AN ANALYSIS OF FACTORS INFLUENCING SLOW GRADUATION RATES IN ENGLISH EDUCATION AT RADEN INTAN STATE ISLAMIC UNIVERSITY: A DESCRIPTIVE QUANTITATIVE APPROACH

LINTANG, PERMATA NINGRUM PRAMESWARI (2026) AN ANALYSIS OF FACTORS INFLUENCING SLOW GRADUATION RATES IN ENGLISH EDUCATION AT RADEN INTAN STATE ISLAMIC UNIVERSITY: A DESCRIPTIVE QUANTITATIVE APPROACH. Diploma thesis, UIN RADEN INTAN LAMPUNG.

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Abstract

ABSTRACT The issue of slow graduation rates is a significant challenge for higher education institutions, including the English Education Department at Raden Intan State Islamic University (UIN Raden Intan Lampung). This study aimed to identify and analyze the internal and external factors contributing to delayed graduation among students from the 2020 batch. A descriptive quantitative approach was employed , utilizing a questionnaire survey on a sample of 144 students selected through random sampling. Additional qualitative data was gathered through interviews to provide in-depth insight. The findings underscore the significant influence of internal factors on student progress, with their impact appearing more dominant than external issues. The most critical internal factor identified was a pervasive lack of confidence in students' competence and aptitude to succeed in their courses. This lack of self-confidence was compounded by dissatisfaction with the academic environment, notably the perceived inadequacy of learning facilities and technology, and concerns over the clarity of textbooks and fairness of assessment methods. While external factors such as work/financial situations and social challenges were present, the primary obstacles stemmed from the students' self-perception and the academic resources provided. The research concludes that improving timely graduation rates requires a focus on bolstering students' academic self-efficacy and enhancing the physical and technological learning infrastructure. It is recommended that the University prioritize significant investment in upgrading learning facilities and technology , while lecturers are urged to focus on building student confidence through supportive teaching strategies and constructive feedback.

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