Students' Reluctance to Speak is a Result of Teachers' Dominance and Powerful in EFLClassrooms

Author(s)	Bahar, Sunarlia Limbong, Yusmanizar, Andi Nur Insan, Fitriana
Country	Indonesia
Abstract	This study is a qualitative study to reveal the impact of power and dominance that occurs during classroom learning, the method used is qualitative, using in-depth unstructured interviews to identify why students are reluctant to speak in class, and boredom when the teacher teaches. The findings show that students feel depressed when the teacher teaches because they often dominate so that the student does not have the opportunity to speak, besides that the teacher often provides punishment for students when they are not well performed in class. This study suggests that teachers should consider students as learning partners in the classroom, in order to create a harmonious relationship between teachers and students that has the potential to increase learning motivation instead of making students anxious about learning lessons in class.
Keywords	Teacher powerful, dominance, students’ reluctance to speak, EFL Classroom.
Field	Sociology > Education
Published In	Volume 6, Issue 2, March-April 2024
Published On	2024-04-04
Cite This	Students' Reluctance to Speak is a Result of Teachers' Dominance and Powerful in EFLClassrooms - Bahar, Sunarlia Limbong, Yusmanizar, Andi Nur Insan, Fitriana - IJFMR Volume 6, Issue 2, March-April 2024. DOI 10.36948/ijfmr.2024.v06i02.16035
DOI	https://doi.org/10.36948/ijfmr.2024.v06i02.16035
Short DOI	https://doi.org/gtp8m6

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