CHAPTER IV FINDINGS AND DISCUSSION
4.1 Findings
4.1.1 The encouraging factors
Theme Sub-themes
Psychological variables a. High self-confidence
b. High English language proficiency c. Student‟s motivation
d. Extroverted personality Situational variables a. Effect of task types
b. Interesting topic
c. Lecturer‟s positive approach d. Positive classroom atmosphere e. Conducive learning environment Table 4 the Encouraging Factors
a. Psychological variables
Psychological varibles refer to the set of factors from the students‟
individual that is correlated to students‟ WTC.
a) High self-confidence
Self-confidence is considered as the students‟ belief in their capability to speak. Based on the interviews, the researcher found that self-confidence is one of the factors affecting students‟ willingness to communicate. By having high self-confidence, the students‟ WTC increased. As stated by PO5:
“… Saya bisa dikategorikan cukup percaya diri dan juga hubungan kepercayaan diri tersebut dengan kemauan saya berbicara di kelas online sangat berkaitan, saya jadi lumayan mau dan ingin untuk berbicara di kelas online.” (I can be categorized have a high self-confident and also the relationship of that confidence with my willingness to speak in online class is very related, I am quite willing and want to speak in online class)
Furthermore, the other participants stated that their high level of self-confidence depended on several variables. The positive relationship between the student to the other students and also the lecturer could boost students‟
self-confidence. This statement was mentioned by P03, P04, P05, and P06:
“Saya percaya diri itu jika saya merasa hmm nyaman dengan dosen tersebut, nyaman yang diartikan hmm dosen tersebut cukup akrab, cukup melakukan pendekatan dengan mahasiswanya. percaya diri jika teman-teman di kelas tersebut juga saling mendukung terhadap kegiatan perkuliahan.” (I am confident when I feel comfortable with the lecturer, comfortable which means the lecturer is quite familiar and have enough to approach the students, and also when the other students in the class also support each other in lecture activities) (P05) In addition, the participants stated that their self-confidence was also affected by their understanding of the material, as stated by P03, P01, P04:
“Membuat saya percaya diri ketika berbicara ya… kadang si mata kuliahnya, yang saya mengerti lah, kalau saya mengerti itu saya percaya diri.” (Sometimes it's the subject that I understand, if I understand it I'm confident.) (P03)
When the students faced a well understanding material, they became more confident to speak since they knew it. Knowledge about the material makes the students feel capable of being included in the conversation, which boosts their self-confidence. Moreover, a positive relationship with all of the classroom members, including the students and the lecturer, will bring high self-confidence to the students. The students will be more confident in a supportive learning environment.
It can be concluded that self-confidence affected students‟ willingness to communicate. Some variables that influence the high level of students‟
self-confidence; those are understanding the material and the positive relationship with the lecturer and the other students.
b) High English language proficiency
Based on the interview with the participants, the researcher found that most participants stated there is a correlation between their communicative competences and their willingness to communicate. High English language proficiency refers to the student‟s ability and capability to speak with English language. When the students feel that they are able to use the English language, they will be more willing to speak during the class. As stated by one of the participants:
#P05
“Saya juga cukup fasih sehingga saya memiliki kemauan yang lebih tinggi untuk berbicara dalam menggunakan bahasa Inggris di kelas online tersebut.” (I am also quite fluent so I have a higher willingness to speak English in the online class)
In addition, P01 also stated the same idea:
#P01
“Kalau kita makin bisa bahasa inggris makin pede dan mau ngomong.” (The more we can speak English the more confident and willing to speak.)
