly agree, 6 students (30%) responded agree, 3 students (15%) responded doubt, 7 students (35%) responded disagree, and 2 students (10%) responded strongly disagree. Therefore, it can be concluded that

No Categories F Percentage

1 Strongly Agree 1 5%

2 Agree 12 60%

3 Doubt 6 30%

4 Disagree 1 5%

5 Strongly Disagree 0 0

20 100

2 Agree 6 30%

3 Doubt 3 15%

4 Disagree 7 35%

5 Strongly Disagree 2 10%

20 100

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most students disagree with the statement, indicating that they often ask questions during English learning sessions.

b. Providing Viewpoints

Question 3. I actively give my points of view or opinion in the discussion of English materials.

Table 5.

Students’ Responses on Providing Viewpoint

Based on Table 5, the data indicates that 3 students (15%) responded strongly agree, 10 students (50%) responded agree, 3 students (15%) responded doubt, 3 students (15%) responded disagree, and 1 student (5%) responded strongly disagree. Therefore, it can be concluded that most students agree that they actively give their points of view or opinions during discussions of English materials.

Question 4. I am not actively giving my points of view or opinion in the discussion of English materials.

Table 6.

Students’ Responses on Providing Viewpoint

Based on Table 6, the data indicates that 0 students (0%) responded strongly agree 5 students (25%) responded agree, 2 students (10%) responded doubt, 9 students (45%) responded disagree, and 4 students (20%) responded strongly disagree. Therefore, it can be concluded that most students disagree with the statement, indicating that they are actively giving their points of view or opinions during discussions of English materials.

2 Agree 10 50%

3 Doubt 6 30%

4 Disagree 1 5%

20 100

No Categories F Percentage

1 Strongly Agree 0 0

2 Agree 5 25%

3 Doubt 2 10%

4 Disagree 9 45%

20 100

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c. Participating in Discussion Related to the Learning Material

Question 5. I am active in discussions related to English learning materials.

Table 7.

Students’ Responses on Participating in Discussions Related to the Learning Material

Based on Table 7, the data indicates that 2 students (10%) responded strongly agree, 12 students (60%) responded agree, 6 students (30%) responded doubt, 0 students (0%) responded disagree, and 0 students (0%) responded strongly disagree. Therefore, it can be concluded that most students agree that they are active in discussions related to English learning materials.

Question 6. I am not active in discussions related to English learning materials.

Table 8.

Students’ Responses on Participating in Discussions Related to the Learning Material

Based on Table 8, the data indicates that 0 student (0%) responded strongly agree, 1 student (5%) responded agree, 4 students (20%) responded doubt, 11 students (55%) responded disagree, and 4 students (20%) responded strongly disagree. Therefore, it can be concluded that most students disagree with the statement, indicating that they are active in discussions related to English learning materials.

d. Taking Notes

Question 7. I tend to take notes only during English learning sessions.

No Categories F Percentage

2 Agree 12 60%

3 Doubt 6 30%

4 Disagree 0 0

20 100

2 Agree 1 5%

3 Doubt 4 20%

4 Disagree 11 55%

20 100

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Table 9.

Students’ Responses on Taking Notes

Based on Table 9, the data indicates that 2 students (10%) responded strongly agree, 9 students (45%) responded agree, 4 students (20%) responded doubt, 5 students (25%) responded disagree, and 0 students (0%) responded strongly disagree. Therefore, it can be concluded that most students agree that they tend to focus on taking notes during English learning sessions.

Question 8. I not only usually take notes during English learning sessions but also often engage in discussions.

Table 10.

Students’ Responses on Taking Notes

Based on Table 10, the data indicates that 2 students (10%) answered strongly agree, 7 students (35%) answered agree, 9 students (45%) answered doubt, 1 student (5%) answered disagree, and 1 student (5%) answered strongly disagree. Therefore, it can be concluded that most students are unsure about the statement, as the majority answered "doubt," indicating a balanced tendency between taking notes and engaging in discussions during English learning sessions.

e. Sitting Quietly

Question 9. I just sit quietly without actively participating in English classroom activities.

