FACTORS INFLUENCING STUDENTS’ WILLINGNESS TO
COMMUNICATE IN TRANSACTIONAL SPEAKING COURSES
THESIS
Submitted in Partial Fulfillment of the Requirements for the Degree of
Sarjana Pendidikan
SEPTI WULANDARI 112007041
ENGLISH TEACHER EDUCATION PROGRAM
FACULTY OF LANGUAGE AND LITERATURE
SATYA WACANA CHRISTIAN UNIVERSITY
SALATIGA
THESIS
Submitted in Partial Fulfillment of the Requirements for the Degree of
Sarjana Pendidikan
SEPTI WULANDARI 112007041
ENGLISH TEACHER EDUCATION PROGRAM
FACULTY OF LANGUAGE AND LITERATURE
SATYA WACANA CHRISTIAN UNIVERSITY
SALATIGA
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FACTORS INFLUENCING STUDENTS’ WILLINGNESS TO COMMUNICATE IN TRANSACTIONAL SPEAKING
COURSES
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TRANSACTIONAL SPEAKING COURSES
SEPTI WULANDARI
Abstract
This study focuses on factors that influence students’ willingness to communicate in Transactional Speaking courses in English Language Education Study Program of Satya Wacana Christian University. There were 106 students who enrolled in Transactional Speaking class participated in filling in an open-ended questionnaire. The data was analyzed qualitatively using a content analysis to analyze the students’ willingness to communicate factors. Results show four
major factors that influence students’ willingness to communicate in the class. They are students’ familiarity with interlocutor, students’ correctness of speech, teachers’ role and students’ motivation. This study is beneficial for speaking teachers in creating better ways to teach and
avoiding students’ unwillingness to communicate in Transactional Speaking class.
Keywords: students’ willingness to communicate, Transactional Speaking class, students’ familiarity with interlocutor, students’ correctness of speech, teachers’ role, students’ motivation
INTRODUCTION
The idea to carry out this study originated from the writer’s experience when she took Transactional Speaking class, a subject that has to be taken by every English Department student of Satya Wacana Christian University normally on the second semester. In Transactional Speaking class, students are expected to engage in class activities to improve their English proficiency. Some activities are having individual or group presentations, having a peer or class
discussions, telling stories and reporting experiences. Considering that students’ active
participation is one of the assessment criteria, the students will try to be communicative in the
class, and thus obtain their teacher’s positive evaluation. However, the writer saw that it did not
For example, the writer had a classmate called Maria (pseudonym) who generally participated well in the class. However, on one classroom meeting, she remained silent. The writer assumed that the topic given might be the cause why she kept silent. To ensure what caused that, the writer then decided to ask Maria why she was not as communicative as usual. Maria told the writer that politics was not a topic that she was interested in and familiar with. If the topic was something that Maria was interested in, she probably would talk a lot in the class. Her answer indicated that she did not communicate during the class because she was not interested in given topic. According to Riasati (2012), the more interested students are in a certain topic, the more willingness they would display to speak about it. Riasati and Noreen (2011) found out that participants felt more eager to take part in a discussion whose topic was familiar to them and they had background knowledge about the topic, and they were interested in it.
Another student who did not communicate actively in the class was Elijah (pseudonym). The writer noticed there was a difference between Maria and Elijah. Maria did not communicate in the class only when she was not interested or familiar with the topic given, whereas Elijah never talked in the class. He only sat and listened to others. The only thing that made him talk was when the teacher specifically asked him to answer questions or when he delivered a presentation. Once after a class, the writer decided to have a conversation with Elijah to inquire
about his unwillingness to communicate in the class. To the writer’s surprise, Elijah blamed his
personality as the cause. He kept saying that being a shy person made him not want to talk in the class. Every time Elijah had a presentation, he felt so anxious and always sweated. Chu (2008, cited in Riasati, 2012) found out that there is a correlation between shyness and foreign language
(2011) argued, “Those who reported to be shy were less willing to communicate than those who
perceived themselves as non-shy”.