This also related to the students‟ self-confidence, which increased students‟ WTC. When the students believed in their communicative capability to speak, their self-confidence was raised, and increased their willingness to communicate.
c) Students’ Motivation
Based on the interviews with the participants, there is found that students‟ motivation influenced their willingness and unwillingness to speak. Motivation refers to the desire, encouragement, and satisfaction derived from it. Their willingness to communicate will be higher when they have motivation. Most of the participants stated that their motivation is to get a high score and to be known by the lecturer and the other students. As stated by P02, P03, P05:
#P02
“Tuntutan dari nilai, biar dikenal teman dan dosen, bisa ternotice gitu” (Because of grades, and to be known by friend and lecturer, and to be noticed)
P04 also expressed the same idea:
“Saya ingin dikenal dekat oleh dosen, karna kan ketika kita banyak berbicara dosen akan banyak mengenal dan mengetahui keberadaan kita dikelas tersebut”( I want to be known by the lecturers, because when we talk a lot the lecturers will know a lot and notice our presence in the class.)
Moreover, the researcher found that the lecturer‟s motivation to the students could increase students‟ motivation to speak during the class. As mentioned by P02:
“… Yang bikin mempengaruhi kemauan berbicara itu seperti motivasi dari dosen, seperti kalau ada teman yang kurang ini nya itunya, contohnya dosen x, dia selalu memberi motivasi, itu yang membuat saya lebih mau.” (What influences the willingness to speak is the motivation from the lecturer, like when a friend lacks about something. for example, lecturer X, he always gives motivation, it makes me more willing to speak)
From the statements above, it can be concluded that when the students‟ have the desire, encouragement, and satisfaction to communicate, they will be more willing to speak. Besides getting a high score, most of the students had the desire to make a positive personal branding during the class that made them more eager to speak. Furthermore, the reinforcement and motivation from the lecturer are important to increase their motivation.
When the participant receives positive affirmation, advice, and motivation from the lecturer, they will be more willing to communicate with the satisfaction of being noticed by the teacher and the other students.
d) Extroverted Personality
Personality refers to the characteristic of an individual. Extroverted personality refers to students who have a flexible, active, and talkative character. Most of the participants stated that their personality influenced
their willingness to communicate. One of the participants who considered herself a talkative with high self-confidence stated that her personality helps her increase her WTC. She expressed that:
#P04
“Menurut saya saya memiliki sifat extrovert jadi saya memiliki kepercayaan diri tinggi untuk berbicara secara online atau tidak” (I think I have an extrovert personality so I have high confidence to speak online or not)
Since she has high self-confidence, she was more eager to communicate in online and offline courses. This personality helps her to be more flexible in communicating. In conclusion, students‟ personality affects their WTC. When the students faced a convenience situation that suited their personality, their WTC increased.
b. Situational variables
Situational variables refer to the situation when a situational-specific occasion influences the students‟ WTC. Those are:
a) Effect of task types
Based on the interviews with the participants, there is found that most of the participants became more willing to communicate when given a presentation task by the lecturer. As stated by P01, P02, P03, P04, and P06:
“… Lebih ke presentasi sih. Karena merasa lebih paham dengan bagian yang saya presentasikan gitu jadi ya mau tidak mau saya harus berbicara gitu.” (It is more to presentation. I feel I more understand with the material that I presenting, so I have to speak willing or not)
In addition, P04 also explained similar idea:
“Seperti halnya tugas kelompok, jadi setiap mahasiswa mempresentasikan, jadi lebih banyak waktu untuk berbicara.” (As with group assignments, so each student presents, so there is more time to talk.)
Most of the participants stated that they would be more willing to communicate when they understood the material. The participants became more willing to communicate when the teacher gave a presentation and discussion session. Presentation made them more willing to speak because of the responsibility of presenting and discussing their material. Moreover, usually, the lecturer gives a long time for the students to prepare their presentations, so the students will have better preparation which leads to improved self-confidence and willingness to speak.