No Categories F Percentage

2 Agree 9 45%

3 Doubt 4 20%

4 Disagree 5 25%

20 100

2 Agree 7 35%

3 Doubt 9 45%

4 Disagree 1 5%

20 100

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Table 11.

Students’ Responses on Sitting Quietly

Based on Table 11, the data indicates that 0 students (0%) responded strongly agree, 0 students (0%) responded agree, 3 students (15%) responded doubt, 11 students (55%) responded disagree, and 6 students (30%) responded strongly disagree. Therefore, it can be concluded that most students disagree with the statement, indicating that they actively participate in English classroom activities.

Question 10. I actively participate in English classroom activities.

Table 12.

Students’ Responses on Sitting Quietly

Based on Table 12, the data indicates that 2 students (10%) responded strongly agree, 12 students (60%) responded agree, 6 students (30%) responded doubt, 0 students (0%) responded disagree, and 0 students (0%) responded strongly disagree. Therefore, it can be concluded that most students agree with the statement, indicating that they actively participate in English classroom activities and not only sit quietly.

f. Listening to Lectures

Question 11. I tend to just listen without asking or answering questions from the lecturer related to English learning materials.

No Categories F Percentage

2 Agree 0 0

3 Doubt 3 15%

4 Disagree 11 55%

20 100

2 Agree 12 60%

3 Doubt 6 30%

4 Disagree 0 0

20 100

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Table 13.

Students’ Responses on Listening to Lectures

Based on Table 13, the data shows that 0 students (0%) answered strongly agree, 3 students (15%) answered agree, 8 students (40%) answered doubt, 5 students (25%) answered disagree, and 4 students (20%) answered strongly disagree. Therefore, it can be concluded that most students were unsure of their level of participation, which indicates that they neither fully agreed nor disagreed with the statement that they only listened without engaging in questions during English classroom activities.

Question 12. During the lecture, I not only listen to the lecturer but also ask and answer questions Table 14.

Students’ Responses on Listening to Lectures

Based on Table 14, the data shows that 2 students (10%) answered strongly agree, 13 students (65%) answered agree, 4 students (20%) answered doubt, 1 student (5%) answered disagree, and 0 students (0%) answered strongly disagree. Therefore, it can be concluded that most students agree with the statement that they actively participate in the lecture by not only listening but also asking and answering questions during English classroom activities.

g. Performing Other Tasks That Do Not Involve Active Interaction

Question 13. I tend to prefer doing other tasks that are not related to direct interaction during English learning sessions.

2 Agree 3 15%

3 Doubt 8 40%

4 Disagree 5 25%

20 100

No Categories F Percentage

2 Agree 13 65%

3 Doubt 4 20%

4 Disagree 1 5%

20 100

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Table 15.

Students’ Responses on Performing Other Tasks that Do Not Involve Active Interaction

Based on Table 15, the data shows that 0 students (0%) answered strongly agree, 4 students (20%) answered agree, 6 students (30%) answered doubt, 8 students (40%) answered disagree, and 2 students (10%) answered strongly disagree. Therefore, it can be concluded that most students disagree with the statement, which indicates that they do not engage in other tasks that do not involve active interaction during English class activities.

Question 14. I tend to dislike doing other tasks that are not related to direct interaction during English learning sessions.

Table 16.

Students’ Responses on Performing Other Tasks that Do Not Involve Active Interaction

Based on Table 16, the data shows that 1 student (5%) answered strongly agree, 8 students (40%) answered agree, 4 students (20%) answered doubt, 5 students (25%) answered disagree, and 2 students (10%) answered strongly disagree. Therefore, it can be concluded that the majority of students agree that they dislike doing other tasks that are not related to direct interaction during English learning sessions.

