WILLINGNESS TO COMMUNICATE IN SURVIVAL ENGLISH COURSE:

EVIDENCE FROM INDONESIAN EFL STUDENTS

A RESEARCH PROPOSAL

Submitted to English Education Department of Faculty of Educational Sciences and

Teachers’ Training as a Partial Fulfilment to Thesis Writing

By

SRI MULYANI

182122023

ENGLISH EDUCATION DEPARTMENT

FACULTY OF EDUCATIONAL SCIENCES AND TEACHERS’ TRAINING

UNIVERSITAS SILIWANGI

TASIKMALAYA

2022
 ii

APPROVAL SHEET

WILLINGNESS TO COMMUNICATE IN SURVIVAL ENGLISH COURSE:

EVIDENCE FROM INDONESIAN EFL STUDENTS

SRI MULYANI
182122023

Approved by:

Supervisor I, Supervisor II,

(31-01-2022)

Drs. Ruslan, M.Pd.

Fuad Abdullah, M.Pd. NIDN. 0407046201
NIDN. 0028038901
 iii

PREFACE

This research proposal entitled “Willingness to Communicate in Survival

English Course: Evidence from Indonesian EFL Students” is submitted as partial
fulfilment of the requirements for attaining Sarjana Pendidikan Degree at English
Education Department, Faculty of Educational Sciences and Teachers’ Training,
Siliwangi University, Tasikmalaya. This research proposal is filled with background
information, literature review, and methodology. The background information
provides a context related to Willingness to Communicate (WTC), a gap, formulation
of the problems, operational definitions, aims of the research, and significances of the
research. The literature review provides a brief discussion about WTC and Learning
English in the EFL classroom. The research design used in this study is a descriptive
case study. Furthermore, the data will be collected through semi-structured interviews
by thematic analysis.

Lastly, the writer welcomes suggestions and constructive criticism from the
readers for improvement of this writing. Hopefully, this research proposal can be
useful and give advantages both for the writer and the readers.

Tasikmalaya, December 2021

The Writer
 iv

ACKNOWLEDGEMENT

All praise due to Allah SWT., the most gracious, the most merciful.
Alhamdulillahirabbil’aalamiin, the proposal entitled “Willingness to Communicate in
Survival English Course: Evidence from Indonesian EFL Students” has finally been
accomplished. This research proposal is submitted to fulfill the requirement of thesis
writing at the English Education Department, Faculty of Educational Sciences and
Teachers’ Training, Siliwangi University.

This research proposal cannot be accomplished without support from several

people around the writer. On this occasion, the writer would like to express gratitude
to them. May Allah SWT., reply to their kindness in better ways. Especially to the
honorable:

1. Head of the English Education Department, Faculty of Educational Sciences

and Teachers’ Training, Siliwangi University, Tasikmalaya.
2. Fuad Abdullah, M.Pd. as the first supervisor who has given corrections and
guidance in finishing this research proposal,
3. Drs. Ruslan, M.Pd. as the second supervisor who has given suggestions and
guidance in writing this research proposal,
4. All lecturers of the English Education Department, Faculty of Educational
Sciences and Teachers’ Training, Siliwangi University, Tasikmalaya.

Finally, the researcher would like to thank all people who have helped and
have supported the researcher in accomplishing this research proposal.

Tasikmalaya, December 2021

The Writer
 v

TABLE OF CONTENTS

APPROVAL SHEET ..............................................................................................ii

PREFACE.................................................................................................................iii

ACKNOWLEDGEMENT.......................................................................................iv

TABLE OF CONTENTS.........................................................................................v

LIST OF TABLES...................................................................................................vii

LIST OF FIGURES.................................................................................................viii