b) Interesting topic
Based on the interviews with the participants, there is found that the topic of the discussion or conversation influenced their willingness to communicate. Interesting topic refers to a topic that could make the student interested and engaged in the issue. The familiarity with a topic affected students‟ Willingness to speak. Most participants stated that their desire and willingness to speak increased when there was a familiar and interesting topic for them. As stated by P01, P02, P03, P06:
“… Kalau topiknya yang saya mengerti saya relate dan saya familiar dengan topik yang ee.. sedang dibicarkaan oleh dosen.” (If the topic that I understand, I can relate and I'm familiar with the topic that is being discussed by the lecturer) (P06)
P04 also stated a similar statement:
“ Misal beberapa dosen yang menyangkutkan dengan sesuatu yang trend, dan dihubungkan dipelajaran itu biasanya dosen bertanya bagaimana menurut Anda tentang kejadian ini ini, nah itu saya semangat untuk bicara, dan juga topic seputar teknologi.” (For example, some lecturers are concerned with something that is trending, and related to the lesson, the lecturer usually asks what do you think about this incident, so I'm excited to talk, and also topics around technology)
When given a familiar topic, the participants felt they wanted to engage in the conversation because they found it interesting. Furthermore, the participants stated that they were more eager to communicate when the lecturer gave trendy news that is linked to the learning process, so the learning process did not get boring because of the variety of topics, and the students become more engaged to the discussion. It can be concluded that interesting topic can enhance students‟ willingness to communicate.
c) Lecturer’s positive approach
Based on the interviews with the participants, there is found that the role of the lecturer greatly impacted their eagerness to speak. This point refers to the lecturer‟s positive characteristics during the class. All participants argued that the lecturer has an important role in raising their willingness to speak during class since the lecturer is the core of the learning process. As stated by P01:
“Menurut saya, peran dosen itu penting karna kan disitu dosen yang bisa.. ee.. menghidupkan suasana, dosen yang bisa bikin,.. bikin apa bikin mahasiswa pengen ngomong, dia yang mengatur kondisi kelas, apalagi kalau misalnya zoomkan kak, zoom itu kayak gimana ya. Kita kan ga ketemu, ga ketemu secara langsung, jadi peran dosen ini penting untuk bikin yang lain bisa ee.. sekelas itu untuk ngomong.”
(In my opinion, the role of the lecturer is important because the lecturer can liven up the atmosphere, the lecturer who can make the
conditions, especially if for example zoom meeting. We haven't met yet, we haven't met in person, so the role of the lecturer is important to make others able to speak.”
In line with that statement, P02, P03, P04, P05,and P06 mentioned the same idea, one of them stated that:
“Dosen yang… apa ya, komunikasinya enak, ga terlalu serius, bisa bercanda , humble.” (A kind of lecturer who have a good communication, not too serious, can joke, and humble.)(P03)
Furthermore, P04 also stated that:
“Menurut saya peran dosen dalam meningkatkan kemauan saya berbicara sangat penting, dan tergantung siapa dan bagaimana karakter dosennya.” (In my opinion, the role of the lecturer in increasing my willingness to speak is very important, and it depends on who and what the character of the lecturer is)
Most participants stated that the lecturer‟s personality traits influence students‟ communication willingness. They were more eager to talk when their lecturer was fun, friendly, and could make a warm learning environment. Furthermore, the lecturer‟s approach to the students is important. The participants tend to be more active when they have a good relationship with the lecturer and are not too formal during the class. Hence, the flow of communication became conducive and interactive without making her feel intimidated.
It can be concluded that students are more willing to communicate when the lecturer makes a joyful and conducive learning environment by conducting a positive approach to the students, which can lead to the student's willingness to communicate.