The scores obtained by students from the Likert scale were summed to calculate the mean participation, as shown below. This mean score offers an overall measure of students' participation levels in English classroom activities.

2 Agree 4 20%

3 Doubt 6 30%

4 Disagree 8 40%

20 100

No Categories F Percentage

2 Agree 8 40%

3 Doubt 4 20%

4 Disagree 5 25%

20 100

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Mean: =∑ 59 + 40 + 48 + 50 + 47 + 41 + 42 + 51 + 65 + 43 + 52 + 56 + +41 + 57 + 50 + 47 + 48 + 53 + 51 + 50 20

Mean =991 20 Mean = 49.55 Mean = 50

Based on the questionnaire results, students' participation levels were classified into five categories. The participation level scores were calculated by summing the Likert scale responses (ranging from 1 to 5) for all 14 items, including both positive and negative statements. The table below illustrates the score range, frequency, and percentage of students in each category, along with the mean score.

Table 17.

Results of Level Categories

Based on the results of data analysis from the questionnaire, 15% of students were at the very active level, 65% were at the active level, 20% were at the neutral level, and no students were at the passive or very passive level. This indicates that 80% of students are in the active and very active categories, which means that the majority of non-English major students show good participation. In addition, the mean participation score of 50 falls into the active category (range 43-56).

1. The Factors that Influence Non-English Major Students' Participation in English Classroom Activities

To identify the factors that influence students' participation in English classroom activities, three students were interviewed. The interviews were conducted based on the students' availability and carried out via Zoom. Before getting into the main questions, the researcher first explained the definition of participation, the types of participation, and the categories associated with each type to ensure understanding and focus students' answers according to the research objectives. Based on the interview results, four factors were identified as influencing students' participation. A detailed explanation of each factor is presented in the following section.

No Classifications Range Frequency (Number of

Students)

Percentage Mean

1 Very Active 57-70 3 15%

2 Active 43-56 13 65% 50

3 Neutral 29-42 4 20%

4 Passive 15-28 0 0

5 Very Passive 0-14 0 0

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a. Interest in the Learning Topic

Interest in the learning topic is one of the factors that encourages active participation in the classroom, as demonstrated in the following extract.

Extract 1 (JM/5/11/2024)

“Sebenarnya ada banyak faktor, akan tetapi karena saya memiliki rasa minat terhadap materi, makanya saya berpartisipasi aktif dalam pembelajaran.”

“Saya sudah memiliki minat dalam berbahasa Inggris sejak SD, makanya dari itu, saya selalu ingin berpartisipasi aktif dalam pembelajaran bahasa Inggris ataupun bahasa-bahasa yang lainnya.”

The interview revealed that interest in the learning topic significantly influences students’

willingness to participate. The respondent stated that her long-standing interest in English, which has developed since elementary school, serves as the main motivation for actively engaging in English learning as well as other language-related activities.

b. Teaching Style of the Lecturer

The teaching style of the lecturer is another key factor that affects students' participation in the classroom, as highlighted in the following extract.

Extract 2 (JH/5/11/2024)

“Faktor yang paling berpengaruh itu cara dosen mengajar kak.”

“Hmm, karena cara mengajar dosen yang begitu menyenangkan dan mudah diikuti, cara dosen mengajar membuat kita lebih mudah memahami materi dan lebih senang mengikuti proses pembelajaran.”

The interview revealed that an engaging and easy-to-follow teaching style plays an important role in encouraging students to participate. The respondent mentioned that a lecturer’s enjoyable teaching approach not only makes it easier to understand the material but also enhances students' enthusiasm to actively take part in the learning process.

c. Self-Motivation

Self-motivation is another factor that influences students’ participation in class, as can be seen in the following extract.

Extract 3 (JK/7/11/2024)

“Kalau saya tu dari motivasiku kak untuk menjawab soal, karena biasa teman-teman tidak ada yang menjawab, jadi saya sendiri yang mau menjawab soalnya dari dosen.”