The above mentioned experiences that happened in her Transactional Speaking class
motivated the writer to know more about students’ willingness to communicate. The writer
suspected that there must be factors that influence students to be willing or unwilling to
communicate in Transactional Speaking class. It is essential to find out whether such an
unwillingness to communicate was triggered by student’s personality, the topic being discussed
in the class, or other factors. Because of that experience, a research was conducted to find factors
influence students’ willingness to communicate in Transactional Speaking courses. The research
question of this study is “what are factors influencing students’ willingness to communicate in
Transactional Speaking courses?” It is to be expected that the findings would be beneficial for
teachers in creating better ways of teaching to avoid students’ unwillingness to communicate in
speaking course.
LITERATURE REVIEW
Definition of willingness to communicate
Based on MacIntyre (1998, cited in Riasati 2012), students’ willingness to communicate
is defined as readiness to enter into discourse at a particular time with a specific person or
Topic given
Cao (2009) stated topic given, task type (pair, group and team work), interlocutor and
teacher are factors influencing students’ willingness to communicate. The first factor that
contributes to students’ willingness to communicate mentioned by Cao (2009) is the topic given.
In that case, students would talk more about issues that they found more interesting and they
would feel reluctant to talk about topics that they thought were boring. She added that content
knowledge and familiarity with a certain register is likely to result in a boost in one’s linguistic
selfconfidence, while lack of knowledge about a topic and lack of familiarity with the register
may inhibit communication. Cao (2009) also argued that students were more talkative because
the topic was chosen by the students themselves instead of being allocated by the teacher. Wang
and Wang (2012) also found that topic interest will have mutual influence, and people with great
interest in one area will often show strong ability in that field. When students are interested in a
particular subject, they will achieve better performance there. Due to their strong interest,
students might take the initiative to read books on this subject and participate actively in class
activities to get more information.
Task type
Task type (pair, group and team work) is the second factor affecting students’ willingness
to communicate. Cao (2009) stated that students expressed preference for the project work which
involved teamwork rather than teacher-fronted activities. Cao and Philp (2006) argued that
running a pair-or group work in class gives individuals greater opportunities to speak than in the
case of speaking individually. Cao (2009) also described that students expressed preference for
reported that this was not just because they had more opportunities to talk to the team members
and to share their own ideas, but also because it gave them opportunities to learn other skills that
might be useful for future job prospects. Ur (2000, cited in Riasati, 2012) also described that
such activities create a more relaxed atmosphere in classroom, reduce anxiety, and thus result in
an increase in both quantity and quality of practice.
Interlocutor
The third factor influencing students’ willingness to communicate is interlocutor. Cao
(2009) described that students preferred to talk to interlocutors who were more competent than
them, who were talkative and outgoing, also who had a lot of ideas that could stimulate more
ideas. She also added that the more familiar the students were with their interlocutors, the more
comfortable they felt talking to them. Cao and Philp (2006) claimed that interlocutor is a key
factor contributing to students’ willingness to communicate or not. For L2 communication,
another important aspect is the L2 proficiency level of the interlocutor relative to the speaker and
particularly, whether the interlocutor is a native speaker of the L2 or not (MacIntyre, Cle’ment,
Dornyei and Noels, 1998).
Teacher
The fourth factor contributing to students’ willingness to communicate is teacher. Based
on Cao (2009), Students tended to be more willing to ask questions and participate more actively
in class when they liked the teacher of that class. Cao (2009) continued that teacher support
refers to teachers’ dedication to and skills in providing both linguistic and non-linguistic aids and
fostering a safe classroom environment to boost L2 communication. Teacher’s classroom
influencing students’ L2 willingness to communicate. Cao (2009) stated that, “Conversely, the
teacher could also have a negative effect on learners’ willingness to communicate in class. When
the students had difficulties with listening or reading comprehension, they would expect the
teacher to explain.” Nazari and Allahyar (2012) also argued that teachers have been
institutionally bestowed the right to create, manage and decide the different types of students’
interactions carried out in the classroom.
