The questionnaire consists of students‟ willingness to communicate in English. The data results of students‟ personal information as followed:
Figure 3. 1 chart Of Students’ Gender
Gender
Male Female
35%
65%
16 years old
Age
17 years old 18 years old 19 2%
28% 41%
29%
Figure 3. 2 Chart Of Students’ Age
Total population sampling were 83 students who completed the questionnaire.
From Figure 3.1, the data result, students dominated by females with 54 participants or 65% from the total of students and male with 29 students or 35% from the total students. Figure 3.2 showed that most students are 16 years old with 34 students or 41%, 17 years old with 24 students or 29%, 18 years old with 23 students or 28% and 2 students or 2% of total students are 19 years old.
In order to answer the research question, a descriptive statistic was carried out to identify students‟ willingness to communicate in EFL Islamic high school in English class. Highest item of student‟s willingness to communicate in EFL high school are presented in Table 4:
Table 3. 2 Descriptive Statistics
N
Mini mum
Maxim
um Mean
Std.
Deviation
Statistic
Statist
ic Statistic Statistic Statistic WTC1- I am excited to talk in front of
the English class 83 1 3 1.39 .537
WTC2- Group discourse is the activity
I enjoy most in English class 83 1 3 1.02 .154
WTC3- I like to start group discussions with some critical questions
83 1 3 1.83 .746
WTC4- I don‟t feel nervous about expressing my opinion in class discussions
83 1 2 1.35 .480
WTC5- I prefer talking to listening in
class discussions 83 1 2 1.11 .313
WTC6- I am always confident
speaking in front of the class 83 1 2 1.22 .415
WTC7- class discussions are the most perfect way to practice speaking English
83 1 2 1.24 .430
WTC8- I find it simple to have
conversations in class discussions 83 1 3 1.94 .902
WTC9- I find it difficult to understand other people‟s speech in class discussions
83 1 3 1.22 .542
WTC10- I constantly need to talk to
classmates and teachers during lessons 83 1 3 1.95 .731
WTC11- I am curious about talking in group discourses if the points discussed are interesting
83 1 3 2.35 .788
WTC13- I don‟t like to talk in group
discussions 83 1 3 1.49 .651
WTC14- I am nervous about starting a
conversation in a class discussion 83 1 3 2.25 .853
WTC15- I don‟t feel shy to start a
class discussion by asking question 83 1 2 1.28 .450
WTC16- I feel embarrassed if my
answer is wrong in class discussion 83 1 3 1.81 .833
WTC17- I like English conversation
classes more than anything else 83 1 2 1.20 .406
WTC18- I am always energized to talk
in class discussions 83 1 3 2.05 .868
WTC19- I am always enthusiast to talk
to practice my speaking skills 83 1 2 1.48 .669
WTC20- I feel anxious to express my
ideas in group discourse 83 1 3 2.36 .849
Valid N (83) 83
Descriptive statistics for the scale of EFL Islamic high school students' willingness to communicate (WTC) are shown in Table 3.2 As revealed in this table, student responses ranged from three points on the scale. The results show that the students achieved a mean of 1.39 and SD = .537 for student‟s perception of WTC number 1 (I am excited to talk in front of the English class.). The students achieved a mean of 1.02 and SD = .154 for student‟s perception WTC number 2 (Group discourse is the activity I enjoy most in English class.). The students achieved a mean of 1.83 and SD = .746 for student‟s perception WTC number 3 (I like to start group discussions with some critical questions). The students achieved a mean of 1.35 and SD = .480 for student‟s perception of WTC number 4 (I don't feel nervous about
class discussions). The means and SD for students‟ perception of WTC number 6 to number 20 are clearly displayed on Table 3.2.
Table 4. 1 Percentages of students’ perception on WTC
Item Student‟s perception Agree
(%)
Uncertain (%)
Disagree (%) WTC-2 Group discourse is the activity I enjoy most in English
class
96,2 1,6 2
WTC-19 I am always enthusiast to talk to practice my speaking skills
94 6 0
WTC-7 Classroom discussions are the most perfect way to practice speaking English.
