An Analysis Of The Low Participation In English Student Association Activities: Causes And Solutions For Increasing Engagement Among Students

Abstract

The skills in English and students' participation in English-based extracurricular activities are extremely important in the current global education landscape. Student organizations such as the English Students Association (ESA) provide valuable opportunities for students to enhance not only their academic English skills but also their personal development, including communication, leadership, and teamwork. Soft skills of this nature are essential for accessing opportunities in the modern job market and in international environments. ESA also serves as a space for students to connect with peers, alumni, and external stakeholders, enhancing their sense of academic and social belonging on campus. The purpose of the research is What are the factors that cause low student participation in ESA extracurricular activities?. In this research, the writer used qualitative method because the research aims to identify general patterns in student involvement in ESA activities and uncover the main factors that influence them. The Data at this stage was obtained through the distribution of questionnaires to students of English Education Study Programs. Based on the analysis of quantitative data, researchers then proceed to the qualitative stage to further explore the perceptions, experiences, and suggestions given by students related to participation issues. Semi-structured interviews were also conducted with selected students based on the findings of the first phase. This strategy allows for deeper exploration of quantitative results as well as providing richer context.

SCT also emphasizes the importance of learning through observation and social reinforcement. Students often learn from the behaviors exhibited by peers or seniors in organizations. When they see successful models and receive recognition from the social environment, they are more motivated to emulate these behaviors. However, if inactivity or apathy is seen, then the social norms that are formed can reduce the urge to participate. A less supportive campus environment, lack of guidance from lecturers, or lack of promotion of ESA activities are also external factors that weaken student self-efficacy. If the learning environment does not provide space for students to hone their abilities or get validation from outside parties, their self-confidence tends not to develop. Therefore, SCT emphasizes the importance of social support and conducive environmental conditions to build self-confidence as a prerequisite for active participation in organizational activities.