For the purpose of this study, the analytical framework is founded on the factors
influencing students’ willingness to communicate discussed above, such as: topic, task type
(pair, group and team work), interlocutor and teacher.
THE STUDY
Context of the study
The setting of the study was English Department, Faculty of Language and Literature of
Satya Wacana Christian University. It was located in Salatiga, Central Java, Indonesia. The
subjects were seven groups of Transactional Speaking students 2013/2014. Transactional
Speaking course aims at improving students’ English skill in a higher level. In Transactional
Speaking course, the students are required to perform some individual and group presentations in
certain and various topics. They are also expected to engage in some pair and group discussions
aiming at making the students more active in using English. There were one American teacher,
one Australian teacher, one Dutch teacher and five Indonesian teachers who taught this course.
They had about sixteen students in every class. There were three meetings each week, conducted
Participants
The participants of this study were Transactional Speaking students in English
Department of Satya Wacana Christian University from the second semester of 2013/2014.
Purposive sampling (Zacharias, 2012) was used to determine the participant because the
participants were groups of people who were taking Transactional Speaking course. 106
questionnaires were spread out to fill. There were 39 male participants, 64 female participants
and 3 participants did not mention their gender. The questionnaire was intended to obtain
students’ reason why they are willing or unwilling to communicate in the Transactional Speaking
class. They were about 17 – 24 year old students. Most of them were taking Transactional
Speaking for the first time and two of them were repeating this course. The names of the
participants here are pseudonym.
Instrument of data collection
In order to get some data about the factors, an open-ended questionnaire that contained
short-answer questions was used in this research. The questionnaire asked the participants to
identify factors that make them willing or unwilling to communicate in the class. McKay (2006)
said, “Short-answer question provides a space for detailed information regarding some aspects of
researched topics”. By using short-answer questions, the participants could be asked to describe
factors contributing to their willingness to communicate. The aim of using open-ended
questionnaire was making the participants feel free to share and getting more information about
factors that influence students’ willingness to communicate. The questionnaire was in Bahasa
Indonesia to make the participants easier to answer the question. Zacharias (2012) also stated
instead of being controlled by choices designed by researcher as in closed-ended questionnaires.
A total of 106 students filled the open-ended questionnaire items.
Data Collection Procedure
After the questionnaires were ready and the permission to collect the data was given by
Transactional Speaking teachers, the writer conducted the data collection in every Transactional
Speaking class. The distribution of the questionnaires always took place at the end of the class so
it did not bother the learning process. The questionnaires were distributed to 106 students from
seven different groups of Transactional Speaking classes. Participants were given 10-15 minutes
to complete the questionnaires. The teachers stayed in the class while the participants were
completing the questionnaires. After the questionnaires were collected, the writer grouped them
based on the date students completed the questionnaires. Table 1 is the data collection date.
Table 1
No. Date Transactional Speaking Class
1. 12 March 2014 Transactional Speaking Class group C
2. 14 March 2014 Transactional Speaking Class group B
3. 14 March 2014 Transactional Speaking Class group E
4. 17 March 2014 Transactional Speaking Class group A
5. 18 March 2014 Transactional Speaking Class group D
6. 20 March 2014 Transactional Speaking Class group F
Data Analysis
This study was analyzed using content analysis approach (Zacharias, 2012). After the
questionnaires were collected, the first thing done was reading the responses several times to
make the writer “feel” what the participants actually tried to explain. Then it was analyzed using
content/thematic analysis. Zacharias (2012) stated that, “This analysis focuses on the contents or
themes (factors that influence students’ willingness to communicate in Transactional Speaking
course) across the participants”. Categories were assigned to classify the ideas towards factors
influence students’ willingness to communicate, such as: task type, students’ familiarity with
interlocutor, degree of interlocutor, topic familiarity, topic interest, topic preparation, teachers’
role, personality, motivation, grading of speech, correctness of speech, perceived speaking
ability, self-confidence, class atmosphere and mood.