LIST OF ENCLOSURES........................................................................................ix

1. Background of the study........................................................................................1

2. Formulation of the problem...................................................................................4
3. Operational definitions..........................................................................................4
4. Aims of the study...................................................................................................5
5. Significances of the study......................................................................................5
6. Literature review...................................................................................................7
6.1 Theoretical framework...................................................................................7
6.1.1 The Concept of Willingness To Communicate .................................7
6.1.2 The pyramid model and the situational model of WTC.....................8
6.1.3 Learning Speaking In Foreign Language Classroom.........................10
6.1.4 Survival English Course.....................................................................11
6.1.5 Teaching Willingness to Communicate in English............................11
6.2 Study of relevant research..............................................................................13
7. Research Procedures..............................................................................................14
7.1 Method of the Research..................................................................................14
7.2 Focus of the Research.....................................................................................14
7.3 Setting and Participants..................................................................................14
 vi

7.4 Technique of Collecting the Data...................................................................15

7.5 Technique of Analysing the Data...................................................................16
7.6 Steps of the Research.....................................................................................18
7.7 Time and Place of the Research.....................................................................19

REFERENCES.........................................................................................................20

ENCLOSURES.........................................................................................................25
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LIST OF TABLE

Table 1. Steps of the Research...................................................................................18

Table 2. Time of the Research...................................................................................19

 viii

LIST OF FIGURES

Figure 2.1 The heuristic model of variables influencing WTC..................................9

 ix

LIST OF ENCLOSURES

Enclosure 1. Participant Consent ..............................................................................25

Enclosure 2. Interview Protocol.................................................................................26

 1

1. Background

English is one of the most extensively used international communication

languages in communication globally. Mastering English as a foreign language was
important in this modern era. Sindik & Bozinovic (2013) stated that English is the
lingua franca of the twenty-first century for people around the world to communicate
with each other. Now, English has become an international language and is kind of a
must language in many countries around the globe. Since, English has vastly been
regarded as the world's most widely spoken language, especially among countries in
the expanding circle (Kachru, 1992). However, English is not only an international
language but also a global language (Rohmah, 2005). This is following the role of
English as a global language. Crystal (2003) stated that English acts as a global or
world language since it is learned and utilized as a first language, a second language,
and a foreign language in a variety of countries. In Indonesia, English as the first
foreign language is studied as a compulsory subject from junior high school to
college. The 1989 Law gives English a place as the first foreign language and makes
it one of the compulsory subjects to be taught at the secondary level (Komaria, 1998).

Although English is used as a means of communication in various countries,

some people have not been able to communicate in English well, particularly in
speaking (Harmer, 1998). Harmer (1998) adds that people tend to face challenges to
speak in English. First, they cannot produce their ideas. Second, they do not have
enough vocabulary to arrange words into sentences. Third, many students do not have
enough courage or self-confidence in the English language as such as the Indonesian
language. In other words, people with better English acquisition had a bigger
opportunity to communicate with other people, especially for those who had good
speaking skills. Therefore, willingness to communicate (hereafter, WTC) becomes a
vital factor to help them use English communicatively and contextually.
 2

In educational contexts using WTC is an important means of enhancing

students' English language capability. Developing learners’ WTC is important
because it is a precursor to the development of communicative skill development and
has a significant impact on language acquisition in general. Communication is
important for EFL learners because it allows them to interact with their interlocutors.
According to Alemi, Tajeddin, & Mesbah (2013), communication is an important
goal in itself, which focuses on the authentic use of L2 as a crucial aspect of L2
learning. It means that communication is an important thing for students that have
been learning English as L2. The students can practice in the classroom such as
asking in English, answering in English, discussing in English, and presenting their
projects in English. Thus, other students will be motivated to answer in English too.
Simply say the higher feelings of students’ WTC they will succeed in learning a
second language (Valadi, Rezaee & Bharvand, 2015).

