OBSERVATION OF STUDENTS' RETICENT AND PARTICIPATORY BEHAVIOR IN ENGLISH CLASSROOMS AT UTHM

BACKGROUND OF STUDY A common problem faced by many students in University Tun Hussein Onn Malaysia (UTHM) by using an English language. The students unwillingness to speak and participate in classroom activities. This report aims to come up with some practical techniques and strategies lecturers can employ in order to discover causes of reticence among language learners and thus make them more willing to speak in language classrooms. Nowadays, the language learning was become more helpful because most of the subject taken by the student in University is on English languages. However, in this age of communication, modern language pedagogy attaches great importance to communication and training individuals who will eventually be able to use their language for communicative purposes. In fact, the goal of modern language teaching and learning is to encourage learners to use the language for meaningful and effective communication, not only inside, but also outside the classroom. Whether in second language learning situations or foreign language settings, second foreign language learners have often been observed to be reluctant to take part in class activities. Such reluctance and passivity will make them lose their motivation in learning the language. By reviewing past studies conducted in this area, the present study attempts to identify the causes of such reluctance, with the goal to make foreign language learning and teaching more effective. Classrooms Atmosphere Classroom atmosphere in University Tun Hussein Onn Malaysia (UTHM) can either facilitate or hinder learners participation in class activities. They tend to speak more in an environment which is friendly enough so that they feel secure and relaxed. However, the responsibility of creating such an atmosphere lies primarily with the teacher who needs to be very deliberate in making choices that can make a classroom an inviting place to learn or conversely a threatening environment for the learners. It goes without saying that a positive, stress free learning environment can make a classroom fun for the learners and thus a more effective and encouraging setting, which can lead to

better educational achievements. Indeed, in such a learning environment students feel free to speak up, ask and answer questions, challenge the teacher and other classmates, and have a more active participation in class discussions. One reason could be the fact that in a relaxing environment, learners get to know and trust each other better. This would contribute to more participation. Moreover, in such an environment, learners feel secure enough to express themselves and are not afraid of making mistakes and then being ridiculed. They can make certain that even if they make a mistake or run into a difficulty, others will respond in a friendly and encouraging manner. Another advantage of putting learners in a relaxing environment is that similarities are appreciated and differences are tolerated. Moreover, lecturer need to create a supportive environment in language classes, which will dramatically influence the learning process. A supportive learning environment makes learners more motivated, confident, and less anxious in speaking English, and gives them a higher perception of their abilities. Learners need to be taught to be supportive of each other and help each other to improve. Lecturers need to help students to become acquainted with each other and feel that they are all members of a group. Creating a sense of cooperation rather than competition among students puts them at ease to use the language suggests lecturers to be friendly rather than strict, as teachers being strict discourages learners from speaking. Lecturers sometimes comment on East Asian students' reluctance to adopt active speech roles in classrooms. In two large scale surveys conducted at the University of Hong Kong, however, students gave no evidence of such reluctance. They expressed a liking for communicative work at school and a preference for university classes in which students do most of the talking. The surveys indicate that most students have enjoyed inadequate speaking opportunities at school, where listening to teacher has been their most frequent classroom experience. Many have low confidence in their ability to speak without prior planning. Although most see no conflict between speaking English and their Chinese identity, many feel unease when speaking it.

This unease is often reinforced by students' anxiety to speak well and some lecturers' error treatment techniques. Lecturers need to provide more and better contexts for students to

develop oral English skills and use these skills in active learning roles in the classroom. Tertiary lecturers need to develop strategies for encouraging students to step into the active learning roles which both sides seem to want. The purpose of this research was to gather English as a second language (ESL) learners perceptions pertaining to their experience in learning English language in secondary schools, colleges and local universities. Dialogue journal is a written communication between a teacher and students or other writing partners, which provides a natural context for language development and a new channel of communication outside the classroom. The discussion revealed varying viewpoints such as difficulties and reasons that students faced in learning the four language skills i.e. speaking, listening, reading and writing; and the lack of confidence which hampered their language improvement. This research hopes to enlighten educators of arduous challenges that students faced in learning the English language so that they may strive to improve and consolidate their teaching skills, thus, making language teaching and learning more effective and meaningful for both lecturers and students.

PROBLEM STATEMENT English is the language that student should be dominated very well in there social life, especially for university students. Majority students are not practice their English in their social life. We can see it clearly the problem among the students UTHM when in the classroom English language, students will usually to quiescent and refrain from communicating when lecturer asked to answer some questions in classes. Why students UTHM hard to dominated English language for their social life? Is there because of an environment of classes? This thing can become more worst if not make an initiative or improvement to the student skill.

