<![CDATA[This study investigates student participation based on seating arrangements during English language classes at SMAN 14 Bulukumba. Employing a descriptive qualitative research design, the study selected six students from Class XI 3 as research subjects through purposive sampling techniques based on their seating in a traditional row arrangement. Data were gathered using observation checklists, open-ended interviews with teachers and students, and smartphones for audio-visual documentation. The findings indicate that student participation in the classroom manifests in two main forms: active participation (asking questions and giving opinions) and passive participation (listening to lectures and sitting quietly). The results reveal that seating arrangements significantly affect active participation. Students seated closer to the teacher, particularly in the front rows, demonstrate higher engagement by frequently asking questions, sharing opinions, and paying attention due to better proximity and auditory clarity. Conversely, as distance from the teacher increases toward the back rows, active participation decreases due to diminished visibility, difficulty hearing, and distractions like peer noise. However, passive behaviors like sitting quietly are largely unaffected by seating position, as students remain seated as a gesture of respect for the teacher regardless of where they sit. Overall, the study highlights seating layout as a crucial classroom management strategy to optimize student engagement and interactive learning in English instruction.]]>
Copyrights © 2026