FINDINGS AND DISCUSSION
From the data analysis, it was found that there are four major factors that influence
students’ willingness to communicate in Transactional Speaking courses. Two factors
(familiarity with interlocutors and teachers’ role) are in accordance to Cao (2009) and the other
two (students’ correctness of speech and students’ motivation) are new findings. The findings of
factors affecting students’ willingness to communicate in Transactional Speaking courses are
Chart 1 . Factors influencing students’ willingness to communicate in Transactional Speaking courses
From the chart above, it shows that 22% of the participants perceived that factor affecting
their willingness to communicate in the class was their familiarity with interlocutor. 25% of the
participants apprehended that their correctness of speech influenced them to be willing to
communicate in Transactional Speaking classes. The chart also shows that 25% of the participant
stated that teachers’ role contributes to their willingness to communicate. There are 28% of the
participants thought that they were willing to communicate in the class because they have a
motivation in L2 learning.
Students’ familiarity with interlocutor
The first major factor that influences students’ willingness to communicate in
Transactional Speaking classes is students’ familiarity with interlocutor. On the chart above,
there are 24 out of 106 students stated that students’ familiarity with interlocutors takes an
important part in their willingness to communicate. If the students are familiar with their
participants about their familiarity with interlocutor influencing their willingness to communicate
in the class:
‘Biasanya nggak komunikasi banyak di kelas, soalnya nggak tertarik ngomong sama orang yang nggak kenal.’ (Zora, 18 Maret 2014)
(I usually do not communicate much in the class because I am not interested in talking to someone that I am not familiar with)
‘Cuma aktif komunikasi di kelas pas temen-temen deket sekelas. Soalnya temen deket itu biasanya support pas ngomong di kelas dan ngomongnya jadi enak.’ (Titin, 12 Maret 2014)
(I will communicate actively in the class if my classmates are my close friends. It is because my close friends will support me in communicating during the class and the communication will go well)
‘Kalo ngomong sama temen tu lebih gampang soalnya bebas mau ngomong apa aja. Trus
temen tu nggak bikin stres dan nggak bikin bosen. Pokoknya fun kalo ada temen.’ (Eric, 12 Maret 2014)
(It is easier to me to communicate with my friends because it makes me feel free to say anything. My friends do not make the situation stressful and boring, so the class will be fun)
As Zora stated in her questionnaire, she did not feel comfortable talking to someone that
she did not know well in the class. It indicates that students will communicate in the class only
with interlocutor that they are familiar with. According to Chu (2008, cited in Riasati, 2012),
when interlocutors are not familiar with each other, they seem to be reluctant to speak to each
other. On the questionnaires, Titin and Eric also added that talking to some interlocutors that
they were familiar with make the communication go well because they feel that familiar
interlocutors support them and make the situation less stress during the class. Kang (2005, cited
somebody whom they are familiar with. Students tend to communicate with familiar interlocutor
in the class because they feel that talking to someone that they know well make them feel secure
and comfortable. MacIntyre, Cle’ment, Dornyei and Noels (1998) argued the importance of
relationship between individuals. Elements that effects willingness to communicate includes
feelings of power inequity, intimacy level, extend of background knowledge in common, and
social distance between interlocutor. From those statements, it is obvious that students’
familiarity with interlocutors affects students’ willingness to communicate.
