The Lack of Participation of High School Students in

Silliman University English Class

By:

Lian Rose L. Baguio

Rica Joy N. Tubo

Abstract

The transition from face-to-face classes to online distance learning brought by the pandemic has

become a challenge for everyone including the students. Online distance learning has been going

on for 2 consecutive years due to Covid - 19 Pandemic. As a result, education has changed

dramatically, with the rise of e-learning, where teaching is undertaken remotely and on digital

platforms. The lack of a physical classroom environment has affected the students’ motivation to

participate in class discussions because they are attending classes from the comforts of their

homes. This study focuses on the participation of the students during online classes and how to

enhance the class participation of Grade 7 SUJHS students.

I. Context and Rationale

All professionals used to go to school and experience the pressure as a student.

Usually, if a person is not familiar with the surroundings, this person would do anything

to avoid interactions and being noticed. This usually happens in a classroom setting,

especially in the first week of class. But, even though everyone is familiar with each

other and even has close friends or a group of friends. When they are being asked by the

teacher or asked to participate they will start to have alibis like their internet connection

is down or would just simply leave the zoom meeting.

One of the biggest reasons why students don’t want to participate is because of

the feeling of insecurity or social anxiety toward the English language. They feel other

students’ opinions matter more, there’s no point in sharing because they believe what

they are going to say isn’t really important, and they fear being mocked for their

grammar/accent.

There are psychological factors that hinder students from participating in English

classes such as; Fear of mistakes, shyness, anxiety, and lack of confidence. As argued by

many theorists, having this fear causes the students’ unwillingness to speak in English in

the classroom (Tsui in Nunan, 1999; Yi Htwe, 2007; Robby, 2010). Aftat, (2008) This

fear is connected to negative evaluation and correction. This is also much influenced by

the students' fear of being laughed at by other students or being criticized by the teacher

in front of the whole class. As a result, students commonly stop participating in the

speaking activity (Hieu, 2011)

 II. Action Research Question

This study aims to address the issue of the lack of participation of the Grade 7

students of Silliman University Junior High School, the school year 2021 - 2022 through

teaching strategies. Specifically, it will seek answers to the following questions:

1. What are the causes of the lack of student participation in an online class?

2. What are the student's suggestions to improve online distance learning?

III. Innovation, Intervention, and Strategy

As a solution to the students’ lack of motivation to participate in English class. The

researchers improved their strategy by creating an atmosphere that encourages participation. The

participants of this study were recorded via zoom during class discussion. The researchers

observed the three consecutive sessions; once a week during their synchronous sessions.

The researchers observed what changed in these three sessions. What makes the students

excited, interested, and more involved in the 2-3 sessions.

IV. Action Research Methods

A. Participants and/or Other Sources of Data and Information

The students of Grade 7 Serion of Silliman University are the subjects of this study.

With the use of Zoom, the researchers recorded the synchronous session and tallied the number

of students who participated in the class discussion orally and through chat.

B. Data Gathering Methods

The collecting of data is through participant observation and Google Form Questionnaire:

participants recorded three sessions on Zoom Meeting; Using zoom, the researcher recorded

three sessions in her synchronous sessions to record and keep track of the students who are

participating through chat and orally. The topics that had been discussed were verbal and

non-verbal cues, phrases, clauses and sentences, and the apprenticeship period. The researcher

facilitated her synchronous class with the same strategy and approach to the students. The

session only consisted of pure lecture and time-to-time questions.

On the second day of the synchronous session, the researcher prepared more eye-catching

colors on the slide for the session. Before proceeding to her activity and lesson: Phrases, Clauses,

and Sentences, the researcher interacted with the students by asking them to use their reactions to

express their mood of the day. The researcher used a gentle and approachable voice but with an

authoritative tone to make the students feel safe and change the atmosphere.
On the last day, the topic that was discussed was the apprenticeship period. The researcher

greeted the students with a warm smile and fun slides to make the students more interested and

excited about the class discussion. Before starting the discussion, the researcher did a quick

review of phrases, clauses, and sentences. The researcher gives the students positive feedback

and encouragement. The researcher continues her strategy, as she discusses the apprenticeship

period she solicits ideas and thoughts from the students and discusses their ideas, whether it is

right or wrong, and answers are discussed without negative comments and rejection.

