A THESIS
Submitted as Partial Fulfillment for the Requirements to Obtain the Degree of Sarjana Pendidikan in English Education Study Program
Written by:
Melda Nifia Putri
NIM A1B219013
ENGLISH EDUCATION STUDY PROGRAM LANGUAGE AND ART DEPARTEMENT TEACHER TRAINING AND EDUCATION FACULTY
UNIVERSITAS JAMBI
A
PPROVAL
LETTER OF RATIFICATION
DECLARATION OF ORIGINALITY
Putri, Melda Nifia, A1B219013, clarify that this thesis is my own work and has not been submitted in any form for another degree or diploma at any university or other institute or tertiary education. Information derived from the published and unpublished work of others has been acknowledged in the text and as list of references is given in the bibliography.
Jambi, January 2023
Melda Nifia Putri NIM A1B219013
MOTTO
Dream Act Revise.
DEDICATION
This thesis is dedicated to:
My dearest parents; Amrel and Fitria
My lovely siblings; Fatla Amelia Putri and Muhammad Habil Syahputra
ABSTRACT
Putri, M.N., 2022. Analysis of Affecting Factors of Students‟ Willingness to Communicate during Covid-19 Pandemic in Online Learning. A Thesis.
English Education Study Program. Faculty of Teacher Training and Education Jambi University in Academic Year 2022/2023. The first supervisor is Dr. Nyimas Triyana Safitri, S.Pd., M.Ed, St. The second supervisor is Habizar, S.Pd., MESL
Key words: Willingness to Communicate, Online learning, Zoom Meeting
During the Covid-19 Pandemic era, common learning with face-to-face mode has turned into online learning that provides remote communication. There is found a changing in the ways communication is held. The students tend to be inactive and passive in communicating through online learning. This research is intended to describe the decreasing and increasing factors of students‟ willingness to communicate during Covid-19 utilizing Zoom Meetings. This research employed a qualitative method with a case study approach that consists of 6 participants from 5th sesmester students at English Department, Universitas Jambi.
The data was taken from a depth interview that was analyzed using thematic analysis. Based on the research results, the enhancing and decreasing factors of Willingness to Communicate (WTC) are found. The enhancing factors are divided into psychological and situational variables. Psychological variables are divided into 1) High self-confidence, 2) High English language proficiency, 3) Students‟
motivation, and 4) Extroverted personality. Meanwhile, the situational variables are divided into 1) The effect of task types, 2) Interesting topics, 3) Lecturer‟s positive approach, 4) Positive classroom atmosphere, and 5) Conducive learning environment. Furthermore, the decreasing factors are divided into psychological and situational variables. Psychological variables are divided into four categories;
1) Lack of self-confidence, 2) Low English language proficiency, 3) L2 learning anxiety, and 4) Passive personality. While situational variables are divided into six categories that are 1) The difficult tasks, 2) Lack of topic interest, 3) Unfriendly characteristics of lecturer, 4) Inconvenient time and atmosphere, 5) Uncomfortable learning environment, and 6) Poor internet connection.
ACKNOWLEDGMENT
Alhamdulillah, all praise is to Allah SWT. The researcher would like to express gratitude to Allah SWT, who has given grace and strength to complete this research. The process of writing this research cannot be separated from the intervention of many people who helped the researcher. Therefore, the researcher would like to express massive gratitude to:
1. Amrel and Fitria as the researcher‟s parents. Who always gives the researcher their best prays, endless love, attention, compassion, unlimited patience, fantastic support, and help.
2. The researcher‟s siblings, Fatla Amelia Putri, who has accompanied and provided motivation and positive affirmations to the writer. Furthermore, Muhammad Habil Syahputra who have shared the happiness and joy to entertain the researcher throughout the writing of this research.
3. Dr. Nyimas Triyana Safitri, S.Pd., M.Ed, the first thesis supervisor who provided a lot of input on this research, also Habizar, S.Pd., MESL as the second thesis supervisor and academic supervisor who provided a lot of assistance and guidance.
4. Dedy Kurniawan, S.S., M.A., as the head of the Jambi University English Study Program, who has provided a lot of motivation and input for the researcher.
5. All English Education Program lecturers who have provided a lot of lessons and directions during the study.
6. Kak Yayuk and Kak Tatik, the administrator staff in English Education Program, who have helped the researcher share and give academic information.
7. Nazmelia Indah Putri and Fairuz Fakhirah Putri were the researcher‟s best friends during college and the members of Tiga Putri. Who have supported the researcher in both academic and non-academic life, shared
the ups and downs during college life, and accompanied the researcher sincerely.
8. Dimas Budi Satria for being a good friend who gives much help and supports to the researcher. Also, Fiza Ikramullah who helped motivates the researcher when writing the thesis.
9. Awel, Cindy, Salsa, and Mely are the MBKM project team who have shared togetherness and motivated each other.
10. Dea, Indah, Saneng, Mimo, Tiak, Anggi, and Sadam as the writer's friends since senior high school who always have motivated writers.