The phenomenon of WTC in this research is influenced by internal and

external factors. Internal factors are factors that come from within a person. This
factor arises due to the individual's desire to get achievement and responsibility in his
life (e.g., excitement). External factors are factors that come from outside a person
related to situational (e.g., depression). This phenomenon appears at a student in the
University of Tasikmalaya. She experienced and responded that students’ WTC is a
phenomenon that should be resolved. She felt that Survival English provides benefits
for daily conversation, she also felt challenged when speaking spontaneously and felt
that with this course, they can practice their speaking skills. Meanwhile, in this
course, several students also feel depressed because they are afraid to communicate,
are reluctant and shy in speaking (informal preliminary interview, 16 December
2021). Further related to this phenomenon, a thought arises for researchers to analyze
WTC in English survival courses and investigate the factors that influence their
willingness to communicate to improve their speaking skills.
 3

There have been myriad studies related to WTC. For example, Khajavy,
MacIntyre, & Barabadi (2017) examined the relations between emotions, classroom
environment, and WTC. The findings showed that a positive classroom environment
is related to fostering WTC and enjoyment, while it reduces anxiety among students.
Moreover, enjoyment was found as an important factor in increasing WTC at both
student and classroom levels, while anxiety reduced WTC only at the student levels.
Then, Dewaele (2019) identified the predictors of WTC of 210 foreign language
learners of English from Spain. He found that the strongest (negative) predictor of
WTC was foreign language classroom anxiety, while foreign language enjoyment and
frequency of foreign language used by the teacher were positive predictors.
Moreover, Kamdideh & Barjesteh (2019) investigated the effect of extended wait
time in EFL classrooms on the learners' WTC. The findings indicated that those
learners who were in the experimental group showed higher WTC compared to lower
WTC scores in the limited wait time group participants. The findings can make ELT
teachers aware that giving their students more time to think can increase their WTC
in the second language. Additionally, Havwini (2019) investigated students’ WTC
when the 2013 National Education Curriculum was implemented in the school. It was
found that the students performed a WTC when different task types were given by the
teacher. This indicates the significance of various task types to promote the students’
WTC. More recently, Rindiana and Wulandari, (2020) observed the influencing
factors of students’ WTC in classroom conversation in classroom conversation in 7B
bilingual class of SMP Islam Al Azhar 21 Sukoharjo. Their findings showed that 10
factors influence the students’ WTC. They were self-confidence, communicative
competence, learning anxiety, students’ motivation, personality, teacher role,
classroom atmosphere, interlocutor, the effect of topics, and effect of task type.
Although the previous studies focused on Willingness to Communicate, they only
focused on secondary education level (e.g. junior high school) students. Besides, a
majority of them applied a quantitative research approach to examine the participants'
WTC. Conversely, a few studies have not explored the students' WTC and its
 4

influential factors, notably in Indonesian higher education. To fill this void, the
present study aims at the students' WTC in English and factors affecting their WTC,
especially in Survival English Course.

2. Formulation of the Problems

According to the background of the study above, the problem can be identified as
follows:
● How is the students’ willingness to communicate in English in the Survival
English course?
● What factors affect the students’ willingness to communicate in English in a
Survival English course?
3. Operational Definitions
To avoid misinterpretation of this research, here are the operational definitions
of each keyword:
3.1 Willingness to communicate: WTC in this research is the behavior of the
students who are involved or not in
communication that proves excitement and
depression when learning in the classroom.
The excitement when speaking English
because they can practice, and also will
improve their speaking skills but some people
are afraid to communicate, reluctant and shy
in speaking.
3.2 Indonesian EFL Students: English as a Foreign Language (EFL) in this
research is students of the English education
department at one of the universities in
Tasikmalaya, West Java, Indonesia, who
studied Survival English course first semester
period 2021/2022. In this study, they are