OBJECTIVE 1) Identify problems of students passively to using English in University Tun Hussein Onn Malaysia 2) Identify how to change the passive behavior of students to master the English language 3) Proposed initiatives to change the mind-set of students to brave to use English in the classroom

SIGNIFICANCE OF STUDY Every research has its own significance, no matter whether the significance just for individuals or society. The research that we are doing is performed on University Tun Hussein Onn Malaysia students. Now a day most of the students studying at the University Tun Hussein Onn Malaysia has problems in participation during the lecture time, especially when the session involves English language. Sometimes students feel less confident to speak in English or even when they try to answer questions from the lecturers in English. Therefore we try to figure out the solution for this problem. Our research conducted to find out the possibility that the reason of the lack of students involvement in English class. We also want to help them to be more active during the lecture has been conducted especially for English subject and thus results from this research can help lecturer to understand the requirements and needs of their students. We've listed some of our research significance, and the significance of our research is we want to find out the reasons why students did not get more involved in English class. More students quiescent and only answered a few words only during lecturers ask a question and this is a serious problem that can affect communication between students and lecturer. There have a possibility that disagreement occur if a student remains silent without attempting to speak. The other significance of our research is we expect this research can help students to be more active during learning sessions conducted. It will help them to improve their weaknesses. The third significance of this research is a, we want to help all lecturer to understand better the requirements and needs of their student to create a more effective learning and understandable. Lastly the last significance that we can provide is to change the way of

student thinking for more adventurous to use English language in their daily activities and not only focused in the class. Students need to be more confident to use English language in order to advancing of themselves.

LIMITATION OF STUDY

The research in this article is based on behaviour students in English class. Our research had some several limitations. This study was primarily limited by its small sample size which limited area research in University Tun Hussein Onn, Parit Raja. In This research we select 32 respondents who are students in University Tun Hussein Onn Malaysia who take course technical writing this year 2013 or semester using visual observation to evaluate students behaviour. This study looked close at UTHM because the problem of students behaviour that we can see in English classes that effect in students result.

DEFINITION OF TERM Language Communication of thought and feelings thought a system of arbitrary signals, such as voice sounds, gestures or written symbols. Such as a system including its rules for combining, such as words. Such as a system as used by a nation, people or other distinct community. Often contrasted with dialect. A characteristic style of speech or writing.

Communicating Two-way process of reaching mutual understanding in which participants not only exchange (encode-decode) information, news, ideas and feelings but also create and shape meaning. In general, communication is means of connecting people or places.

In business, it is key function of managements an organization. Cannot operate without communication between levels, department and employees. Behaviour The definitions is the range of actions and mannerisms made by organisms, systems or artificial entities in conjunctions with their environment, with includes the other systems or organisms around as well as the physical environment. Its responds of the systems or organisms to various stimuli or inputs, whether internal or external. Mind-set The definitions is a fixed mental attitude or disposition that predetermines a persons responses to and interpretation of situation An inclination or a habit.

METHODOLOGY My research methodology requires gathering relevant data from the specified documents and compiling databases in order to analyse the material and arrive at a more complete understanding and historical view in influx of students reticent participatory behaviour in English classroom at UTHM. Data Collection will consist of surveys, classroom observations and interviews with lecturers, as well as journal logs from lecturers and looking at library as references. a) Interviews

Our group has interviewed certain student in the UTHM, Parit Raja to get information and opinions from them. Most of them agreed that the students in UTHM did not give their commitment and less of communication especially in English class. b) Observation

We have made an observation in the UTHM. There are some problems that arise where student afraid and less of confident level to interrupt discussion during the English class due to the limitation of their speaking skill and use broken English.

c)

Questionnaires

We also propose to make questionnaires for student in the library and Tun Dr. Ismail and Tun Fatimah Residential Colleges student. Most of the student that lived at the residential spends their time at the hostel and library and it easier to distribute the questionnaires. When the data was collected: Data for this report were gathered from 25 October 2013 2 November 2013 How the data was collected By observation, survey (a written questionnaire, or a researcher asking the same questions to everybody), a vote, or research online or in a library. From surveys, interviews and focus groups: Who the data was collected from: e.g. a random sample or a specially-selected group of people, or all the people involved. How many people were involved; e.g. how many questionnaires did you send out, how many were completed and used for analysis. Sometimes the return rate can be low: you might send out 100 questionnaires, and get back only 20. The return rate would therefore be 20%. This should be mentioned in the report, as it affects its reliability.