11. Grace, Misel, Wawa, Klara, Sintia, and the other Ananda family who always support the writer.
12. All committee members of the Independent community of English (ICE) that could not be mentioned one by one.
TABLE OF CONTENT
APPROVAL ... i
LETTER OF RATIFICATION ... Error! Bookmark not defined. DECLARATION OF ORIGINALITY ... ii
MOTTO ... iv
DEDICATION ... v
ABSTRACT ... vi
ACKNOWLEDGMENT ... vii
TABLE OF CONTENT ... ix
TABLE OF FIGURES ... xi
LIST OF TABLES ... xii
LIST OF APPENDICES ... xiii
CHAPTER I INTRODUCTION ... 1
1.1 Background of the Research ... 1
1.2 Research Questions ... 3
1.3 Research Purposes ... 3
1.4 Limitation of the Research ... 4
1.5 Significance of the research... 4
1.6 Definition of Key Terms ... 5
CHAPTER II REVIEW OF RELATED LITERATURE ... 7
2.1 Theoretical Description of Willingness to Communicate ... 7
2.2 Factors Influencing Willingness to Communicate ... 9
2.2.1 The Pyramid Model of Variables Influencing WTC ... 18
2.3 Classroom Interaction ... 20
2.4 Online Learning Mode ... 23
2.4.2 Kinds of Platforms in Online Learning during Pandemic ... 27
2.5 Review of Previous Research ... 32
CHAPTER III RESEARCH METHOD ... 36
3.1 Research Design and Research Approach ... 36
3.2 Research site and Participants ... 37
3.2.1 Research site ... 37
3.2.2 Sampling procedure and participant ... 37
3.3 Data Collection Technique ... 39
3.3.1 Research Instrument ... 40
3.4 Data Analysis Technique ... 44
3.5 Trustworthiness ... 46
CHAPTER IV FINDINGS AND DISCUSSION ... 47
4.1 Findings ... 47
4.1.1 The encouraging factors ... 47
4.1.2 The discouraging factors ... 58
4.2 Discussion ... 72
CHAPTER V CONCLUSION AND SUGGESTION ... 81
5.1 Conclusion ... 81
5.2 Suggestion ... 82
REFERENCE ... 84
TABLE OF FIGURES
Figure 1 Heuristic model of WTC ... 19 Figure 2 Procedure of collecting data ... 40
LIST OF TABLES
Table 1 Advantages and disadvantages of Zoom Meeting ... 29
Table 2 Participants of the interview ... 38
Table 3 Interview Protocol ... 44
Table 4 the Encouraging Factors... 47
Table 5 the Discouraging Factors ... 59
LIST OF APPENDICES
Appendix 1 Consent Form ... 88 Appendix 2 Interview Questions ... 89 Appendix 3 Research Permit Application Letter ... 92
CHAPTER I INTRODUCTION
1.1 Background of the Research
Communication is the act of transferring information from one person to others. Successful communication is when the interlocutor and the hearer understand the message without misinterpretation (Fatimayin, 2018). Therefore, all communication includes at least two people: the one who sends the message and the one who receives it. On the educational side, communication is one of the ways to convey information. It frequently occurs in class discussions. In acquiring a second language, communication is a great way to learn and understand the new language.
According to MacIntyre and Charos (1996), communication is a fundamental goal that focuses on the authentic use of L2 as an essential part of L2 learning. Communication help L2 learners master the second language they acquire. Communication practices during language learning do not only happen face to face. The rapid growth of technology provides us to conduct online communication that gives us access to communicate with each other at a distance by using the internet, especially in the Covid-19 Pandemic era that forces us to keep a distance from one another.
During the Covid-19 Pandemic era, the learning process has been altered to distance learning to fulfill students‟ learning rights during Covid-19 pandemic
(KEMENDIKBUD, 2020). The common learning with a face-to-face mode is increasingly turning into online learning that provides remote communication facilities such as Zoom Meetings, WhatsApp, Google Meet, etc. This is accomplished under the health department policy to keep the distance to avoid and reduce the spread of the Covid-19 virus. The Covid-19 pandemic has given a massive change in how learning is transformed from offline to online mode.
From the researcher's experience attending offline and online classes, it was found that there were several transitions in how the system was implemented to avoid face-to-face meetings. Most face-to-face meetings and discussions are carried out through online communication platforms such as Zoom meetings.
Students who have been accustomed to face-to-face learning since the elementary school could now easily interact with teachers and peers online. The learning process usually held in an offline classroom has now turned into learning from home in a virtual classroom that requires an internet connection in almost all learning activities. This change was felt by all elements that participate in the learning process, the students and teachers.
The Changes in the learning atmosphere from direct to indirect meetings led to many changes to the learning process that were also felt by the teacher.
From the researcher's experience while attending online classes, most lecturers complained about students who were often inactive and did not participate in online learning, with several virtual meeting platforms that are often used as an alternative to face-to-face meetings. This phenomenon was also felt by the 5th-
students tend to be more passive in online learning communication by turning off the microphone during the discussion. Some students also turned-off the camera that shows their participation and presence on their devices. Furthermore, when the teacher asked students, sometimes some students were silent and did not answer the teacher's questions. This phenomenon often creates an uncomfortable atmosphere in the learning process for both teachers and students.
In order to find a deeper understanding of this phenomenon, the researcher interested in carrying out the research entitled “Analysis of Affecting Factors of Students’ Willingness to Communicate during Covid-19 Pandemic in Online Learning”
1.2 Research Questions
Based on the background of the research, the researcher formulated two research questions following as:
1. What are the encouraging factors that affect students‟ willingness to communicate in online learning utilizing Zoom Meetings?
2. What are the discouraging factors that affect students‟ willingness to communicate in online learning utilizing Zoom Meetings?
1.3 Research Purposes
1. To describe the encouraging factors affecting students‟ willingness to communicate in online learning utilizing Zoom Meetings.
2. To describe the discouraging factors affecting students‟ willingness to communicate in online learning utilizing Zoom Meetings.
1.4 Limitation of the Research
In line with the purposes of this research, this research is limited in analyzing the discouraging and encouraging factors affecting students‟
willingness to communicate in online learning during the Covid-19 pandemic.
Many platforms were used to conduct online classes during the Covid-19 pandemic. But in this research, the researcher limits the analysis of the discouraging and the encouraging factors that affect students‟ willingness to communicate on Zoom Meeting video conferences in oral communication during online classes at the English Study Program in Universitas Jambi, since Zoom meeting is the most frequent used application for virtual classes based on the researcher‟s experience and from the preliminary research. For more specific, the participants of this research are the students from the 5th semester in Universitas Jambi in the academic year 2021/2022, since they had experienced offline classes for about four semesters due to Covid-19 Under the policy of the Ministry of Education and Culture Universitas Jambi.
1.5 Significance of the research
The results of this research are expected to be useful and provide theoretical and practical insight and perspective. More specifically, the results of this research are useful to contribute to the science development. This research is
at Universitas Jambi. This research is expected to provide knowledge of factors affecting students‟ willingness to communicate in an online course utilizing the zoom meeting platform. Furthermore, this research could also be a reference for students to improve their engagement in online courses. The result of this research is hoped to be a reference for improving and evaluating learning strategies to liven up the online classroom atmosphere for the English teacher who facilitate online courses. In addition, the researcher hopes this research could be used as a reference for future studies investigating similar research.
1.6 Definition of Key Terms
1. Willingness to Communicate
According to MacIntyre et al. (2001), Willingness to communicate is the desire to contribute, engage, or be involved in a conversation and to initiate communication.