90,4 7,2 2,4
WTC-1 I am excited to talk in front of the English class 89,2 10,8 0 WTC-11 I am curious about talking in group discourses if the
points discussed are interesting
89,2 6 4,8
WTC-8 I find it simple to have conversations in class discussions
78,3 21,7 0
WTC-17 I like English conversation classes more than anything else
77,1 22,9 2,4
WTC-3 I like to start group discussions with some critical questions
74,7 22,9 2,4
WTC-6 I am always confident speaking in front of the class 72 28 0 WTC-15 I don‟t feel shy to start a class discussion by asking
questions
68,7 22,9 8,4
WTC-4 I don‟t feel nervous about expressing my opinion in class discussions
67,5 30,1 2,4
WTC-10 I constantly need to talk to classmates and teachers during lessons
48,2 14,5 37,3
WTC-18 I am always energized to talk in class discussions 48,2 21,7 30,1
WTC-9 I find it difficult to understand other people‟s speech in class discussions
26,5 22,9 50,9
WTC-20 I feel anxious to express my ideas in group discourse 25,3 14,5 60,2 WTC-13 I don‟t like to talk in group discussions 22,9 24,1 53 WTC-16 I feel embarrassed if my answer is wrong in class
discussion
18,1 24,1 57,8
WTC-14 I am nervous about starting a conversation in a class discussion
15,7 34,9 49,4
The percentages of students‟ perception on students‟ willingness to communicate in EFL high school in English classroom settings are displayed in table 4.1. The highest response for statement number 2 (Group discourse is the activity I enjoy most in English class) was agree with 96, 4% and the lowest response for
statement number14 (I am nervous about starting a conversation in class discussion) was agree with 15,7%. Therefore, the percentage of EFL high school students' perceptions on WTC from item no. 1 to item no. 20 presented in Table 4.1.
4.1 Discussion
The results of this present study revealed that the majority of participants agree that group discourse is the activity students enjoy most in English classes and were reported as EFL high school students‟ willingness to communicate in English class settings in Indonesia.
In the present study, the highest item of students‟ willingness to communicate (WTC) is item 2 (Group discourse is the activity I enjoy most in English class) with mean (M=1.02) and standard deviation (SD= .154). The item of WTC-2 showed that
and has the highest item in students‟ WTC. The same result is from Nazari and Allahyar (2012) which states that students' WTC can be increased through class discussions that encourage student participation in class and reduce teacher talk.
Therefore, students who enjoy classroom discussion because they smile or laugh a lot and get good responses from teachers or friends who make them feel happy to communicate.
Next, the highest item of students‟ willingness to communicate (WTC) is item 19 (I am always enthusiastic to talk to practice my speaking skills) with mean (M=1.48) and standard deviation (SD=.669). It showed that most students are enthusiastic to speak and practice their speaking skills and has highest response as the second item influencing students‟ willingness to communicate. Cetinkaya (2005) investigated the interrelations among students‟ WTC in L2, motivation, communication anxiety, perceived communication competence, attitude toward the international community, and personality. The result showed that WTC Turkey students were found to be directly influenced by their self-confidence and indirectly influenced by their motivation through self-confidence. In order to overcome this factor, the lecturer has to keep the class atmosphere comfortable and enjoy helping students become confident when expressing their ideas.
Next, the highest item of students‟ willingness to communicate (WTC) is item 7 (Classroom discussions are the most perfect way to practice speaking English) with mean (M=1.24) and standard deviation (SD= .430). It showed that most students
skills. Bukhari, Cheng and Khan (2015) investigated willingness to communicate in English as a second language in Pakistan showed that Pakistani students were found most willing to communicate in English to a small group of friends. Therefore, in EFL classes, teachers or lecturers are advised to hire methods or approaches to foster student speaking and understanding.