C. Data Analysis

The number of students who were participating orally and through chat was tabulated

quantitatively by the researchers. The data gathered during the last two sessions were compared

to the first session without any strategy and adjustments applied. The results are used as proof

that applying these strategies and adjusting for the students will encourage them to be effectively

participative.

V. Discussion of Results

The pie chart below shows the collected data from the questionnaire that is sent to the

students through email. There are 18 responses out of 38 students, according to the result there

are 10 (55.6%) of the students said that they are not participative while there are only 7 (38.9%)

said that they are Highly participative on ODL, especially in English class.
 The pie chart proves that our analysis from the recorded session via Zoom is

accurate. In the first recorded session, the researcher is still not familiar with grade 7

students’ behavior, the approach does not make the students feel comfortable. There are

only 5-7 students that usually are willing to participate, the tone and voice of these

students that volunteered to answer is showing signs of uneasiness and fear of being

judged.

Figure 1
 On the second day of the recorded session, the teacher prepared strategies and

ways of approaching students that will help them feel comfortable. The researcher used

the strategy of Mohd. , Yusof Abdullah, Noor Rahamah Abu Bakar & Maizatul Haizan

Mahbob (2012): “Student’s participation in the classroom: What motivates them to speak

up?”. First is the personality factor; making the students feel that it is their responsibility

to ask if they do not understand, want to know, or need further clarifications from the

instructor. They are constantly reminded that if they have questions and clarifications

they are free to raise their virtual hands. The second is the environmental factor. Before

the class starts everyone is reminded to respect one another and everyone is allowed to

make mistakes because as you make mistakes, you are also learning, and making fun of

someone’s accent and grammar is not allowed. The third factor is the influence of the

instructor in the classroom. The researcher welcomes the students with a friendly vibe,

familiarizes or gets to know each student well, does not criticize the students, always

shows a good mood, and is approachable. With these traits, students do not feel afraid

and ashamed to speak up in class. Students also do not feel left out when everyone is

given an equal opportunity to participate. These positive traits of the researcher and the

method or style of teaching employed are important motivating factors to encourage the

students to be involved and be more participative in ODL.

 Figure 2

In the last session, the students are participative and more involved in the class.

Instead of 5-7 volunteers, there are at least 15 students raising their virtual hands, and

using the chatbox to express their thoughts and ideas. When the researcher asks a

question, for a thumbs up or a confirmation, all students are ready and active to comply.

No more alibis such as poor connection, broken camera/microphone, or sudden

disappearance in the session because of unexpected power interruption.

VI. Conclusions

As the Covid - 19 pandemic is still present, online learning will still continue. The

participation of the students is also affected by the changes in education learning. Our study

shows the participation of the students during those two years of ODL has become a challenge
for the students; it also aggravates the tension inside the virtual classroom. This in turn makes the

student indifferent to participating in the discussion inside the virtual classroom.

VII. Action Plan/Recommendations

The results of this study show that applying such methods and styles of teaching will help

encourage students to participate in class. Learning the English language in ODL is challenging

for the students, as the students say if they will unmute and say something everyone can hear

him/her. Their anxiety attacks because of the silence after answering, so they would rather stay

quiet or leave the meeting if the teacher starts asking questions. These students specifically

suggested these strategies through our questionnaire from google form:

References

Abdulla, M.Y., Abu Bakar, N.R.,& Mahbob, M. H. (december 2012) Student’s participation in

classroom: What motivates them to speak?. University of Kebangsaan Malaysia: Elsevier Ltd.

https://www.researchgate.net/publication/257716731_Student's_Participation_in_ClassroomWha

t_Motivates_them_to_Speak_up

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