2. Zoom Meeting
According to Nehonai et al. (2022), Zoom cloud meeting is a proper alternative application for a virtual meeting to facilitate communication with many people without making direct contact. This application helps the users to meet face-to-face virtually using video, voice, or both.
3. Online learning
Online learning is a method whereby students learn in a virtual environment. It can also be defined as all activities relevant to teaching
and learning, which are delivered and conducted using web techniques (Moore, Deane, & Gaylen, 2010)
CHAPTER II
REVIEW OF RELATED LITERATURE
This chapter provides related theories and information about the topic to support this research. This chapter discusses theoretical knowledge and concepts about willingness to communicate, speaking skills, online learning mode, and previous studies. This chapter also made to construct the interview protocol of this research.
2.1 Theoretical Description of Willingness to Communicate
According to Tuyen and Loan (2019), the concept of willingness to communicate (WTC) contains the students‟ decision to speak or to remain silent that caused by psychological and situational variables. In addition, MacIntyre et al. (2001) defined willingness to communicate as “The intention to initiate communication, given a choice” (p. 369). The students‟ willingness to communicate can vary depending on several factors that support and reduce their enthusiasm to communicate. As believed by Brown (2010), “WTC combines concepts of self-confidence and risk-taking as they are both interwoven in our human psyche to which learner may „worry‟ about themselves” (p. 71). A student with low self-confidence and risk-taking tends to be less willing to communicate.
Inversely proportional to high self-confidence students, they are more likely to own the WTC.
According to Rindiana and Wulandari (2020), Willingness to communicate (WTC) is the eagerness to be involved in a conversation or interaction with the other interlocutor by using a second language with a certain topic. In the learning process, every individual is willing to engage in a classroom conversation that they think is interesting. It depends on several factors that affect their situation and condition. As stated by Anastasios Katsaris (2019), an individual's choice to communicate with another individual depends on several variables that may be relevant to that specific situation - occasion. Such factors may be the individual's momentary feelings, perceptions about the interlocutor, and the interlocutor's preferences, indicating that the characteristics of the situation may partially influence the willingness to speak.
In second language acquisition, willingness to communicate is one of the essential factors affecting learners' proficiency in acquiring language. The construct of willingness to communicate is important in second and foreign language teaching and learning (Tuyen & Loan, 2019). Manipuspika (2018) agreed that a high willingness to use the foreign language learned would reveal authentic communication inside the classroom. It shows that each variable will affect the student's language learning acquisition.
Gharibi and Seyyedrezaei (2016) argue the lack of willingness to communicate affects students' activeness in communication. The student with more eagerness to speak could acquire a higher level of interaction. That means the higher student's WTC must receive the conversation production that leads the
new language teaching to encourage second language interaction and learners‟
contribution to enable students to use the L2 in and outside the classroom environment.
Based on the explanation about WTC above, it can be concluded that willingness to communicate is the situation when the students choose to speak or not in L2. WTC is related to the students themselves and the situational in which they are studying. Those factors both increased and decreased students‟ speaking performance.
2.2 Factors Influencing Willingness to Communicate
According to Tuyen and Loan (2019), there are two factors that are considered influences students‟ willingness to communicate; those are psychological variable and situational variable that could be explained as follows:
1. Psychological variable
Psychological variables are the set of factors relating to individuals that had an impact on the students‟ WTC. Those are:
a. L2 Self –confidence
According to Tuyen and Loan (2019), lack of self-confidence in communication affected their willingness to communicate. L2 self- confidence has a variety of influences on students‟ willingness to communicate. The desire to communicate with a particular person and low self-confidence is the most direct indicator of willingness to
According to Januariza & Hendriani (2016), a Lack of self- confidence usually happens when the students discover that their conversation partners do not understand them or cannot comprehend other speakers. They would rather remain silent and shows their low self-confidence to communicate. In addition, Cao (2011) argues that self-confidence is the combination between perceived communicative competence and lack of anxiety which tends to be reduced and enhanced at particular moments. In addition, Cao (2011) also stated that familiarity with interlocutor could increase self- confidence to speak. So, it could be said that self-confidence could be higher or lower caused to several factors. Moreover, Le et al.
(2018) in terms of the online learning environment, students could feel embarrassed seeing themselves on screen and being noticed by the other student. The student feels anxiety, particularly when they think others might see them.
b. Perceived communicative competence
Tuyen and Loan (2019) stated that the capacity of students to speak L2 with other L2 users might be taken as their perception of their communicative competency. Students in L2 who believe they are weak or strong communicators typically have less or more WTC.
This is in line with the statement from MacIntyre et al. (1998), students‟ proficiency level will give a massive impact on their
eagerness to speak. L2 proficiency is described in terms of communicative competence.
c. L2 Learning Anxiety
According to Tuyen and Loan (2019), students' perceptions of their communication skills are impacted by oral communication anxiety, which affects their Willingness to speak. There are several factors that are identified in L2 learning anxiety, such as trait anxiety (individual‟s personality), state anxiety, and situation-specific anxiety (MacIntyre & Gardner, 1991). Students during the class typically experience anxiousness during speaking exercises.
Students' fear of speaking keeps them from developing their speech abilities. The main determinants of students' level of communicative openness are their past experiences with positive and negative communication. The high level of anxiety tends to be linked to the students' fear of the negative evaluation during the conversation. As stated by Pattapong (2010), low self-perceived competence and anxiety were linked to fear of negative evaluation or mistakes. In addition, Manipuspika (2018) found that anxiety correlated negatively to WTC, whenever EFL students faced a high level of language anxiety, they were less ready to speak in their second language. On the contrary, if their anxiety levels drop, their communication readiness rises. This is also in line with the statement
from Sylvia et al. (2020), that fear of mistakes lessens students‟
WTC since they do not want to be laughed at by others.
According to Januariza and Hendriani (2016), fear of mistakes becomes one of the main factors of students‟ unwillingness to speak in English classrooms. That fear is linked to the issue of criticism and unfavorable negative assessment. In addition, the students‟
anxiety about being teased by other students or being criticized by the teacher greatly impacts their willingness to speak (Januariza &
Hendriani, 2016). As a result, the students commonly quit engaging in speaking activities during classroom hours, whether in online or offline learning mode.