Students’ correctness of speech
The second factor that affects students to be willing to communicate in Transactional
Speaking class is their correctness of speech. From the chart above, it shows that 26 out of 106
participants did not communicate in the class because they were concerned about their
correctness of speech. If the students were not sure the way they speak was correct, they
preferred not communicating. These are several statements shared by Aline, Fandy and Riana:
‘Jujur pengen banget ngomong di kelas tapi takut soalnya takut grammarnya salah.’ (Aline, 12 Maret 2014)
(Honestly, I really want to talk in class but I am always afraid of using incorrect grammar in English)
‘Di kelas kadang ada keinginan untuk komunikasi atau tanya pake bahasa Inggris tapi saya sadar nggak tau grammar, vocab ma pronuncenya yang bener gimana. Jadi nggak jadi ngomong deh soalnya nggak tau grammar dan vocabnya yang betul.’ (Fandy, 17 Maret 2014)
‘Menurut saya yang bikin saya aktif atau nggak di kelas tu grammar, vocab sama pronunciation. Kalo bisa bikin kalimat pake grammar yang betul trus vocab nya bagus, pengucapannya benar, pasti saya ngomong di kelas. Tapi kalo nggak tau vocab, grammar yang bener juga ngomongnya gimana ya mending diam.’ (Riana, 24 Maret 2014)
(I think I communicate actively or not in class depends on grammar, vocabulary, and pronunciation. If I can create sentences using right grammar, good vocabulary, and fluent pronunciation, I will communicate actively in class. But if I do not know the words I want to say in English, or how to pronounce it, or what the right grammar to use, I prefer keeping silent in class)
As Aline, Fandy and Riana stated on the questionnaires, using incorrect grammar,
pronunciation and vocabulary made them afraid to communicate using English in the class. They
would not communicate if they were not sure they used right grammar, pronunciation, and
vocabulary. From those excerpts, it can be seen that students are afraid of their correctness of
speech when they want to talk in the class. If they are not sure they use correct term in English,
they will decide not to communicate in the class. Liu and Littlewood (1997, cited in Lockley,
2011) stated that in general, students are perfectionist by nature, and as a result, they may feel the
need to be absolutely certain of the correctness of their grammar before speaking. Students tend
to communicate in the class when they think they speak English correctly. If students feel that
they cannot create sentences using correct terms in English, they will avoid communicating in
class. Riasati (2012) also described that while speaking, learners are overly concerned with the
correctness of speech and if they are not sure of this, they avoid speaking. Riasati and Noreen
(2011) argued that if individuals do not see themselves as being competent enough to initiate or
engage in communication, it is natural that they would feel apprehensive about communication
and less willing to communicate. From that reason, it can be concluded that students’ correctness
Teachers’ role
The third factor that affects students to communicate in the Transactional Speaking class
is teachers’ role. From the questionnaires, it shows that at least 26 out of 106 participants did not
communicate in the class because of their teacher. Some participants think that teachers’ ability
to deliver materials makes them willing to communicate in the class. Here is statement from
Amanda that shows her willingness to communicate in the class which affected by her teachers’
ability to deliver materials.
‘Itu tergantung gimana dosen nyampein materi di kelas. Mahasiswa tertarik nggak sama
materi yang disampein atau nggak.’ (Amanda, 18 Maret 2014)
(I think it depends on how the teacher delivers the materials. Can he/she make the student interested in the materials or not?)
What Amanda said shows that teachers’ ability to deliver materials takes an important
effect on students’ willingness to communicate in the class. Nazari and Allahyar (2012) stated
that teachers have been institutionally bestowed the right to create, manage and decide the
different types of students’ interactions carried out in the classroom. Students tend to
communicate in the class if teachers are able to make the students interested in participating in
the class. On the contrary, students will not participate in the class if the teachers do not have
ability in delivering materials in the class that can make students interested in participating in
the class. Riasati (2014) said that, “The way a teacher conducts a lesson and the way he or she
interacts with the students determine the learners’ willingness to participate.” Weaver (2013)
added that teachers with a number of important insights into the affective factors underlying L2
important influence not only for increasing students’ willingness to communicate, but also their
use of the L2.
Not only teachers’ ability to deliver materials but also the fairness of the teacher
influences students in Transactional Speaking classes to be willing to communicate. Here is
statement that was given by Wulan.
‘Ada dosen yang cuma focus sama yang aktif saja. Yang tidak aktif kadang tidak diperdulikan.’ (Wulan, 14 Maret 2014)
(Some teachers only focus on teaching active students. They do not care about the passive ones)
Wulan’s statement mentions that students’ willingness to communicate is influenced by
the fair teacher. Sun (2008) confirmed that role of teacher can be facilitating or inhibiting
learners’ participation. Teacher who treats the passive and the active students equally tend to
make students communicate in the class. Students will not communicate in the class because the
teachers give the attention and focus only on the active students. The passive students feel that
teacher who does not give attention to them makes them unwilling to communicate. Riasati
(2014) stated that if a teacher pays equal attention to all members of the class, encourages
everybody to take part in classroom debates and activities, and gives enough time to students to
participate, he or she can considerably enhance the students’ willingness to speak. Zou (2004,
cited in Riasati, 2014) mentioned that creating a sense of cooperation rather than competition
among students puts them at ease to use the language.