The interview revealed that self-motivation also plays an important role in encouraging student participation.The respondent shared that her willingness to answer the lecturer’s questions stems from her personal initiative, especially when her peers tend not to respond.

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d. Teaching Method

The teaching method employed by the lecturer is also a significant factor that affects students’ participation, as highlighted in the following extracts.

Extract 1 (JM/5/11/2024)

“Dosen saya lebih banyak menggunakan metode diskusi, jadi kita sebagai mahasiswa dapat berpartisipasi aktif dan tidak cenderung hanya berdiam diri saat pembelajaran."

Extract 3 (JK/7/11/2021)

“Iya, sangat berpengaruh karena dosen saya ini, Alhamdulillah, jelas cara menjelaskan materinya. ”

“Sering berinteraksi, seperti tiap per slide itu dia pasti bertanya, bilang, “Sudah paham belum?”

dan diberi contoh-contoh begitu.”

The interview revealed that the use of interactive teaching methods, such as discussions, encourage students to be more actively involved in the learning process. One respondent said that discussion-based methods give students the opportunity to participate and not just be passive. In addition, another respondent appreciated the lecturer's clarity in explaining the material and consistent interaction with students through questions and examples, which further enhanced engagement and understanding during the lesson.

DISCUSSION

This section discusses the findings from the research related to the research questions.

Qualitative data from interviews and quantitative data from questionnaire are integrated to provide a comprehensive understanding of the level of participation among non-English major students in English classroom activities and the factors influencing their participation.

1. The Level of Participation of Non-English Major Students in English Classroom Activities

Based on data analysis, the majority of students tend to be active in activities that require direct participation, such as asking questions, providing viewpoints, and participating in discussions related to the learning material. The data shows that 65% of students agree that they are active in “asking questions,” 50% in “providing viewpoints,” and 60% in “participating in discussions related to the learning material.” On the other hand, for passive indicators such as

“sitting quietly,” “listening to lectures,” or "performing other tasks that do not involve active interaction,” students still demonstrate engagement, except for “taking notes.” The analysis results show that 55% of students disagreed that they were passive in “sitting quietly,” 65% in

“listening to lectures,” and 40% in “performing other tasks that do not involve active interaction.”

Meanwhile, 45% of students agreed that they tended to focus on “taking notes” during English learning sessions, while another 45% were unsure whether they only took notes or also participated in discussions. Although some students showed passive tendencies in taking notes,

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overall, their level of participation in English classroom activities remains high. The distribution of participation levels shows that 15% of students fall into the very active category, 65% into the active category, and 20% into the neutral category, while none are classified as passive or very passive. Thus, 80% of students are categorized as active or very active, indicating that the majority of non-English major students demonstrate good participation in English classroom activities. In addition, the mean participation score of 50, which falls into the active category, further supports the finding that students’ overall participation level is relatively high.

These findings conclude that non-English major students are at the active participation level in English classroom activities. This aligns with the theory of Abdullah et al. (2012), which states that active participation involves activities such as asking questions, providing viewpoints, and participating in discussions related to the learning material. In addition, Jannah (2021) defines student activeness as the overall involvement of students in the learning process, including intellectual understanding, emotional engagement, and interaction with both the material and peers. Furthermore, Sardiman (2011) emphasises that active participation is not only limited to physical actions, but also involves psychological and mental engagement. In the classroom, students who are actively engaged in learning tend to participate in various activities, including oral participation such as expressing opinions, asking questions, and engaging in discussions, as well as mental participation, such as analysing information, solving problems, and making decisions related to course material.