Meanwhile, according to Le et al. (2018), in online learning anxiety, the students perceived the same level of anxiety as in face- to-face communication when they were asked to turn on their cameras. Le et al. (2018) stated that a synchronous conferencing environment could be more face-threatening than a face-to-face class. The students feel a bit shy and nervous by looking at there and the other participant‟s faces on the screen. They even worried about being seen by others during the video conference online interaction.
Compared to the face-to-face physical class, most students reported that they were more confident with text or voice chat online and were more willing to speak in the online class because no one could see their faces (Le, Cunningham, Watson, 2019).
d. Students‟ Motivation
According to Tuyen and Loan (2019), “Regarding motivation, it is defined as the extent to which students strive to acquire the language because of the desire to do so and the satisfaction derived from it” (p.254). Concerning the issue of motivation in learning, Jaunariza and Hendirani (2016) emphasize that motivation is crucial since it can affect students‟ reluctance to speak in English.
Motivation is an important factor in determining how ready students are for communication. According to Januariza and Hendriani (2016), some factors contribute to students‟ lack of motivation, such as boring lessons, lack of interest in the topic, and ignorance of the program‟s objective.
As the learning manager during the lesson, the role of the teacher could decide the whether the students are motivated or unmotivated. Teachers could use some teaching strategies to attract students‟ motivation. This is in line with Tuyen and Loan (2019), teachers can develop, maintain, and protect student motivation as well as promote positive self-evaluation, all of which have a direct impact on attitudes regarding the L2 learning context.
Tuyen and Loan (2019) stated that “Low motivation may lead to unwillingness to communicate” (p.254). Students‟ motivation can bring L2 proficiency through communication with other group
members. Therefore, the more motivation students have, the greater the opportunity to communicate in the classroom.
e. Students‟ personality
Tuyen and Loan (2019) agrees that introversion and extraversion or personality traits can be seen as influential indicators of WTC. According to MacIntyre et al. (1998), Personality can facilitate or hinder WTC and general language learning. Individual characteristics determine students‟ willingness to communicate. A person with high extroversion, self-confidence, sociability, and flexibility tends to be more willing to communicate. This is in accordance with Cao (2011) stated that Extraverted, impulsive, friendly, and flexible students are more likely to communicate and take more risks than other types of students.
On the contrary, some students who are shy and introverted tend to keep quiet in classes. According to Tuyen and Loan (2019) the students avoid communicating with others as they are less sociable, and introspective, and do not want to be involved in communication.
In addition Susanti (2019) also found the same findings that introverted students tend to have poor WTC. They choose to be silent during the lesson. From the description above, it can be concluded that students‟ personality refers to the individual character traits of each student.
2. Situational variables
According to Tuyen and Loan (2019), situational indicates whether the student desires to speak with a particular person in a specific situation or occasion. Those factors are recognized as the effect of task types, topics, interlocutor, classroom atmosphere, teacher‟s role, etc., as will be explained bellow:
a. Task types
According to Tuyen and Loan (2019), the planned learning activities in a class aimed at communicative competence or structural knowledge are referred to as tasks. During the learning process, many tasks would be given to the students with many types. Task types are observable factors influencing students' willingness to communicate. According to Sylvia et al. (2020), the students‟ will be more willing to communicate with a presentation task given by the lecturer. In addition, Cao (2011) stated that the students‟ preferred team-work based projects rather than teacher-centered since it gave the students to prepare the material. This is in line with Tuyen and Loan (2019), the degree of difficulty and the amount of time allotted for completing the work can all affect the students' motivation to communicate.
b. Effect of topics
According to Tuyen and Loan (2019), when given familiar topics to discuss students may be more inclined to interact with one another throughout the discussion. This is in line with MacIntyre et
al. (1998) that stated the key components that can increase students' linguistic self-confidence, and increase students' WTC, are issue familiarity, topic interest, and topic preparation. Some particular themes may encourage students to participate in the discussion because they feel compelled to do so since they find the subject both intrinsically and tangentially intriguing. This is also in line with the statement from Cao (2011), familiarity and knowledge of content are likely to boosts one‟s linguistic self-confidence and the lack familiarity and knowledge of a topic may hinder communication. On the other side, ignorance of a subject may cause the students to avoid speaking.
c. Teacher‟s role
Tuyen and Loan (2019), in the L2 classroom, classroom procedures, teaching styles, and verbal and nonverbal conduct the teacher makes would influence students‟ WTC. In accordance Rindiana and Wulandari (2020), one of the factors affecting students‟ willingness to communicate is the teacher role. The teacher could give the motivation and the oral example of the English language while communicating or explaining the lessons, it could motivate students to speak. Some of the teachers‟ behavior in the classroom includes offering opportunities for pupils to speak and delivering clear explanations, comments, or encouragement. In addition, Cao (2011) found that when students like the teacher, the
students tend to participate more actively during class. Teachers could make the classroom atmosphere liven up and down, influencing students‟ WTC. As believed by Susanti (2019), the students will be more willing to speak when the teacher can conduct a conducive classroom atmosphere.
d. Classroom atmosphere
The feeling, attitude, or circumstance that the class creates is referred to as the classroom environment since it demonstrates everyone in the class's interest and participation. Tuyen and Loan (2019) stated “The classroom atmosphere is defined as the emotion, mood, or climate created and enjoyed by the class group, which shows involvement and participation of all members in class.”
(p.255). The classroom atmosphere is one of the factors that affect students‟ WTC. According to Rindiana and Wulandari (2020), classroom atmosphere impacts students‟ eagerness to communicate.
The pupils' willingness to speak in English will rise in a positive or engaging learning environment. This is in line with Tuyen and Loan (2019) stating that students‟ L2 WTC is promoted by a friendly classroom atmosphere, while boring and silent classroom situations demotivate WTC.
In addition, According to Le et al. (2019), online learning provides a remote learning mode that allows the students to learn from home, and some environmental distractors sometimes couldn‟t
be avoided, such as interference from the family member, noisy environmental conditions, etc. This is in accordance with the statement from Ng, (2021), the students need a quiet place to communicate and listen during oral online learning activities. As stated by Le et al. (2018) that stated the students tend to be remaining silent in a non-private environment or with interference from the family members. From the statements above, it can be concluded that online learning environment requires a conducive place to conduct online learning.