Another reason why students keep communicating in Transactional Speaking classes is
Budi who thought friendly and fun situation made him willing to communicate in Transactional
Speaking class.
‘Kalau dosennya ramah dan fun ya saya sama temen-temen pasti pd buat ngomong di
kelas dan pasti lebih aktif.’ (Budi, 17 Maret 2014)
(If the teacher in the class is friendly and fun, other students and I are confident to speak in the class and we will be very active communicating in the class)
As Budi said, students will communicate and feel confident if the teacher is fun and
friendly to the students. Friendly and fun teacher here may create a fun atmosphere that makes
the students comfortable to communicate in the class. Students need a stress-free class
atmosphere to make them keep communicating in the class. Riasati (2014) argued that students
feel more willing to speak in a stress-free environment where there is a friendly rapport between
the teacher and the students. Teacher who creates supportive classroom atmosphere contributes
to the willingness to communicate. Riasati (2014) also added that the responsibility of creating
such an atmosphere lies primarily with the teacher who needs to be very deliberate in making
choices that can make a classroom an inviting place to learn or conversely a threatening
environment for the learners. Hence, it is clear that teacher’s role affects students’ willingness to
communicate.
Students’ motivation
The last factor that influences students’ willingness to communicate is their motivation.
The study shows that 30 out of 106 participants think that student’s motivation determent the
student to communicate or not in the class. Students who have certain motivation tend to be
willing to communicate in the Transactional Speaking classes. These are statements made by
‘Soalnya saya mau lancar bicara bahasa Inggris jadi latihan speaking terus.’ (Fina, 12 Maret 2014)
(Because I want to speak English fluently, so I need more practice in speaking)
‘Ada 2 alasan kenapa saya bicara dalam kelas. Pertama pengen lancar bahasa Inggrisnya. Kedua biar berani dan PD ngomong di depan orang lain.’ (Allan, 18 Maret 2014)
certain motivation in language learning process tend to communicate in the class. According to
Wang & Wang (2012), students with strong motivation are more willing to take the initiative to
communicate and their English is better. Hashimoto (2002) also described that motivated
students would take every opportunity to perfect their second-language skills, and they would
use the classroom as an opportunity to use their L2. On the questionnaire, Allan also stated that
being fluent in English and being confident became a motivation in his learning process that
made him keep communicating in the class. Students will keep communicating in the class to
achieve what they target in language learning. Hashimoto (2002) confirmed that students who
have greater motivation for language learning report using the language more frequently and
students who are more willing to communicate are more likely to do so. Highly motivated
learners are expected to sustain their efforts in learning, which can in turn enhance their
proficiency, increase their confidence and thus their L2 WTC (Yashima, 2002). From those
statements, it can be inferred that students’ motivation contributes to students’ willingness to
CONCLUSION AND PEDAGOGICAL IMPLICATION
This paper reports on a study intended to explore factors that influence students’
willingness to communicate in Transactional Speaking course in English Department of Satya
Wacana Christian University. The study found four major factors that make students in
Transactional Speaking willing to communicate, they are students’ familiarity with interlocutor,
students’ correctness of speech, teachers’ role and students’ motivation.
The finding shows that students’ familiarity with interlocutor determines the students’
willingness to participate in the class or not. Students decide not to communicate in class if they
are not familiar with their interlocutors. However, they will communicate actively during the
class if they know their interlocutors well. Students think that having familiar interlocutors in the
class make the situation comfortable and stress-free.
The second factor contributing to willingness to communicate found on the study is
students’ correctness of speech. Some students will communicate in the class only when they
feel that their sentences are correct. However students avoid communicating in the class when
they are not sure whether or not they create sentences correctly.