3.3 Survival English course:
4. Aim(s) of the Research
This research aims to investigate how the students' willingness and the
factors affect students' willingness to communicate in English in Survival English.
5. Significances of the Study
5.1 Theoretical Contributions:
5.2 Practical Contributions:
5
required to use English in their daily life by
speaking English spontaneously.
Survival English course is one of the courses
in one of the universities in Tasikmalaya. This
course discusses speaking, which aims to
encourage students to speak English in real-
life contexts and situations. Students are also
encouraged to build speaking skills such as
fluency and coherence, lexical sources, and
pronunciation in this course. They are
required to be spontaneous while practicing
speaking, which will bring challenges to
students.
This study contributes to the existing
theories on WTC (McCrosky and Baer,
1985; McCroskey and Richmond, 1987,
1990, 1991; MacIntyre et al.’s, 1998), and
also discussion towards the theory of
Speaking (Bygate, 1987).
This study will contribute and complement
the English language lectures to concern
the WTC in developing students speaking
 6

skills. This research can be used as a

reference for those who are interested in
WTC and as a reference for the next
researchers in the field of WTC in Survival
English Course EFL Students’. The
researcher hopes that students are more
courageous and willing to speak in front of
people.
5.3 Empirical Contributions: This study will be reviewed and
complemented the previous studies on
WTC among English Foreign Language
Learners on speaking skills. However,
these issues are often studied by many
researchers. Thus, this study aimed to
investigate broader issues with a more
significant field about students’
willingness to communicate in Survival
English courses.

6. Literature Review
 7

6.1 Theoretical Framework

6.1.1 The Concept of Willingness To Communicate

WTC is a concept that assumes that students who are willing to

communicate in the second language/foreign language they are learning have more
opportunities to learn the language because they actively seek occasions in which
they can use the second/foreign language. Hence, whenever an opportunity for
communication arises, the students who possess a higher WTC engage in the
communicative act, thus practicing their language.

The concept of WTC was first introduced in the context of first language
acquisition by McCrosky and Richmond in 1987; however, it has been changed in the
context of second and foreign language learning. WTC is thought to be a personality-
based construct and also a trait-like predisposition. It is relatively steady across
various communication contexts and different types of receivers (Galajda, 2017).

The purpose of building students’ WTC is to capture the main implications

of communication fear, introversion, reticence, and shame in communication
behavior. It can be assumed that learning a second or foreign language and the ability
to communicate in that language are the main objectives of WTC (Valadi, Rezaee &
Bharvand, 2015).

In 1998, MacIntyre, Clement, Dornyei, and Noels argued that WTC should
not be necessarily limited to a trait-like variable. Their conceptualization of WTC
assumes that WTC is a situational variable with transient and enduring variables
(Zarrinabadi, Abdi, 2011). MacIntyre et al. in Nita (2014) have defined WTC in L2 as
“a readiness to enter into discourse at a particular time with a specific person or
persons, using a L2”.

Since 1998, when MacIntyre et al., (1998) presented a combination of

psychological, linguistic, educational, and communicative dimensions of language
 8

that affect an individual’s WTC, the study of WTC has gained substantial
momentum. Incipiently, WTC was gestated as a concept reflecting people’s
tendencies to engage in communicative acts in the first language, when they are given
free choice (McCroskey, Baer, 1985). Since people differ in their personalities, their
communicative tendencies differ. Some people engage in communication with all
people alike, regardless of the nature of their relationship or the communicative
context.

Based on the definition above WTC is awareness and readiness to make

conversation with each other or communicate with other persons using an L2
(English) with a specific topic.

6.1.2 The Pyramid Model and the Situational Model of WTC

Macintyre et.al., (1998) argues for conceptualizing the second language

WTC as a situation-specific construct that includes both state and trait characteristics;
they also defined the concept as the individual readiness to enter into discourse at a
particular specific person using the second language. They also proposed a multi-
layer “Pyramid Model” under which they subsumed a range of linguistic and
psychological variables including linguistic self-confidence, desire to affiliate with a
person, interpersonal motivation, intergroup attitudes, motivation and climate,
parameters of social situation, communicative competence, experience, and various
personality traits (Valadi, Rezaee & Bharvand, 2015).

