L2 Willingness to Communicate of Indonesian High School Learners of English: An Exploratory Survey Study

Wendy Fernando; Adaninggar Septi Subekti

doi:10.17977/um047v30i22023p62-69

L2 Willingness to Communicate of Indonesian High School Learners of English: An Exploratory Survey Study

Wendy Fernando, Adaninggar Septi Subekti

Abstract

This study intends to explore Indonesian Senior High School learners’ second/foreign language (L2) Willingness to Communicate (WTC) in English. It employed a Google Form questionnaire as the method of collecting data. 159 L2 learners from more than six islands in Indonesia participated in this study. This study found that learners generally reported a moderate level of L2 WTC. They were moderately enthusiastic to speak in English class, moderately confident to use English in communication, and moderately willing to use English in small groups and pair work activities. However, seen from rather big standard deviations of the mean scores, the participants’ responses may be very heterogeneous, suggesting rather spread out values away from the mean scores. Pedagogical implications include promoting small-group activities and minimising whole-class discussions.

Keywords

Willingness to communicate (WTC), second/foreign language (L2), Senior High School learners

Full Text:

PDF

References

Almanafi, A. O. S., & Alghatani, R. H. (2020). An exploration of Libyan learners’ attitudes towards pair work activity in English language learning development. Advances in Language and Literary Studies, 37–47. https://doi.org/http://dx.doi.org/10.7575/aiac.alls.v.11n.2‑p.37

Aoyama, T. (2020). International students’ willingness to communicate in English as a second language: The effects of L2 self-confidence, acculturation, and motivational types. Journal of International Students, 10(3), 703–723. https://doi.org/10.32674/jis.v10i3.730

Baran-Lucarz, M. (2014). The link between pronunciation anxiety and willingness to communicate in the foreign language classroom: The Polish EFL context. The Canadian Modern Language Review, 70(4), 445–473. https://doi.org/10.3138/cmlr.2666

Barjesteh, H., Vaseghi, R., & Neissi, S. (2012). Iranian EFL learners’ willingness to communicate across different context- and receiver types. International Journal of English Linguistics, 2(1), 47–54. https://doi.org/10.5539/ijel.v2n1p47

Cao, Y. (2011). Investigating situational willingness to communicate within second language classrooms from an ecological perspective. System, 39(4), 468–479. https://doi.org/10.1016/j.system.2011.10.016

Cao, Y. (2013). Exploring dynamism in willingness to communicate: A longitudinal case study. Australian Review of Applied Linguistics, 36, 160–176.

Clement, R., Baker, S. C., & MacIntyre, P. D. (2003). Willingness to communicate in a second language: The effects of context, norms, and vitality. Journal of Language and Social Psychology, 22, 190–209.

Donovan, L. A., & MacIntyre, P. D. (2004). Age and sex differences in willingness to communicate, communication apprehension, and self-perceived competence. Communication Research Reports, 21(4), 37–41. https://doi.org/10.1080/08824090409360006

Fadilah, E. (2018a). Perception, motivation, and communicative self-confidence of Indonesian students on willingness to communicate in L2 using Facebook. JEELS, 5(1), 23–48.

Fadilah, E. (2018b). Willingness to communicate from Indonesian learners’ perspective: A dynamic complex system theory. Journal of ELT Research, 3(2), 168–185. https://doi.org/10.22236/JER

Gray, D. E. (2014). Doing research in the real world (3rd ed.). Sage Publications, Ltd.

Hahn, H. (2003). Small group work in lower-level adult classrooms: A study of the inner mechanism. English Teaching, 58(2), 249–272.

Hamouda, A. (2013). An exploration of causes of Saudi students’ reluctance to participate in the English language classroom. International Journal of English Language Education, 1(1).

Havwini, T. (2019). Indonesian EFL students’ willingness to communicate in the 2013 curriculum implementation: A case study. TEFLIN Journal, 30(1), 105–120. https://doi.org/10.15639/teflinjournal.v30i1/105-120

Israel, M., & Hay, I. (2006). Research ethics for social scientists. Sage Publications.