From the research, it can be found that the third factor influencing students’ willingness
to communicate is teacher’s role. Some students think that their willingness to communicate in
the class is affected by the way their teachers conduct the class. Teachers’ role is important
because some students will communicate during the class if the teachers deliver materials that
make students interested in communicating in the class. Students also will communicate if the
teacher treats passive and active students equally. Teacher who creates supportive and relaxing
The last factor found from the finding is students’ motivation. Student who has certain
motivations in language learning tend to communicate actively during the class. Some students
are active in communicating because they want to achieve their target in language learning.
Highly motivated students think that the best way they can achieve their target is through
practice.
In essence, the findings of the study are expected to improve students’ willingness to
communicate in Transactional Speaking courses. By knowing the reasons why students keep
communicating in the Transactional Speaking classes, it is expected that teachers would choose
certain approach aims at facilitating students to participate more during the class. Besides,
teachers can also select teaching techniques that attract students to participate actively in the
class. Teachers are suggested to create activities that involve students who are not familiar with
one another, such as: students need to interview one another about their personal details in the
class. It may make the students know each other better and make them confident to communicate
to one another. Teachers need to motivate the students by ensuring them that making mistakes
are something normal to happen in language learning process. Teacher needs to tolerate the
student’s mistake and gives motivations to make them confidently speak during the class. Further
research needs to be conducted to explore strategies to help students reduce even eliminate
Acknowledgement
I would like to express my gratitude to Allah SWT who has lead, guided and protected
me every single time. This thesis would not have been possible without support of many people.
I am deeply indebted to my supervisor, Athriyana Pattiwael, M.Hum whose stimulating
suggestions and encouragement helped me all the time in writing this thesis. Also, I want to
thank my second reader, Yustinus Calvin G. Mali, M.Hum who gave valuable advice to enhance
my thesis’ development. I want to thank students of Transactional Speaking class UKSW for
their participation in this study. I want to thank my workmates in Language Training Center
UKSW Salatiga for giving me valuable support in writing this thesis. I also want to thank my
friends in “IdiPinuk” who are always available whenever I need them. Especially, I would like to
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APPENDIX I
The Questionnaire
QUESTIONNAIRE
Dear friends,
The purpose of this research is to investigate the factors that influence students’
willingness to communicate in Transactional Speaking courses. This questionnaire is not
affecting any students’ grade in Transactional Speaking courses. The names of the participants
here are pseudonym.
I. Answer briefly!
1. Do you communicate actively in the class?
2. How often do you communicate in the class?
3. What kind of communication do you do in the class?
5. What factors do you think obstruct you to be willing to communicate in the class?
Explain below!
II. Personal information
Gender : M/F
Age : ______ years old
III.If you are willing to be interviewed for supporting this study, please fill in the template
below.
Name : ___________
Phone Number : ___________
Email : ___________
APPENDIX II
The Questionnaire
QUESTIONNAIRE
Dear friends,
Tujuan dari penelitian ini adalah untuk mengetahui faktor-faktor yang mempengaruhi keinginan
untuk berkomunikasi (willingness to communicate) pada siswa di kelas Transactional Speaking.
Questionnaire ini tidak akan berpengaruh pada nilai mahasiswa di kelas transactional Speaking.
Nama partisipan dalam penelitian ini akan ditampilkan dalam nama samaran (pseudonym).
I. Jawablah dengan singkat!
1. Apakah Anda termasuk siswa yang aktif berkomunikasi di dalam kelas?
2. Seberapa sering Anda berkomunikasi di dalam kelas?
3. Bentuk komunikasi apa yang Anda lakukan di dalam kelas?
5. Menurut Anda, faktor apa sajakah yang menghambat keinginan Anda untuk
berkomunikasi (willingness to communicate) di dalam kelas? Jelaskan!
II. Biodata
Gender : L/P
Usia : tahun
III.Jika Anda bersedia untuk diwawancara guna menunjang penelitian ini, mohon untuk
mengisi keterangan di bawah ini.
Nama : ___________
Nomor Telepon : ___________
Email : ___________