Figure 2.1 the heuristic model of variables influencing WTC

 9

Their pyramid consists of six layers, the first three of which are concerned
with variables that have a situation-specific effect on one’s WTC, and the other three
are concerned with variables that have an abiding influence on WTC. The first layer
in the pyramid is the use of L2. This includes activities that contain authentic
information, such as reading a book in L2 or speaking L2 in the classroom, writing a
letter to a pen friend in L2, or listening to a conversation between native speakers.
This first layer reflects an individual’s communication behavior. In the second layer,
WTC is presented as the immediate variable behind the communicative use of
language. It stands for the behavioral intention of the L2 speaker and explains that
learners choose to talk because they feel confident about their communicative
competence and motivation. Their personality influences the topic of what they want
to talk about. The third layer of the pyramid includes the desire to communicate with
specific persons and state communicative self-confidence as antecedents of
communication in L2, where state communicative self-confidence depicts the feeling
of having the ability to communicate effectively in a particular situation and at a
particular moment.

The fourth layer contains motivational propensities such as interpersonal

motivation, intergroup motivation, and L2 self-confidence. Interpersonal motivation
 10

and intergroup motivation are the basic factors that affect an individual’s desire to
communicate with specific persons (Zarrinabadi, Abdi, 2011). Interpersonal
motivation is from person to person, it is not only about individual differences but
also situational factors. Intergroup motivation is very influenced by group climate and
atmosphere. Self-confidence here means that confidence between the person and L2
that they feel competent and willing to use L2. In the fifth layer, MacIntyre et al.
presented variables that are secluded from the language learning and communication
context. Those are variables in the affective and cognitive context, and they include
intergroup attitude, social situation, and communicative competence. The link
between these variables and WTC can be found in the influence they exert on
variables that were mentioned in the previous layers. Finally, the sixth layer of the
pyramid is the layer of social and individual context. Social context refers to
intergroup climate and individual context refers to personality variables related to
communication.

6.1.3 Learning Speaking In Foreign Language Classroom

The learning of English speaking skills is a preference for a lot of English as

Foreign/Second Language (EFL/ESL) learners. Language learners sometimes
evaluate their success in language learning based on how well they have improved in
their spoken language ability. This is related to WTC students'. According to Harmer
(2007) and Pourhosein Gilakjani (2016), human communication is a complex
process. Persons need communication when they want to say something and transmit
information.

Speaking is one of the most important of the four skills (listening, speaking,
reading, and writing) in learning a foreign language, including in learning English
(Ur, 1996). Speaking is often thought of as a 'popular' form of expression which uses
the unprestigious 'colloquial' register (Bygate, 1987). The main aim of English
language teaching is to give learners the ability to use the English language
 11

effectively and correctly in communication (Davies & Pearse, 2000). This shows that
using a language is more important than just being mean about it because there is no
point in meaning a lot about the language if you can’t use it (Scrivener, 2005). No
hesitation that many students get problems in learning speaking, moreover to practice
it. Hinkel (2005) stated that speaking is a complex and difficult skill to master.

6.1.4 Survival English Course

Speaking is not only saying the words through the mouth but also
communicating a message through spoken words. Students are taught several ways of
WTC in class, one of which is in the Survival English course. Survival English is a
course that exists in one of the universities in Tasikmalaya that can improve students'
speaking skills. The goal of Survival English Course is to encourage students to
participate in a variety of guided speaking exercises. The activities provide students
with not only practical and exciting English spoken texts, but also characteristics of
spoken grammar as well as current trends in authenticity. Students are encouraged to
focus on important aspects of speech such as fluency and coherence, lexical
resources, and pronunciation. Furthermore, this course will adapt their speaking
spontaneity in a variety of conversational practices and will expose them to surfing
digitally, looking for foreign communication illustrations, as a means of promoting
their oral communication through the world web (Rahmat, the lecture in one of the
Universities in Tasikmalaya).