Jacobs, G. M., & Hall, S. (2002). Implementing cooperative learning. In J. Richards & W. A. Renandya (Eds.), Methodology in language teaching (pp. 52–58). Cambridge University Press.

Jones, K. (2012). A regrettable oversight or a significant ommision? Situated Ethics in Educational Research, 1–208.

Kaweera, C., Yawiloeng, R., & Tachom, K. (2019). Individual, pair and group writing activity: A case study of undergraduate EFL student writing. English Language Teaching, 12(10), 1–13. https://doi.org/10.5539/elt.v12n10p1

Kirkpatrick, A. (2012). English as an International Language in Asia: Implications for language education (A. Kirkpatrick & R. Sussex (eds.); pp. 29–44). Multilingual Education 1. https://doi.org/10.1007/978-94-007-4578-0_3

Kitano, K. (2001). Anxiety in the college Japanese language classroom. The Modern Language Journal, 85, 549–566.

Liu, M. (2006). Anxiety in Chinese EFL students at different proficiency levels. System, 34(3), 301–316. https://doi.org/10.1016/j.system.2006.04.004

MacIntyre, P. D., Clement, R., Dornyei, Z., & Noels, K. A. (1998). Conceptualizing willingness to communicate in a L2: A situational model of L2 confidence and affiliation. The Modern Language Journal, 82(4), 545–562.

MacIntyre, P. D., & Doucette, J. (2010). Willingness to communicate and action control. System, 38(2), 161–171. https://doi.org/10.1016/j.system.2009.12.013

Mak, B. (2011). An exploration of speaking-in-class anxiety with Chinese ESL learners. System, 39, 202–214.

Manipuspika, Y. S. (2018). Correlation between anxiety and willingness to communicate. Arab World English Journal (AWEJ), 9(2), 200–217.

Matsuoka, R., Matsumoto, K., Poole, G., & Matsuoka, M. (2014). Japanese university students’ willingness to communicate in English: The serendipitous effect of oral presentations. Pan-Pacific Association of Applied Linguistics, 18(1), 193–218.

McCroskey, J. C. (1997). Willingness to communicate, communication apprehension, and self- perceived communication competence: Conceptualizations and perspectives. In J. Daly, J. McCroskey, T. Ayres, T. Hopf, & D. Ayres (Eds.), Avoiding Communication: Shyness, Reticence, and Communication Apprehension (pp. 75–108). Hampton Press.

Peng, J., & Woodrow, L. (2010). Willingness to communicate in English: A model in the Chinese EFL classroom. Language Learning, 60, 834–876.

Subekti, A. S. (2018). An exploration of foreign language anxiety in the Indonesian university context: Learners’ and teachers’ voices. TEFLIN Journal, 29(2), 219–244.

Subekti, A. S. (2019a). Situational willingness to communicate in English: Voices from Indonesian non-English major university students. Indonesian Journal of English Language Teaching and Applied Linguistics (IJELTAL), 3(2), 373–390.

Subekti, A. S. (2019b). Willingness to communicate in English of non-English major university students in Indonesia. Lingua Cultura, 13(1), 55–66.

Tallon, M. (2006). Foreign language anxiety in heritage students of Spanish: to be (anxious) or not to be (anxious)? That is the question (Unpublished doctoral dissertation). The University of Texas at Austin.

Wang, J. (2021). Friendship group activities: Voices from Chinese EFL learners. English Language Teaching, 14(1), 140–151. https://doi.org/10.5539/elt.v14n1p140

Yulia, Y. (2013). Teaching challenges in Indonesia: Motivating students’ and teachers’ classroom language. Indonesian Journal of Applied Linguistics, 3(1), 1–16.

Yusriyah, H. R., Eryansyah, & Kurniawan, D. (2021). Interest and enthusiasm in learning English as foreign language in senior high school. IDEAS: Journal of Language Teaching and Learning, Linguistics and Literature, 4778(70), 22–36. https://doi.org/10.24256/ideas.v9i2.1919

Zia, Z., & Sulan, N. (2015). EFL learners ’ levels of classroom performance anxieties and their causes in classroom speaking activities in Afghanistan. International Journal of English and Education, 4(1), 239–249.

DOI: http://dx.doi.org/10.17977/um047v30i22023p62-69