W. Andayani, A.B. Perangin-angin, R.D. Nasution, M. Debora, R. Hartati
STUDENTS’ PERCEPTIONS IN WILLINGNESS TO COMMUNICATE IN EFL CLASSROOM
Widya Andayani1, Alemina Br. Perangin-angin2, Rafika Dewi Nasution1,
Marisi Debora1, Rita Hartati1
ͳ
ʹ
ǣ̷Ǥ Ǥ
Abstract: ̵ ǡ
ǡ
ǡ
̵ ʹǤ
ǡ
Ǥ ȋʹȌǤ
ǡ
Ǥ
ȋ͵ͷΨȌ ȋʹͷΨȌǡȋͳͷΨȌǡ
ȋͳͲΨȌǡ ȋͳͲΨȌǡȋͷΨȌ
Ǥ
̵
Ǥ ǡ ̵
Ǧǡʹ
Keywords: EFL classroom, students’ perceptions, speaking abilityǡ
Ǥ
INTRODUCTION
ȋʹȌ
widyaandayani@unimed.ac.id
STUDENTS’ PERCEPTIONS IN WILLINGNESS TO COMMUNICATE IN EFL CLASSROOM
Widya Andayani1, Alemina Br. Perangin-angin2, Rafika Dewi Nasution1,
Marisi Debora1, Rita Hartati1
ͳ
ʹ
ǣ̷Ǥ Ǥ
Abstract: ̵ ǡ
ǡ
ǡ
̵ ʹǤ
ǡ
Ǥ ȋʹȌǤ
ǡ
Ǥ
ȋ͵ͷΨȌ ȋʹͷΨȌǡȋͳͷΨȌǡ
ȋͳͲΨȌǡ ȋͳͲΨȌǡȋͷΨȌ
Ǥ
̵
Ǥ ǡ ̵
Ǧǡʹ
Keywords: EFL classroom, students’ perceptions, speaking abilityǡ
Ǥ
INTRODUCTION
ȋʹȌ
ʹǤ
ǡ ʹ
Ǧ ̵ȋǤǤǡǡͳͻͻǢǡʹͲͲͲȌǤ
̵ ʹ ǣ
ȋȌǤ
̶
ǡʹǡ̶
ǡ ̶ ̶ ȋ Ǥǡ ͳͻͻͺǡ Ǥ
ͷͶȌǤǡ
ȋʹͲͲ͵ȌǤ
ʹ Ǥ ̵
ȋ̵ǤǡʹͲͲ͵ǢǤǡʹͲͲͶȌǤ ǤȋͳͻͻͺȌ
ȋȌ ʹ
ǡ ǡ ʹ
Ǥ
ȋ ǡ ͳͻͻͶȌ
Ǥ
ǡ ǡ ʹ Ǥ
ͳͻͻͺǡ ǤǦǤ
ȋ Ȍ
ȋ Ȍ
ȋǤǤǡ ȌǤ
ͳ ǡ
̵ǡǡ
ǡ Ǥ
̵ʹǡ
Ǥ Ǥ ȋʹͲͲ͵Ȍ
Ǧ
ǡ ̵
Ǥ Ǥ
Ǥ ȋǦ Ǧ
Ȍǡ ȋȌǡ
W. Andayani, A.B. Perangin-angin, R.D. Nasution, M. Debora, R. Hartati
ǦǦ
ȋʹͲͲȌǤ
ȋ α ͺȌǡ
Ǧ
Ǥ
ǡǦ ǡ
Ǥ
ǡ ȋʹͲͲͷȌǤ
̵
Ǥ
ǡ Ǥ
ǡ
Ǥ
̵̵ ǡ ǡ̶̵̶
ȋǤʹͺͶȌǤ
̵ Ǥ
ȋƬǡʹͲͲȌ
Ǥ
ǡ
Ǥ
ǡ ǡǤ
ǡ
Ǥ
ǡ
ǡ
̵Ǥǡ
̵
ǡ
̵ Ǥ
̵
ǡ
Ǥ
ǡ Ǧ
Ǥ
ǦǦ
ȋʹͲͲȌǤ
ȋ α ͺȌǡ
Ǧ
Ǥ
ǡǦ ǡ
Ǥ
ǡ ȋʹͲͲͷȌǤ
̵
Ǥ
ǡ Ǥ
ǡ
Ǥ
̵̵ ǡ ǡ̶̵̶
ȋǤʹͺͶȌǤ
̵ Ǥ
ȋƬǡʹͲͲȌ
Ǥ
ǡ
Ǥ
ǡ ǡǤ
ǡ
Ǥ
ǡ
ǡ
̵Ǥǡ
̵
ǡ
̵ Ǥ
̵
ǡ
Ǥ
ǡ Ǧ
Ǥ
̵
ǣ ȋȌ ̵
ǡ
ǫ ȋȌ ̵
ǫ
LITERATURE REVIEW
Willingness to Communicate
ȋͳȌ ǡ
ʹ ȋͳͻȌǤ
ȋͳȌ
ȋǡ
ͳͻȌǤ ̵
̵Ǥ
ȋͳͻͺͷȌ
ͳ
ʹǤ
̵
ȋ Ƭ ǡ ͳͻͺͷȌǤ
ȋͳͻͺͷȌ Ǥ
ȋ
ǡ ǡ ǡ Ȍ
ȋǡ ǡȌǤ
ǡ ǡ ±ǡ ǡ ȋͳͻͻͺȌ