6.1.5 Teaching Willingness to Communicate in English

Presently, language instructors increasingly prefer the implementation of

Communicative Language Teaching (CLT) methods. In such methods, the aim is to
develop learners’ communicative competence before anything else, i.e. the focus is
on fluency. The crux of communicative language teaching is the engagement of
language learners in communication to allow them to develop their communication
competence (Savignon, 2005). Under such circumstances, it is quintessential to
 12

identify and understand the interests and needs of students, as well as their
personalities, to improve the language learning experience and overall language
teaching and learning process. MacIntyre and Charos (1996) have claimed that
communication is not only a means of facilitating language learning but also an
important goal itself. Skehan (1989) proposed that learners have to talk to learn. The
belief that language learners must use the language to develop their language
proficiency is the rationale behind the focus on the active use of L2 in language
classrooms.

WTC is of high interest in the field of communicative language teaching since

CLT emphasizes the learning of language through communication. Learners with a
higher WTC are more likely to benefit from communicative language teaching
methods (Qiuxuan, 2011).

Due to the obvious importance of WTC, MacIntyre (1998) claims that EFL
educators need to design the EFL teaching pedagogy and programs that can enhance
language learners’ WTC. To do so, the EFL educators must understand the factors
that affect language learners’ diversity in the levels of WTC (Qiuxuan, 2011). If
students understand the importance of WTC and are aware of the variables that
determine their degree of WTC they could become more successful in language
learning and improve their achievement in L2 (MacIntyre et al., 1998).

MacIntyre et al. (1998) believe that WTC is a crucial component of modern

language instruction. Kang (2005) claims that students with high WTC are more
likely to use L2 in authentic communication contexts and function as autonomous
learners by making independent efforts to learn the language. Furthermore, Kang
believes that students with high WTC will have more opportunities to use language
and become involved in learning activities both inside and outside classrooms.
Consequently, it could be suggested that such learners achieve more in language
classes.
 13

6.2 Studies of the Relevant Research

Many people have investigated the issue of WTC from a different perspective.
In the Turkey context, Asmali (2016) investigated students’ confidence in English
communication. The results, the ones who were confident in communication in
English, who had positive attitudes toward the international community, and who had
strong motivation to learn English were the ones who were more willing to
communicate in English.

Another research written by Tran Vu Bao Khanh (2016) investigated the

strategies to promote students’ WTC in the second language classroom. The result of
this research explains that three main strategies due to choosing topics related to
students’ interest, knowledge and experiences, group-divided tasks, and delayed error
correction succeed in lifting the WTC rate of the students.

Tuyen, L. Van, Thị, T., & Loan, T. (2019) investigated the students’ WTC in
EFL speaking classes; explore factors that influence their WTC. The findings of the
study revealed that a large number of universities in Ho Chi Minh City-Vietnam
students had a low level of WTC in English. Moreover, it was disclosed that students’
WTC was affected by both individuals as well as situational factors.

Rihardini et al., (2021) investigate students’ perceptions towards WTC using

English during classroom interaction. Their findings revealed that learning and
communicating using English is essential and beneficial. However, their WTC using
English itself is quite low and this poses a serious problem.

7. Research Procedure
7.1 Method of the Research
 14

The study will adopt a descriptive case study. According to Stake (1995) and
Yin (2003), case studies are selective and focus on specific aspects to give a full
account of the phenomenon under examination. This design will be selected because
it is appropriate to gain an extensive and in-depth description of a phenomenon
(Heigham & Croker, 2009). This present study will focus on the students' WTC and
what factors affect students' WTC in English in the Survival English course. Thus,
this approach becomes an appropriate method for an in-depth examination of certain
phenomena, producing comprehensive analyses.