2.2.1 The Pyramid Model of Variables Influencing WTC
MacIntyre et al. (1998) stated that “The pyramid model shows the range of potential influences on WTC in the L2” (p. 546). The shape of the pyramid shows the interconnectedness of the factors to each other. The top of the pyramid is when someone is about to communicate in the L2, and immediate situational factors and enduring influences influence it. The enduring influences represent stable, long-term properties of the environment or person to any circumstance, such as intergroup relations, students‟ personalities, etc. Meanwhile, the situational influences rely on the particular setting.
Figure 1 Heuristic model of WTC
According to MacIntyre at al. (1998), there are six pyramid layers.
The first three layers represent situation-specific influence on willingness to communicate, and the rest represent the stable, enduring influences of the process. Layer (I) focuses on communication behavior in second language use, such as speaking activities in class, reading L2 newspaper, or some activities utilizing L2. Layer II focuses on behavioral intention, such as willingness to communicate, for example, when the students feel confident enough to enter the discussion by raising their hands.
Layer (III) explains situated antecedents that consist of the desire to communicate with a specific person and a state of communicative self- confidence. Students with a high level of self-confidence will be more willing to communicate. Layer (IV) explains motivational propensities
confidence. Interpersonal motivation is related to the individual characteristics of communicators. Intergroup motivation is derived from their belonging to a particular group environment. Interpersonal and intergroup motivations constitute the affective and social aspects of motivation to communicate, while self-confidence is linked to a person's confidence in using the second language when they feel competent enough to do so.
Layer (V) is about the affective and cognitive context, such as intergroup attitudes, social situation, and communicative competence.
Intergroup attitudes could influence the frequency and quality of second language communication, the social situation describes L2 confidence in a given context or specific context, and communicative competence is about someone‟s degree of L2 proficiency. Layer (VI) explains social and individual contexts such as personality and intergroup climate. It is anticipated that in an intergroup environment, having a positive attitude toward one's ethnic group will result in interactions with that group that are conducive to L2 motivation and accomplishments. On the other hand, personality is the personality traits that determine how an individual responds to others from different groups.
2.3 Classroom Interaction
According to Brown (2010), “Interaction is the collaborative exchange of thoughts, feelings, or ideas between two or more people, resulting in a reciprocal
effect on each other.” (p. 212). By interacting, humans can recognize each other, establish the relationship, foster cooperation, exchange ideas and opinions, and learn on a particular occasion. Linked to the educational side, the learning process should be interactive, especially in learning a second language. As stated by Brown (2010), as students interact with others, they can expand their language repertoire by reading or listening to authentic linguistic material or all that has been received or learned in interaction. Furthermore, classroom interaction is important during the second language process.
Classroom interaction is the action of the students and the teacher during the class. They interact with one another for a variety of reasons. Classroom interaction is used to share information and knowledge. Brown (2010) stated that the interaction involves at least two or more people exchanging information.
There are types of classroom interaction,
During the classroom interaction, the teacher and the students share the same important role in EFL class, both teacher and students are the determiners of the successful language teaching-learning process. As stated by Asbah and Rajiman (2015), students and teachers have the same role in a second language class, the teacher is the initiator and the leader of the discussion, while the students as the participator and responders. According to Asbah and Rajiman (2015), there are 7 types of classroom interaction: teacher-whole class, teacher- individual student, teacher-groups of students, student-teacher, student-student, student-whole class, and student-groups of students.
The main determinant of the communication patterns in the classroom is the teacher. The intensity of teacher talk in EFL class brings many benefits to classroom interaction. As believed by Asbah and Rajiman (2015), the quality and the quantity of teacher talk have many values in classroom interaction. It offers a language input as a model for learners, supports students in practicing the language, and fosters a warm relationship between the teacher and learners.
There are two aspects of verbal classroom interaction. Those are teacher talk and students talk.
a. Teacher talk
According to Ellis (1998), Teacher talk is the language a teacher uses in the classroom for instruction. Teacher talk is essential and significant for the target language acquisition process as well as for the organization of the classroom. In addition, Asbah and Rajiman (2015) the teacher talk gave the opportunity for the student to give feedback or respond. Flanders (1970), as cited in Ulan (2017), teacher talk is divided into seven categories: accepting feelings, praising and encouraging, accepting or using students' ideas, asking questions, lecturing, giving direction, and criticizing or using authority.
b. Students talk
Students can share their thoughts, suggest new topics, and form their own opinions through student talk; as a result, their knowledge will
main exchanges: asking questions, creating talk exchanges, repeating, and answering the teacher‟s or peers‟ questions. Meanwhile, according to Flanders (1970), as cited in Ulan (2017), students' talk is divided into three categories: response, initiation, and silence.
The response occurs when a student makes a predictable response to the teacher. The teacher initiates the contact or solicits student statements, limiting the student's words. Meanwhile, Initiation is the talk by pupils that they initiate. Expressing own ideas; initiating a new topic;
freedom to develop opinions and a line of thought, like asking thought, like asking thoughtful questions, going beyond the existing structure.
2.4 Online Learning Mode
Online learning is a method whereby the students learn in a virtual environment. According to Moore (2011), online learning can be defined as all activities relevant to teaching and learning, which are delivered and conducted using web technique. Online learning is education that takes place over the Internet. It is often referred to as “e-learning,” among other terms. However, online learning is just one type of “distance learning.” the umbrella term for any learning that takes place across distance and not in a traditional classroom.
Nowadays the most popular approach today is online learning.
In recent research, Arkorful and Abaido (2014) stated that online learning uses information and communication technologies to allow access to online teaching and learning resources. The minimum requirements for online class are
access to a computer, the Internet, and the drive to achieve in a non-traditional learning environment to enroll in an online course. From the previous definitions, it can be concluded that online learning is an educational activity, including the process of instructing, teaching, and learning, which is conducted through the application of web-based or internet-enabled digital technologies to achieve various learning purposes.