d) Positive classroom atmosphere
The researcher found that a positive classroom atmosphere increased students‟ willingness to communicate. A positive classroom atmosphere refers to the condition where the online meeting atmosphere is active and comfortable for the students. Most students stated the same idea; their desire to speak increases in a supportive classroom. As stated by P03:
“Suasana kelas yang asik, aktif, yang ngga terlalu tegang gitu, nah yang santai” (The class atmosphere is interesting, active, which isn't too tense, so it's relaxed)
The similar idea also expressed by P01:
“Suasana kelas yang aktif, dan lebih apa namanya, aktif semua dan juga tidak terlalu kaku, nah iyah, friendly kelasnya” (The atmosphere in the class is active, everyone is active and not too stiff, well, the class is friendly)
A conducive classroom atmosphere led to several criteria, such as being active, interactive, not too rigid, and having a joyful class environment, so the students do not feel frightened and under pressure. One of the participants stated that if the other students were active during the class hour, she became more willing to speak. This is in line with the statement from P05 that stated:
“Ketika banyak teman-teman yang on camera, karena saya merasa lebih dan aktif dan suasananya saya tidak sendirian di kelas online tersebut.” (When many friends are on camera, because I feel more active and the atmosphere is that I am not alone in the online class.) Based on those statements, the presence of the other students influenced their willingness to speak since the students‟ interaction is limited when using virtual meetings. Having a camera on could signify students‟ involvement in the meeting. Based on the explanation above, it
could be concluded that positive classroom atmosphere became one of the increasing factors of students‟ WTC.
e) Conducive learning environment
The researcher found that the learning environment influenced students‟ eagerness to communicate since online virtual meeting gives high mobility to conduct the meeting anywhere and anytime. A conducive environment refers to the setting where the students choose to conduct the meeting is convenient to the students. The environment is found influenced students‟ willingness to speak. Most participants held the meetings from home, but sometimes they held the meetings from the outside. Both of the place selections influenced their willingness to communicate. As stated by P05:
“Pengaruh lokasi saya mengikuti Zoom tersebut misalnya lagi di dalam ruangan atau di luar ruangan itu juga mempengaruhi saya dalam berkeinginan berbicara dalam kelas online tersebut. … ketika saya berada di dalam ruangan itu cenderung membuat saya lebih fokus ke satu ee ke satu kegiatan yaitu kegiatan Zoom tanpa ada gangguan dari orang sekitar, sehingga saya dapat mengikuti penjelasan ataupun ee pembelajaran yang diberikan dosen. Sehingga ketika ada pertanyaan ataupun hal yang berkaitan dengan pendapat saya, saya dapat mengutarakannya lebih baik ketimbang di luar ruangan” (The location where I conducting the Zoom is influenced my WTC in online class, for example indoors or outdoors, also influences my desire to speak in the online class. … when I'm in the room it tends to make me more focused on one activity, without any distractions from the people around me, so I can follow the explanations or the lessons given by the lecturer. So that when there are questions or things related to my opinion, I can express them better than outside the room)
Most students stated that when the virtual meeting was conducted from home, they would be more eager to communicate because they faced less distraction than outside. Moreover, there is found that the home‟s situation also affected their WTC. As stated by P01:
“Prefer kalau misalnya kelas online sendirian di satu ruangan rumah, kalau misalnya ada orang lain, terutama kan kita jurusan Bahasa Inggris, kami malu kalau ngomong Bahasa Inggris terus dilihatin sama yang lain” (for example I conducting the online class alone in one room of the house, when there are other people around, because I am majoring in English, I am embarrassed if i speak English and be seen by other family members)
Furthermore, P06 also stated the same idea:
“Kalau di dalam kamar saya sendiri itu saya ... agak sedikit mempengaruhi karena suasananya tenang, tetapi kalau di dalam rumah tetapi di luar kamar itu membuat kemamuan berbicara saya juga kecil karena kadang banyak gangguan” (When I'm in my own room it influence to my willigness because the atmosphere is calm, but when I'm inside the house but not in my room, it makes my willingness to speak also small because sometimes there are lots of distractions)
The environment and situation of the house influenced their willingness to communicate. Most of the students stated that a conducive environment increased their WTC. Their WTC became high when there were no distractions from the other family members. It can be concluded that quiet and conducive learning affects the increased students‟ willingness to communicate.