2. The Factors that Influence Non-English Major Students’ Participation in English Classroom Activites

The interviews with three respondents revealed four main factors influencing students' participation in English classroom activities, such as interest in the learning topic, teaching style of the lecturer, self-motivation, and teaching methods. Interest in the learning topic plays a crucial role in influencing students’ participation. One respondent explained that her interest in English, which began in elementary school, greatly influences her desire to remain engaged in learning activities. This finding aligns with Al-Ghafri's (2018) theory, which states that the level of students' interest in the material being taught plays an important role in increasing their involvement in learning. Students who are interested in the material tend to be more active in discussions and participation in class activities. Therefore, it is important for lecturers to select materials that are engaging and relevant to students in order to increase their interest and encourage active participation in the classroom.

In addition, the teaching style of the lecturer is another significant factor that influences students’ participation. According to the respondent, a lecturer's enjoyable and easy-to-follow teaching style makes the learning process more engaging and helps students better understand the material. This finding supports Al-Ghafri (2018), which states that varying teaching styles, such as the use of games or other engaging activities, can make learning more enjoyable and increase

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students’ motivation to participate. Furthermore, Mustapha et al. (2010) also demonstrated that lecturers with interactive and enjoyable teaching styles are able to create a better learning environment, which encourages students to participate more actively.

Moreover, self-motivation is an internal factor that plays a crucial role in encouraging students to participate. The respondent shared that the motivation to answer the lecturer’s questions comes from her personal initiative, especially when her peers were not actively responding. This finding supports Al-Ghafri's (2018) theory, which states that intrinsic motivation plays a key role in enhancing student participation in class. This self-motivation may arise from students' awareness of the importance of the topics being studied or from an internal drive to demonstrate their abilities. Students with high motivation tend to participate more actively in learning and strive to continuously improve their skills.

Finally, the teaching methods used by lecturers also have a significant impact on student participation. Respondents noted that discussion-based methods used by their lecturer helped them engage more actively in classroom activities and prevented passivity during lessons. This finding is consistent with the research by Wibowo (2016), which states that the discussion method can improve interaction between lecturers and students, creating a more inclusive classroom environment. Additionally, according to Mustapha et al. (2010), teaching methods that facilitate discussion and interaction among students can motivate students to participate more actively. In this case, the discussion method used by the lecturer has proven to be highly effective in encouraging students to become more involved in the learning process.

CONCLUSION

From the analysis in the previous chapter, several conclusions can be drawn to provide a deeper understanding of the participation of non-English major students in English classroom activities.

1. This research concludes that non-English major students generally demonstrate a good level of participation in English classroom activities. Although there is an assumption that they tend to be less engaged, the results show that most students actively participate, particularly in activities that require direct participation, such as asking questions, providing viewpoints, and participating in discussions related to the course material. Conversely, their participation is lower in passive activities, such as sitting quietly, listening to lectures, or performing other tasks that do not involve active participation. However, taking notes remains a common practice during English classroom activities. The results showed that 80% of the students fell into the active and very active categories, supported by the mean participation score of 50, which placed the average participation level in the active category. This demonstrates students' positive attitude towards learning English and their potential to develop further through interactive teaching strategies and engaging materials. To foster a more supportive classroom

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environment, educators are encouraged to design activities that encourage active participation, so as to increase students' engagement and improving their English language skills.

2. This research identifies that internal and external factors significantly influence the participation of non-English major students in English classroom activities. Internal factors, such as self-motivation and interest in the learning topic, play an important role in encouraging students' active participation. Students with strong intrinsic motivation and high interest in the course tend to be more active in the learning process. On the other hand, external factors, such as teaching style of the lecturer and teaching method, also contribute importantly to creating a supportive learning environment. Effective interaction between lecturers and students, as well as the use of discussion-based teaching method, can increase student participation. These factors are interrelated, where students' internal motivation is strengthened by effective teaching approaches and a conducive classroom environment, thus promoting their overall participation. These findings align with Al-Ghafri's (2018) argument that intrinsic motivation play a significant role in increasing student participation. However, this research offers a new perspective by showing that a combination of factors, such as discussion-based method and lecturer-student interaction also play a significant role in increasing non-English major students' participation in English classroom activities.

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