Ǧ ǡ
Ǥ
ǡ
̵ ʹ ǡ
Ǥ Ǥ
ȋͳͻͻͺȌ ǡ
̵ ǡ ǡ
ǡ ǡ Ǧ ǡ
ǤȋʹͲͳʹȌǡ
̵ȋǤ͵ʹͶȌǤ
ǡ
ʹ ȋǡ ʹͲͳʹȌǡ
Ǥ
W. Andayani, A.B. Perangin-angin, R.D. Nasution, M. Debora, R. Hartati
ȋʹͲͲȌ
Ǥ
ǡ ȋȌǡ
ȋ Ȍǡ Ǥ
Ǥ
Ǥǡ
̵Ǥ
ȋʹͲͲͷȌ ̵
ǣ ǡ ǡ Ǥ ǡ
ǡ
Ǥ̵ ǡ
ǡ
̵ ǡ
Ǥ
Ǥǡ
̵ ʹ Ǥ
Ǥ ̵
ǡ Ǥ
ʹ ǡ
Ǥǡ̵
Ǥ
Speaking in EFL Classroom
Ǥ
̵ Ǥ
ǡ ǡǤ
Ǥ Ƭ ȋͳͻͻ͵ǣʹȌǡ
Ǥ
̵Ǧ
Ǥ ȋͳͻͻǣͶȌ ȋʹͲͳͶǣͶȌǡ
ȋʹͲͲȌ
Ǥ
ǡ ȋȌǡ
ȋ Ȍǡ Ǥ
Ǥ
Ǥǡ
̵Ǥ
ȋʹͲͲͷȌ ̵
ǣ ǡ ǡ Ǥ ǡ
ǡ
Ǥ̵ ǡ
ǡ
̵ ǡ
Ǥ
Ǥǡ
̵ ʹ Ǥ
Ǥ ̵
ǡ Ǥ
ʹ ǡ
Ǥǡ̵
Ǥ
Speaking in EFL Classroom
Ǥ
̵ Ǥ
ǡ ǡǤ
Ǥ Ƭ ȋͳͻͻ͵ǣʹȌǡ
Ǥ
̵Ǧ
Ǥ ȋͳͻͻǣͶȌ ȋʹͲͳͶǣͶȌǡ
ǡ ǡ ǡ
Ǥ ǡ
Ǥ
̵ ǦǤ ̵
̵
Ǥ
ǡǦǡǡǡȋͳͻͻͶȌ
ȋʹͲͳͶǣʹʹȌǤ
Ǥ ǡ ȋͳͻͻͻǣȌ
ȋʹͲͳͶǣʹͶȌǡ
ǡ ǡ ǡ
ǡ ǡ Ǥ
ȋͳͻͻͻȌ ȋʹͲͳͶǣʹͶȌ ǡ
̵
Ǥ ǡ ȋʹͲͲͶȌ
ȋʹͲͳͶǣʹͶȌ
̵Ǥǡ
ȋʹͲͲͷȌȋʹͲͳͶǣʹͶȌǡ
Ǥ
Ǥ ȋʹͲͲ͵ȌƬȋʹͲͳͺǣͶʹͶȌǡ
̵ ǡ
ǡ ǡǡ
Ǥ ƬȋͳͻͻͳȌǡ
ȋʹͲͳǣͳͲȌǡ
ǡ
ǡ
Ǥ
ǡ
Ǥ
̵ ǡ
ǡ
ǡ Ǥ
ǡ Ǧ
Ǥ
ǡ
W. Andayani, A.B. Perangin-angin, R.D. Nasution, M. Debora, R. Hartati
ǡ
Ǥ
̵
Ǥ
ȋͳͻͻͺȌǡ
ȋ ȌǤ
ȋʹͲͲʹȌ ǡ
̵
Ǥ RESEARCH METHOD Participant
ǡ
Ǥ
Ǥ
ǡ
Ǥ
Ǥ s’ approval, the announcement regarding
Ǥ
ͳͻ ʹʹ Ǥ
Ǥ
ǣ
ͳ ʹͲ Ͷ
ʹ ʹͲ Ͷ
͵ ʹͳ
Ͷ ʹͳ
ͷ ʹͲ Ͷ
ʹʹ
ʹʹ
ͺ ʹʹ
ͻ ʹͲ Ͷ
ͳͲ
ͳͳ
ʹͲ
ͳͻ
Ͷ
ʹ
ǡ
Ǥ
̵
Ǥ
ȋͳͻͻͺȌǡ
ȋ ȌǤ
ȋʹͲͲʹȌ ǡ
̵
Ǥ RESEARCH METHOD Participant
ǡ
Ǥ
Ǥ
ǡ
Ǥ
Ǥ s’ approval, the announcement regarding
Ǥ
ͳͻ ʹʹ Ǥ
Ǥ
ǣ
ͳ ʹͲ Ͷ
ʹ ʹͲ Ͷ
͵ ʹͳ
Ͷ ʹͳ
ͷ ʹͲ Ͷ
ʹʹ
ʹʹ
ͺ ʹʹ
ͻ ʹͲ Ͷ
ͳͲ
ͳͳ
ʹͲ
ͳͻ
Ͷ
ʹ
ͳʹ
ͳ͵
ͳͶ
ͳͷ
ͳ
ͳ
ͳͺ
ͳͻ
ʹͲ
ͳͻ
ʹͳ
ʹͲ
ʹͲ
ʹʹ
ʹͳ
ʹͲ
ʹͲ
ʹʹ
ʹ Ͷ Ͷ
Ͷ
Ͷ Ͷ
Research Procedure
Ǥ ǡ
authors outlined the objectives of the study and solicited the students’
Ǥ ǡ
Ǥ Ǧ
ǡ Ǥ
was scheduled based on the participants’
Ǥ
Ǥ Ǥ
Ǥ
Ǥ
Ǥ
Data Collection
Ǥ
ǡ
Ǥ Ǧ
stigated the participants’ perceptions
ʹ
ʹǤ
ǡ
Ǥ
Ǥ
Ǥ
Ǥǡ Ǥ
ǡ Ǥ
ǡ ǡ
ȋ ȌǤ