7.2 Focus of the Research

In this research, the researcher focuses on how students' WTC and what
factors affect students' WTC in English in a Survival English course in higher
education in Indonesia. This description will be taken from the interview results with
the undergraduate students taking the Survival English course.
7.3 Setting and Participants
The researcher will conduct the study at one of the universities in
Tasikmalaya, West Java, Indonesia. This place is selected because the researcher
learned at the university. Moreover, the researcher also knows the condition of the
Survival English course in the area through (informal preliminary interview, 16
December 2021) with some students who have taken Survival English course. This
course was chosen because of the phenomenon of the tendency of students who tend
to be passive in speaking English, there are students who are less engaged and highly
engaged in communicating using English, accessibility, willingness to participate,
appropriate to participants experience, and required investigate data.
The participants of this study are six students with genders (3 male and 3
female). Their ages ranged from 18 to 19 years old. They are those who studied
Survival English Course in A-class English Education Department first semester in
the academic year 2021/2022. They will be recruited for several considerations, such
as (1) they have taken the Survival English course, (2) they a highly engaged and
 15

those who were less engaged in the learning process, (3) they encountered relatively
similar challenges to learn speaking in the classroom, (4) they are willing to
participate in this research, (5) they have complete data needed in this research (to
answer the formulation of problems of this research). In selecting the participants and
making agreements with the participants, the researcher gave concern forms to the
participants as their approval to participate in this research.

7.4 Technique of Collecting the Data

The data will be collected by using a semi-structured interview. DeJonckheere

(2019) stated that Semi-structured interviews are an effective method for data
collection when the researcher wants: (1) to collect qualitative, open-ended data; (2)
to explore participant thoughts, feelings, and beliefs about a particular topic; and (3)
to delve deeply into personal and sometimes sensitive issues.

Step in conducting a semi-structured interview (Adams, 2015):

1. Selecting participants and arranging interviews

This phase relates to the things that need to be addressed in conducting the
study. The interview will be conducted with six people. Also, the researcher
contacted them to request and schedule the time for the interview.

2. Drafting questions and the interview guide

There are thirteen questions in this study and are adopted from (McIntyre,
1998; Rindiana and Wulandari, 2020). The researcher adopted the interview protocol
framework from Castillo-Montoya (2016) that consists of four phases:

1. Ensuring interview questions align with research questions

2. Constructing an inquiry-based conversation

 16

3. Receiving feedback on interview protocols

4. Piloting the interview protocol.

The first is planning; the researcher should prepare the interview protocol and
make a list of interview questions that are useful to communicate the questions to the
participants along with the concern form. Further, interview guidelines were sent in
advance online by discussing several topics related to the students’ WTC and the
factor that affects the students’ WTC English in Survival English Course based on the
participants' experiences.

3. Starting the interview

In this part, the first thing is asking permission that this interview be recorded.
In this method, the researcher used an OPPO A52020 audio recorder to record the
conversations that occur. Then, the interviewer asked the participant to talk freely.
Each participant will be interviewed with an estimation of time between 30-60
minutes per session. Afterward, it starts with a question according to the question list.

4. Polishing interview techniques

The data collection technique used phone interviewing (Burke & Miller,
2001). This technique is chosen because of the distant geographic scope between the
researcher and participant.

5. Analyzing and reporting a semi-structured interview

In this section exploring the result, the researcher revisits the collected data
for accuracy from the recording. Furthermore, the data will be transcribed and
translated. Then, will analyze by thematic analysis.

7.5 Technique of Analyzing the Data

 17

In doing analysis, the researcher used thematic analysis for this study. It
aims to identify themes and patterns in the data that are important or interesting to be
investigated. According to Braun and Clarke (2006), thematic analysis is a method
for identifying, analyzing, and reporting patterns (themes) within the data. It
organizes and describes all data in detail. This method is selected because it can focus
on examining themes of how students' WTC and the factors that affect the students’
WTC English in Survival English Course that arise from the result of interview data
and it can be made into several themes to report the result. The steps (Braun &
Clarke, 2006) are:

