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‘I Like Group Pods’: EFL Students’ Preferences Towards Seating Arrangement in Advanced Speaking Class

English Education Journal · Vol. 13 No. 4 (2023) · pp. 551–562

DOI
10.15294/81jg3e21
Published
2023-12-23
Publisher
English Education Journal
Language
eng

Abstract

This study discussed an EFL student's preferences in using seating arrangements in advanced speaking classes. The lecturers implemented seating arrangements to motivate students and encourage participation. The researcher collected the data through a closed-ended and open-ended questionnaire consisting of two types of classes: basic and advanced speaking classes. This qualitative research used a case study (Heigham & Croker, 2009) as the research design. Data were analyzed using Kember's, theory of motivation and thematic analysis. Then, the data was processed and interpreted qualitatively through the following stages: data transcript, categorizing the codes, analyzing the data, and producing the reports. The findings of this study revealed that from the six types of seating arrangements, the students prefer group pod seating as the type of seating that can build their motivation and active participation in speaking class. Lecturers always use group pod-style seating arrangements in speaking classes. Group pods encourage students to study in class and allow them to collaborate and discuss the topic provided by the lecturer. The seating arrangements make students appear more active when looking in groups. Using this seating type, the students demonstrate their enthusiasm, interact with their classmates by being active participants, pay attention to the lecturer, and understand the lecture's material. This study highlights the necessity for lecturers, higher education institutions, and students to consider various strategies during the learning process.

Keywords

Collaboration network of the authors

40 authors · 151 co-authorship links · showing the 40 most connected

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  • Institut Agama Islam Negeri Kendari
  • Institut Teknologi Sepuluh Nopember
  • Cenderawasih University
  • Affiliation unknown
  • Different organisations
  • Same organisation
  • Affiliation unknown
  • Thicker line = more joint articles · bigger circle = more articles
Show as table
Co-authorOrganisationJoint articles
Januarius MujiyantoAffiliation unknown12
Issy YuliasriAffiliation unknown8
Djoko SutopoAffiliation unknown8
Abdurrachman FaridiAffiliation unknown8
Suwandi SuwandiAffiliation unknown7
Dwi RukminiAffiliation unknown6
Rahayu Puji HaryantiAffiliation unknown5
SRI WAHYUNIAffiliation unknown4
Mursid SalehAffiliation unknown4
Hendi PratamaAffiliation unknown4
Puji AstutiAffiliation unknown3
Widhiyanto WidhiyantoAffiliation unknown3
Ahmad SofwanAffiliation unknown2
Sri Wuli FitriatiAffiliation unknown2
Zulfa SakhiyyaAffiliation unknown2
Fahrur RoziInstitut Teknologi Sepuluh Nopember2
Dwi Anggani Linggar BharatiAffiliation unknown2
Abdurrahman FaridiAffiliation unknown2
Abdul HalimInstitut Agama Islam Negeri Kendari1
Dewi AtikahInstitut Agama Islam Negeri Kendari1
Abdul HalimInstitut Agama Islam Negeri Kendari1
Agung Ginanjar AnjaniputraAffiliation unknown1
Aprilian Ria AdistiAffiliation unknown1
Siti NurohmahAffiliation unknown1
Saeful BahriAffiliation unknown1
Dian Puspita AnggraeniAffiliation unknown1
Hanum BestariAffiliation unknown1
Nyayu Yayu SuryaniAffiliation unknown1
Nesia OktaniaAffiliation unknown1
Novi Rahmania AquarizaAffiliation unknown1
Katharina RustipaAffiliation unknown1
Anik HidayatiAffiliation unknown1
Muhamad Dedi Manfaluthi ManfaluthiAffiliation unknown1
Indah NurhidayahAffiliation unknown1
Yuliana YulianaCenderawasih University1
Lilis SulistiantiAffiliation unknown1
Eka FatmawatiAffiliation unknown1

Affiliations come from OpenAlex; journal OAI-PMH metadata carries none. Authors without an OpenAlex ID are matched by name, which can merge or split people.

Metadata source: OAI-PMH (metadata jurnal) https://journal.unnes.ac.id/journals/eej/oai, first harvested 5 Nov 2026, last seen 5 Nov 2026.
Original metadata (oai_dc) 
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	<dc:title xml:lang="en">‘I Like Group Pods’: EFL Students’ Preferences Towards Seating Arrangement in Advanced Speaking Class</dc:title>
	<dc:creator xml:lang="en">Awalyah, Wa Ode Zulhidjah</dc:creator>
	<dc:creator xml:lang="en">Sri Wuli Fitriati</dc:creator>
	<dc:creator xml:lang="en">Rudi Hartono</dc:creator>
	<dc:subject xml:lang="en">Seating Arrangements; Group Pods; EFL Students’ Preferences</dc:subject>
	<dc:description xml:lang="en">


 



This study discussed an EFL student's preferences in using seating arrangements in advanced speaking classes. The lecturers implemented seating arrangements to motivate students and encourage participation. The researcher collected the data through a closed-ended and open-ended questionnaire consisting of two types of classes: basic and advanced speaking classes. This qualitative research used a case study (Heigham &amp;amp; Croker, 2009) as the research design. Data were analyzed using Kember's, theory of motivation and thematic analysis. Then, the data was processed and interpreted qualitatively through the following stages: data transcript, categorizing the codes, analyzing the data, and producing the reports. The findings of this study revealed that from the six types of seating arrangements, the students prefer group pod seating as the type of seating that can build their motivation and active participation in speaking class. Lecturers always use group pod-style seating arrangements in speaking classes. Group pods encourage students to study in class and allow them to collaborate and discuss the topic provided by the lecturer. The seating arrangements make students appear more active when looking in groups. Using this seating type, the students demonstrate their enthusiasm, interact with their classmates by being active participants, pay attention to the lecturer, and understand the lecture's material. This study highlights the necessity for lecturers, higher education institutions, and students to consider various strategies during the learning process.</dc:description>
	<dc:publisher xml:lang="en">English Education Journal</dc:publisher>
	<dc:date>2023-12-23</dc:date>
	<dc:type>info:eu-repo/semantics/article</dc:type>
	<dc:type>info:eu-repo/semantics/publishedVersion</dc:type>
	<dc:type xml:lang="en">Peer-reviewed Article</dc:type>
	<dc:format>application/pdf</dc:format>
	<dc:identifier>https://journal.unnes.ac.id/journals/eej/article/view/693</dc:identifier>
	<dc:identifier>10.15294/81jg3e21</dc:identifier>
	<dc:source xml:lang="en">English Education Journal; Vol. 13 No. 4 (2023): December 2023; 551-562</dc:source>
	<dc:language>eng</dc:language>
	<dc:relation>https://journal.unnes.ac.id/journals/eej/article/view/693/560</dc:relation>
	<dc:rights xml:lang="en">Copyright (c) 2023 English Education Journal</dc:rights>
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