Teachers' Perceptions of Students’ Participation in English Class at SMP Arrahim Pontianak

Student participation is essential for successful English language learning, as it promotes communication, interaction, and practice. However, participation levels among students at SMP Arrahim Pontianak vary, with some actively engaging and others remaining passive. This study aims to explore teachers’ perceptions of students’ participation in English classes and identify factors influencing their involvement. A qualitative descriptive method with a case study approach was employed. Two English teachers were selected through purposive sampling based on their teaching experience and willingness to participate. Data were collected through interviews and analyzed descriptively. The findings indicate that approximately one-third of students were highly active, answering questions, participating in discussions, and attempting to speak English despite making mistakes. Meanwhile, around half were passive, preferring to listen and take notes rather than engage verbally. Teachers attributed passivity primarily to low confidence, limited vocabulary, and fear of making mistakes rather than a lack of interest. Participation was influenced by motivation, confidence, language proficiency, classroom atmosphere, and teaching methods. Students who considered English useful for their future tended to participate more actively. Furthermore, supportive classroom environments and interactive strategies, including games, role plays, and group projects, helped increase student engagement.