’s credibility and maintain the integrity
Ǥ
W. Andayani, A.B. Perangin-angin, R.D. Nasution, M. Debora, R. Hartati Data Analysis
ǡ Ǥ
theme analysis was conducted to gain a better understanding of “what has been told” rather than the story’s structure. In addition, it was utilized to
Ǥ
Ǥ
ǡǡǤ
determine the correct interpretation of each participant’s utterance. The goal
Ǥ ǡ
ǡ ǡ
Ǥ
Ǥ
RESULT AND DISCUSSION Result
was to find out students’ perceptions about of the
Ǥ
ʹǤ
Table 2. Student’s Perceptions of Their Difficulties in Speaking L2
α͵ͷΨ
̶ ǡ̶ ̶
ǡ̶̶
̶
̶ Ǥ̶
ͷαʹͷΨ
̶ ̶Ǣ
̶ ̶Ǣ
̶
̶Ǣ
̶
̶Ǣ ̶
̶
ȋǡ
ǡ
confidence) ͵αͳͷΨ
̶ ǡ
ǡ̶ ̶
ǡ̶ ̶
Data Analysis
ǡ Ǥ
theme analysis was conducted to gain a better understanding of “what has been told” rather than the story’s structure. In addition, it was utilized to
Ǥ
Ǥ
ǡǡǤ
determine the correct interpretation of each participant’s utterance. The goal
Ǥ ǡ
ǡ ǡ
Ǥ
Ǥ
RESULT AND DISCUSSION Result
was to find out students’ perceptions about of the
Ǥ
ʹǤ
Table 2. Student’s Perceptions of Their Difficulties in Speaking L2
α͵ͷΨ
̶ ǡ̶ ̶
ǡ̶̶
̶
̶ Ǥ̶
ͷαʹͷΨ
̶ ̶Ǣ
̶ ̶Ǣ
̶
̶Ǣ
̶
̶Ǣ ̶
̶
ȋǡ
ǡ
confidence) ͵αͳͷΨ
̶ ǡ
ǡ̶ ̶
ǡ̶ ̶
̶
ʹαͳͲΨ ǡ
Ǣ
Ǣ Ǥ
ʹαͳͲΨ ǡ ̶ ̶
̶ ̶
ͳαͷΨ ̶̶
to find of student’s
Ǥ
Table 3. Student’s Opinion
ͳ
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ǫ
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͵ ̵
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Ͷ
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ǡǤ
ͷ
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