Online education offers a great way to give training that is not restricted by time or place, making it possible for anybody, anywhere, to receive instruction at any time. According to Ng (2021), students‟ learning performance could be affected by the physical learning environment especially in an environment that is not specifically designed to support online learning. A different learning environment could give a different atmosphere to the students that bring a various respond to the students. In line with Ng (2021), environmental stimuli could disturb students‟ participation such as noise, lighting, and movement from the others could affect online learners who study from home. In accordance with Agustina et al. (2020), learning from home with a non-supportive environment such as noise, crowd, and interference from parents to help the household disturbed the learning process. The students need to have a supportive learning environment to make a good engagement and participation during online learning.
To conduct online communication via Zoom or Skype the students need a quiet place to listen and talk (Ng, 2021).
Furthermore, internet connections also become a challenge for the students
good internet network to support smooth online learning. This, of course, presents the advantages and disadvantages of distance learning. According to KEMENDIKBUD (2020), “the main obstacle to online learning is the lack of internet facilities to support online learning.” (p. 25). The power of the internet network, which is not evenly distributed in every region in Indonesia, especially in remote areas, greatly affects students' learning process. As many as 31% of respondents stated that they were not ready to participate in online learning because of the network, 21% because the network was not stable, 11% because the quota was not sufficient, and around 8% of students stated that the facilities they had were ready, such as adequate speed and quota (KEMENDIKBUD, 2020). However, behind all the disadvantages, online learning also provides many advantages
Online learning allows students to have a lot of lesson documentation. In addition, online learning can provide students with a more relaxed atmosphere because they are learning from home. Students also don't need to go to campus daily, increasing time efficiency. In addition, according to its function, online learning facilitates students to do distance learning. Flexibility and a relaxed atmosphere through learning from home are advantages stated by 20.4% of respondents (KEMENDIKBUD, 2020). This is in line with the atmosphere of the Covid-19 pandemic, which requires students to meet indirectly through several online learning platforms.
2.4.1 Forms of Online Learning a. Synchronous learning
According to Anderson (2008), synchronous online learning enables groups of students to participate in a learning activity simultaneously, from any place in the world, in real-time interaction between the teacher and the in a specific online platform. Real-time synchronous online learning often involves online chats and video conferencing. These tools allow training participants and instructors to ask and answer questions instantly while communicating with the other participants in a distance.
This kind of community-oriented online learning has been made possible with the rapid development of online learning technologies.
Before the invention of computer networks in the 1960s, genuinely synchronous learning was practically impossible to implement.
Synchronous learning is currently one of the most popular and fastest- growing online learning types.
b. Asynchronous Learning
In the case conducted by Anderson (2008), asynchronous online learning, groups of students study independently at different times and locations without real-time communication. Asynchronous learning methods are often considered more student-centered, giving students more
For these reasons, asynchronous e-learning is often preferred by students who do not have flexible schedules because it allows them to utilize self-paced learning. They can set their timeframes for education, and they are not required to learn at specific time intervals with other students. Asynchronous learning provides materials such as printed articles, audio, video PowerPoint presentation, etc. These materials could be accessed whenever they want to.
2.4.2 Kinds of Platforms in Online Learning during Pandemic
During the Corona outbreaks, the government requires everyone to limit all direct interaction activities in social and educational aspects. This, of course, has an impact on the world of education. Traditional educational methods which usually take face-to-face, have turned to online learning.
This online learning requires multiple digital platforms as the learning media.
The digital platform is a program that can support online learning success. Online learning can use several platforms to implement online learning, including Google Classroom, Edmodo, Learning House, Teacher Room, Your School, Smart Class, Zenius, Google Suite for Education, Microsoft Office 365 for Education (Mirzon Daheri, Juliana, Deriwanto, 2020). In addition to these platforms, learners can use other digital media during learning, including Whatsapp Group (WAG), Google Classroom
(GC), Edmodo, and Zoom (Rachmawati et al., 2020). However, here are some of the most used platforms during Covid-19.
1. WhatsApp
According to Nuri Astuti et al. (2020), WhatsApp is one of the most influential and widely used social media by people in Indonesia.
Indonesian teenagers in the digital era are now using gadgets in their daily activities both at school and outside of school. In the pandemic era, WhatsApp provides the media for conducting online communication.
WhatsApp can send text messages, voice and video messages, pictures, videos, material learning documents, group discussion and more. These features on WhatsApp make it a good online learning facility platform.
2. Zoom meeting
According to Pratiwi et al. (2019), Zoom cloud meeting is a proper alternative application for a virtual meeting to facilitate communication with many people without making direct contact and support learning needs in today's digital era. This application is used for video conferences instead of direct meetings in the classroom. Zoom meetings can be installed with computers, laptops, android and smartphone devices. So students who do not have a computer can use their smartphone to take part in a virtual class. Meanwhile, there is a preference in choosing the device to conduct zoom meetings. According to Stritto and Linder (2018), the
LMS, viewing, and learning. Furthermore, Syafrani (2022) stated that laptop gives less possibility to reduce students‟ focus than smartphone during learning since it has fewer notifications. From the explanation above, it can be concluded that Zoom meeting application is beneficial for communicating remotely.
According to Supangat (2021), Zoom meeting has several advantages and disadvantages as a method of online learning, those are:
Advantages of Zoom Meeting Disadvantages of Zoom Meeting Large learning space capacity Its use consumes lot of internet quota
Various features Not bound by many languages,
especially Indonesian
Privacy is guaranteed safe Very vulnerable to data leaks Sound and video quality is good Limited internet access There is support for screen sharing and
presentations
Less direct interaction with teachers or peers student
Easily accessible Lack of understanding of a material More affordable cost Lack of supervision in learning Flexible study time
Broader insight
Table 1 Advantages and disadvantages of Zoom Meeting The Zoom application also has several functions in its use as a distance learning media:
a. Side by side
This feature is found on the Zoom screen display while the meeting is in progress, as a separator between the main screen and the student screen in the learning process. The position could be changed when the students activated the microphone.
b. Sharing white board
This feature is used as a way of sharing the host‟s screen. The host‟s screen will be displayed to the others participant in the Zoom Meeting. Usually, this feature is used for presentation and explanation.
Zoom facilitates discussions between lecturers and students through direct communication through video conferences. Zoom Meeting is supported features such as raising hand and group messages. If audio problems occur, the students are helped with the available chat features.
Zoom cloud meetings can assist students access material and communicating during the learning process in tough settings such as those caused by the current pandemic.