1. Familiarizing with the data

In this step, the researcher needs to read and re-read the data transcript of the
interview related to the topic of this research about how the students' WTC and the
factors affect the students’ WTC English in Survival English Course. The researcher
must complete data collection by transcribing data into written form.
2. Generating initial codes
In this step, the researcher generates the initial codes by documenting where
and how patterns occur. The researcher related the data based on the aims of the
research and then categorized using the initial codes that are colored to highlight the
students' WTC and the factor affect the student’ WTC English in Survival English
Course
3. Searching for themes
In this step, the researcher selects the data transcript and finds out something
significant or interesting about the data based on research questions that combine
codes into overarching themes that accurately depict the data. The researcher
identified the themes from the data that have been categorized and highlighted earlier
in the second step.
4. Reviewing themes
 18

In this step, the researcher develops or modifies the themes identified in the
search for themes step. The researcher reexamined the themes that identified the
students' WTC and the factor that affect the students’ WTC English in Survival
English Course to ensure the placement of the code has been grouped into the
appropriate theme.
5. Defining and naming themes
The process of identifying the essence of what each theme is about. The
researcher determined and gave the name of the theme based on the data obtained,
namely about the students' WTC and the factor that affect the students’ WTC English
in Survival English Course.
6. Producing the report
In the last step, the researcher reports the result of this research that is about
the students' WTC and the factor that affects the students’ WTC English in Survival
English Course.

7.6 Steps of the Research

Six steps will be planned by the researcher to apply the research procedures
well. The steps are as follows:

Table 1. Steps of the Research

Steps Description

1. Identify and describe the research issue at an Indonesian University in

Tasikmalaya.

2. Examine current research and locate sources from journals or publications

that are relevant to the study topic.

3. Choose a topic for the research.

 19

4. Compiling a research proposal, starting with the study's background,

literature review, and research methodology.

5. Collect the data using a semi-structured interview with participants.

6. Transcribe the interview's outcome.

7. Analyzing the data using the thematic analysis of Braun and Clarke (2006)

8. Complete the research proposal and make the report.

7.7 Time and Place of the Research

The research will be conducted at the first-semester English department at

one of the universities in Tasikmalaya, West Java, Indonesia. Meanwhile, the time of
this research will be carried out in the period from December to July 2022.
Table. 2. Time of the research

Dec Jan Feb March Apr May June July

No Activities
2021 2022

1. Research Proposal Writing

2. Research Proposal
Examination

3. Data Collection

4. Data Analysis

5. Comprehensive
 20

examination

6. Final Thesis Examination

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ENCLOSURES

Enclosure 1. Participant Consent

I_______________, agree to participate in the research project entitled

WILLINGNESS TO COMMUNICATE IN SURVIVAL ENGLISH COURSE:
EVIDENCE FROM INDONESIAN EFL STUDENTS conducted by
______________ who has discussed the research project with me.

✔ The research may not be of direct benefit to me

✔ My participation is completely voluntary
✔ The risks including any possible inconvenience, discomfort, or harm as a
consequence of my participation in the research project
✔ I agree to my interview being audio-recorded
✔ I understand that all information I provide for this study will be treated
confidentially.
✔ I understand that in any report on the results of this research my identity will
remain anonymous. This will be done by changing my name and disguising
any details of my interview which may reveal my identity or the identity of
people I speak about
Signature of research participant
 26

---------------------------

Name of participant

---------------------------

Date

Enclosure 2. Interview Protocol

Students WTC and factor affect WTC during Learning Survival English Course

No Interview Protocol
.

1. Students’ speaking English

2. Beneficial learning/speaking English

3. Students’ inhibitions (e.g. anxiety, shyness, insecurity, reluctant, etc.) in

conceptualizing and producing English pronunciation, grammar, and
vocabulary (Ur, 1996)

4. Students’ language learning strategies

5. Students’ motivation

6. Topics of teaching materials

7. Class atmosphere

8. The teacher's teaching methods and techniques

 27

(Adopted from McIntyre, 1998; Rindiana and Wulandari, 2020).