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Exploring Students' Perspective about Lectures' teaching strategy to enhance Students' WTC in EFL Classroom

ELS Journal on Interdisciplinary Studies in Humanities · Vol. 8 No. 2 (2025) · hlm. 670–680

DOI
10.34050/els-jish.v8i2.45001
ISSN
2621-0835, 2621-0843
Terbit
2025-06-27
Penerbit
Hasanuddin University
Bahasa
en
Lisensi
creativecommons.org/licenses/by-sa/4.0

Abstrak

This study explores the factors influencing students’ Willingness to Communicate (WTC) in English as a Foreign Language (EFL) classrooms and examines teaching strategies that can effectively foster this willingness. Using a qualitative descriptive method, the research was conducted at an EFL Classroom in Indonesia, through classroom observations and in-depth interviews with selected EFL students. The study applies Macintyre et al.’s (1998) heuristic model of WTC as its theoretical foundation. The findings reveal that students’ WTC is shaped by a dynamic interaction of internal, social, and instructional factors. Internally, communicative self-confidence, anxiety levels, and motivation (both instrumental and integrative) played a significant role. Socially, peer support, classroom atmosphere, and fear of negative evaluation were identified as crucial influences. The flexible use of both Bahasa Indonesia and English also helped reduce anxiety and increase participation. Pedagogically, students responded more positively to interactive strategies compared to traditional lectures. Approaches such as cooperative learning, problem-based learning, and project-based learning were found to be the most effective in encouraging active communication, critical thinking, and collaboration. Overall, this research emphasizes that WTC is not fixed, but rather influenced by contextual and emotional readiness. Teachers are encouraged to implement student-centred and emotionally supportive strategies to create a classroom environment where learners feel confident to speak.

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  • Universitas Halu Oleo
  • Universitas Sumatera Utara
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Rekan penulisOrganisasiArtikel bersama
Puspo Dewi DirgantariAfiliasi tidak diketahui1
Asep WahyudinAfiliasi tidak diketahui1
Endra Prasetya RudiyantoAfiliasi tidak diketahui1
I Ketut SuardikaUniversitas Halu Oleo1
Sulsalman MoitaUniversitas Halu Oleo1
Hadijah HadijahAfiliasi tidak diketahui1
Syarifuddin DollahAfiliasi tidak diketahui1
Edi KurniawanUniversitas Sumatera Utara1
Abdullah AbdullahAfiliasi tidak diketahui1
Irmayani IrmayaniAfiliasi tidak diketahui1
Sukardi SukardiAfiliasi tidak diketahui1
Sarina SarinaAfiliasi tidak diketahui1
Abd RahimAfiliasi tidak diketahui1
Sri Nur QadriAfiliasi tidak diketahui1
Iradhatullah RahimAfiliasi tidak diketahui1
Bahruddin BahruddinAfiliasi tidak diketahui1
Syamsiar ZamzamAfiliasi tidak diketahui1
Sukmawati SukmawatiAfiliasi tidak diketahui1
Suherman SuhermanAfiliasi tidak diketahui1
Nur HapsaAfiliasi tidak diketahui1
Rahmawati SemaunAfiliasi tidak diketahui1
Ramlayani RamlayaniAfiliasi tidak diketahui1

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Sumber metadata: OAI-PMH (metadata jurnal) https://journal.unhas.ac.id/index.php/jish/oai, pertama di-harvest 3 Nov 2026, terakhir terlihat 3 Nov 2026.
Metadata asli (oai_dc) 
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	<dc:title xml:lang="en">Exploring Students' Perspective about Lectures' teaching strategy to enhance Students' WTC in EFL Classroom</dc:title>
	<dc:creator xml:lang="en">Syafitri, Mega</dc:creator>
	<dc:creator xml:lang="en">Ariyani, Amra</dc:creator>
	<dc:creator xml:lang="en">Munir, Munir</dc:creator>
	<dc:subject xml:lang="en">Willingness to Communicate</dc:subject>
	<dc:subject xml:lang="en">EFL Classroom</dc:subject>
	<dc:subject xml:lang="en">Teaching Strategies</dc:subject>
	<dc:subject xml:lang="en">Student Engagement</dc:subject>
	<dc:subject xml:lang="en">Classroom Interaction</dc:subject>
	<dc:description xml:lang="en">This study explores the factors influencing students’ Willingness to Communicate (WTC) in English as a Foreign Language (EFL) classrooms and examines teaching strategies that can effectively foster this willingness. Using a qualitative descriptive method, the research was conducted at an EFL Classroom in Indonesia, through classroom observations and in-depth interviews with selected EFL students. The study applies Macintyre et al.’s (1998) heuristic model of WTC as its theoretical foundation. The findings reveal that students’ WTC is shaped by a dynamic interaction of internal, social, and instructional factors. Internally, communicative self-confidence, anxiety levels, and motivation (both instrumental and integrative) played a significant role. Socially, peer support, classroom atmosphere, and fear of negative evaluation were identified as crucial influences. The flexible use of both Bahasa Indonesia and English also helped reduce anxiety and increase participation. Pedagogically, students responded more positively to interactive strategies compared to traditional lectures. Approaches such as cooperative learning, problem-based learning, and project-based learning were found to be the most effective in encouraging active communication, critical thinking, and collaboration. Overall, this research emphasizes that WTC is not fixed, but rather influenced by contextual and emotional readiness. Teachers are encouraged to implement student-centred and emotionally supportive strategies to create a classroom environment where learners feel confident to speak.</dc:description>
	<dc:publisher xml:lang="en">Hasanuddin University</dc:publisher>
	<dc:date>2025-06-27</dc:date>
	<dc:type>info:eu-repo/semantics/article</dc:type>
	<dc:type>info:eu-repo/semantics/publishedVersion</dc:type>
	<dc:format>application/pdf</dc:format>
	<dc:identifier>https://journal.unhas.ac.id/index.php/jish/article/view/45001</dc:identifier>
	<dc:identifier>10.34050/els-jish.v8i2.45001</dc:identifier>
	<dc:source xml:lang="en">ELS Journal on Interdisciplinary Studies in Humanities; Vol. 8 No. 2 (2025): JUNE; 670-680</dc:source>
	<dc:source>2621-0835</dc:source>
	<dc:source>2621-0843</dc:source>
	<dc:source>10.34050/els-jish.v8i2</dc:source>
	<dc:language>en</dc:language>
	<dc:relation>https://journal.unhas.ac.id/index.php/jish/article/view/45001/13014</dc:relation>
	<dc:rights xml:lang="en">Copyright (c) 2025 Mega Syafitri, Amra Ariyani, Munir</dc:rights>
	<dc:rights xml:lang="en">https://creativecommons.org/licenses/by-sa/4.0</dc:rights>
</oai_dc:dc>