Using Zoom Meeting platforms requires a stable internet connection to get a better experience in online learning mode. According to Laili (2020), “An unstable internet connection causes intermittent voice when the lecturer explains the material so that the points of a lesson cannot be conveyed perfectly to students”, (p.240). In addition, Roy et al. (2020)
students to participate in online discussions. This is in line with the statement from Aini, et al. (2021), internet connection is one of the major obstacles that students‟ faced in learning English by using Zoom Meeting platform. So it will be hard for students who live in an area that has an unstable network to join the meeting smoothly.
Signal problems could hinder the learning process, based on Laili (2020), “Some students said when learning process often suddenly come out of the zoom meeting room, sometimes the speaker's voice was not clear and it was lost depending on the strength of the signal” (p.241).
Connection problems tend to be the main obstacle of students‟
participation during the virtual meeting. This also in accordance with Clarin and Baluyos (2022) state that, students tend to ignore the teacher and turn off the camera because of the internet connection problems.
3. Google meet
Google meet is very helpful, especially in these conditions where we must keep our distance to avoid the Covid-19 virus. This application benefits students, educators, or workers who work from home because we can quickly join via live video or video conferences even though we are in our respective homes. The interface provided by Google Meet allows users to meet face to face are, not only directly and effectively, but it is also very light and fast. The system and management of this platform are not complex and can be followed by many participants
Furthermore, Google Meet is a safe application because Google has stated that they have made and operated all of their products on a secure foundation. So they believe the data of their product users will exist and remain private. In their Google Meet product, Google also provides built- in protection by default to keep users' meetings safe. Because of the various advantages of Google Meet as a video conferencing application, many people in the business and education areas choose to use this application. Users find it easy to use Google Meet, creating a positive perception of this platform.
2.5 Review of Previous Research
There are some other research studies which are related to this research.
To support this research, the researcher provides some previous study. The research that was conducted by Dea Rindiana (2020) Entitled “Exploring Students‟ Willingness to Communicate in Classroom Conversationat 7th Billingual Class of SMP Islam Al Azhar 21 Sukoharjo in the Academic Year 2019/2020”.
This study investigates the influencing factors of students‟ willingness to communicate in classroom conversation and teacher‟s strategies to enhance students‟ willingness to communicate. The participants of this research were 30 students of 7B Bilingual class and an English Teacher in SMP Islam Al Azhar 21 Sukoharjo. Based on the results of questionnaire and interview, there were: 1) 10 factors influencing the students willingness to communicate. They are self- confidence, communicative competence, learning anxiety, students‟ motivation,
personality, teacher role, classroom atmosphere, interlocutor, effect of topics, effect of task type; 2) some strategies to enhance students‟ willingness to communicate. They are reminding the students to speak in English, applying special program from bilingual program, making group project, keeping humorous and solidarity with the students, giving interesting method, giving reward and punishment, making abbreviation, applying English hours, making meet and greet event, following the event of bilingual students show
Another study was conducted by Idzni and Setiawan (2021) entitled “An Investigation of Students' Willingness to Communicate in speaking class in Online Learning”. This study aims to investigate students‟ willingness to communicate (WTC), the factors influencing students became reluctant to communicate, and teachers‟ strategies to encourage students to be willing to communicate. The research was conducted in speaking class during the synchronous online learning. The respondents of this study were 25 students of eighth graders at SMPN 69 Jakarta. The results show that the students had low level of willingness to communicate, there were four factors influencing students become reluctant to communicate (self-confidence, anxiety, motivation, students‟
personalities, and situational variables), and three strategies that the teachers employed to encourage students to be willing to communicate in speaking class such as playing games, using technology, and providing a variety of interactional activities.
The other study was conducted by Le et al. (2018) entitled “The
online English language course”. This study explains the students‟ willingness to communicate (WTC) and relates this to varied perceptions of social presence. The results show that the students were more willing to use English spontaneously in the online environment in contexts where they perceived that they had less social presence. Text and audio chat were felt to be less face threatening than video chat, and consequently, students were more willing to speak in conditions of lower social presence. It can be concluded that the more social presence students felt they had in the online environment, the less their WTC.
Another study was conducted by Rihardini et al. (2021) entitled “Students‟
Willingness to Communicate Using English: A Survey Study”. This study aims to investigate students‟ perceptions towards willingness to communicate using English during classroom interaction. 115 students of SMK Negeri 10 Malang participated as the respondents. The findings of this study shows that some variables presented in the heuristic model such as communicative competence, desire to communicate with a certain person, motivation, anxiety, social situation, as well as topic of discussion do affect tenth and eleventh grade students at SMK Negeri 10 Malang‟s willingness to communicate in English. Furthermore, three linguistic factors contribute to students‟ willingness and unwillingness to communicate using English. Those linguistic factors; vocabulary, grammar, and pronunciation do affect vocational high school students‟ willingness to communicate using English. Based on the findings, vocabulary and grammar affect the students‟ willingness to communicate using English more than
also they are afraid of making mistakes when pronouncing the word. Also, five non-linguistic factors contribute to the students‟ willingness to communicate using English. Those non-linguistic factors are interlocutor, motivation, anxiety, social situation, and topic interest. From those five nonlinguistic factors, anxiety and social situation do contribute to the students‟ willingness to communicate using English more than the other non-linguistic factors.
The fifth research was conducted by Cao (2011) entitled “Investigating situational willingness to communicate within second language classrooms from an ecological perspective.” This qualitative research aims to investigate how various individual and environmental factors influence learner‟s WTC in. It was found that situational WTC in L2 classrooms emerged from the joint effects of individual characteristics including self-confidence, personality, emotion and perceived opportunity to communicate, classroom environmental conditions such as topic, task, interlocutor, teacher and group size, together with linguistic factors.
The findings suggest that language teachers should be mindful of the interdependence of all these involved factors that create students‟ WTC in class.
Based on the previous studies above, there are some similarities and differences compared to this research. It has the relevant topic by discussing students‟ willingness to communicate, however this research has particular scope by discover students‟ willingness to communicate in online learning during pandemic.
CHAPTER III RESEARCH METHOD
This chapter explains the methodology of this research, which includes the research design, subject of the research, data collection technique, and data analysis technique.
