Exploring the Students Reluctance Working in Group During the English Learning Process

This study aimed to explore students‘ reluctance to work in groups during the English learning process and to identify the factors influencing their participation. This research employed a descriptive qualitative design. The subjects of this study were 20 students of Class VIII at MTs Al Ikhlas Tanah Terban. The data were collected through observation, interviews, and questionnaires. The findings of this study revealed that students‘ reluctance to work in groups was influenced by several factors. The most dominant factors were psychological factors, such as fear of making mistakes, lack of confidence, anxiety, and shyness. In addition, instructional factors, including monotonous and teacher-centered teaching methods, contributed to students‘ low motivation. Social factors, such as unequal participation and discomfort among group members, also affected students‘ willingness to participate in group work. Furthermore, the findings showed that some students were able to motivate themselves through peer support, personal interest, and positive perceptions of group work. However, many students still showed low motivation and limited participation due to their lack of confidence and limited English proficiency. In conclusion, students‘ reluctance to work in groups during English learning was caused by a combination of psychological, instructional, and social factors. Therefore, teachers are expected to apply more interactive and student-centered teaching strategies and create a supportive learning environment to improve students‘ participation in group work. A supportive classroom environment should encourage students to express their ideas freely, collaborate with peers, and learn from mistakes. However, when the classroom atmosphere is dominated by fear, pressure, or lack of interaction, students are less likely to engage actively in learning activities.From a pedagogical perspective, these findings imply that teachers play a crucial role in reducing students‘ reluctance. Teachers need to design interactive and meaningful learning activities that promote collaboration and communication. Providing clear instructions, assigning balanced roles within groups, and creating a positive classroom climate are essential strategies to enhance student participation. In addition, teachers should provide continuous encouragement and constructive feedback to help students build confidence in using English. Creating opportunities for low-risk communication, such as small group discussions or pair work, can also help students gradually overcome their fear and anxiety. Overall, this study highlighted that students‘ reluctance to work in groups was not caused by a single factor but by a combination of psychological, linguistic, social, and instructional factors. Therefore, addressing this issue requires a comprehensive approach that involves improving teaching strategies, enhancing student motivation, and creating a supportive learning environment.