3.1 Research Design and Research Approach
As stated in the research question, this study aimed to describe the encouraging and discouraging factors of students‟ willingness to communicate in online learning during Covid-19 through Zoom Meeting. Therefore, this study used a qualitative method with a case study design. According to Cresswell (1994), a qualitative study is an inquiry process of understanding a social or human problem based on building a complex, holistic picture formed with words, reporting detailed views of informants, and conducting in a natural setting. The qualitative approach was considered appropriate for this study because it gives a specific understanding to interpret and describe the phenomenon that will be studied. In this study, the researcher explored factors influencing students‟
willingness to communicate in an online classroom learning atmosphere. It was expected to draw a great explanation of the study findings with a deeper understanding of the participant‟s outlook.
In This study, the researcher used a case study as the approach of the study. According to Stake (1995), a case study is expected to catch the complexity
of a single case, a single leaf, or even a single toothpick, has a unique complex- study. Case study is suitable for this research as it explores a case by collecting detailed and in-depth data to figure out the factors affecting students‟ willingness to communicate in online learning mode.
3.2 Research site and Participants
3.2.1 Research site
This study is conducted at the English study program, Faculty of Teacher Training and Education Universitas Jambi. For more specific, this study involved students in the 5th Semester of the academic year 2021/2022 since they had experienced online learning mode for about four semesters by utilizing Zoom Meeting.
3.2.2 Sampling procedure and participant
The researcher intended to seek the phenomenon that happened to the participants under the characteristics of the research which is considered capable to provide their insight about this research by utilizing purposive sampling. The researcher can choose participants through the use of purposive sampling who can provide the required information to understand a case, to respond the research question, and the goals of the research (Johnson, 2008). Therefore, the participants are chosen by the researcher based on the following criteria:
1. The participants are students from the English education study program at Universitas Jambi.
2. The participants are 5th-semester students in the academic year 2021/2022.
3. The participants had experienced online learning utilizing Zoom Meetings for about four semesters.
4. The participants agree with the consent form.
The participants were taken from the demographic profile questionnaire that gathered the participants‟ profiles to support this research.
The researcher chose 6 participants out of 14 respondents from the questionnaire based on the agreement.
No. Name Gender
1. P01 Female
2. P02 Female
3. P03 Male
4. P04 Female
5. P05 Female
6. P06 Female
Table 2 Participants of the interview
3.3 Data Collection Technique
The researcher collected the data by conducting a semi-structured interview with the participants. In the process, the researcher asked some questions consisting of 19 items for each participant. Each of them was interviewed for about 20-30 minutes.
In collecting the data, the researcher conducted several steps. First, the researcher contacted the participant. Second, the researcher gave the participant the consent form and informed the details of this research by WhatsApp. Third, the researcher asked about the participant's availability for the interview. After the participant‟s availability, the researcher started the interview by following the interview protocol. The interview was conducted in a one-by-one section with phone recording. The researcher disguised the participants‟ names to initial to protect their privacy. Next, the researcher continues to do the analysis.
Figure 2 Procedure of collecting data
3.3.1 Research Instrument
According to Moriarty (2011), “Interviews are a familiar and flexible way of asking people about their opinions and experiences” (p. 8). The researcher used an interview protocol as the instrument to gather the data. The interview protocol is applied to capture the natural research pattern through oral communication between the interviewer and interviewee. The application of the interview protocol aims to guide the researcher to conduct a focused interview by pointing out certain areas that can help the researcher get accurate and effective data within an efficient time.
The researcher designed the interview protocol which include list of questions for the interview. The interview protocol was designed according to the research question presented in Chapter 1 which focuses on the factors that
Contact the participants
Giving consent form
Asking for availability
Doing the interviews
Closing by doing the analysis
influence students‟ WTC in online learning. In developing the interview protocol, the researcher consulted the interview protocol with lecturer. The lecturer assessed the interview protocol to see if it was appropriate. The interview protocol is ready for use and approved by the lecturer after several changes and revisions.
No Aspects Questions Reference
1 Psychological variables
Self- confidence and
personality
1. Bagaimana tingkat kepercayaan diri Anda saat berbicara di kelas online?Jelaskan hubungan antara kepercayaan diri dan kemauan Anda untuk berbicara di kelas online.
2. Jelaskan faktor yang membuat Anda percaya diri untuk berbicara dan faktor yang membuat Anda tidak percaya diri
berbicara saat
menggunakan Zoom meeting!
3. Bagimana Anda menilai personality Anda ? apakah Anda seorang extrovert atau introvert? Bagaimana hubungan personality Anda dengan kemauan berbicara saat kelas online?
(Tuyen &
Loan, 2019)
L2 learning anxiety
4. Bagaimana tingkat kefasihan Anda dalam berbahasa Inggris?
Bagaimana hubungan kefasihan Anda berbahasa Inggris dengan kemauan Anda untuk berbicara?
5. Jelaskan hal apa saja yang kerap membuat Anda merasa cemas, gugup,
(Tuyen &
Loan, 2019)
berbicara?
6. Apa yang Anda rasakan saat Anda diminta untuk memberi tanggapan atau opini tentang perkuliahan oleh dosen saat ada perkuliahan kelas menggunakan Zoom Meeting? Ceritakan pengalaman Anda .
Students‟
motivation
7. Apa faktor-faktor yang membuat Anda termotivasi untuk berbicara di kelas online dan faktor yang membuat motivasi Anda menurun untuk berbicara di dalam kelas online?
8. Menurut Anda apakah pembelajaran daring membuat Anda lebih ingin berbicara selama pembelajaran berlangsung atau malah sebaliknya?
Silahkan beri penjelasan
(Tuyen &
Loan, 2019)
Situational variables Topics 9. Jelaskan topik atau tema pembicaraan seperti apa yang membuat Anda memiliki kemauan untuk berbicara di kelas online?
(Tuyen &
Loan, 2019)
Task types 10. Jelaskan apa jenis tugas yang membuat Anda memiliki kemauan untuk berbicara dalam kelas online ? dan juga sebaliknya
11. Bagaimana hubungan tingkat kesulitan tugas atau materi perkuliahan dengan kemauan Anda untuk berbicara di dalam kelas online?
(Tuyen &
Loan, 2019)
Teacher‟s role
12. Bagaimana menurut Anda peran dosen dalam meningkatkan kemauan
(Tuyen &
Loan, 2019)
