EFL LEARNERS’ TENDENCY TO SPEAK IN NATIVE AND NONNATIVE TEACHERS’ CLASSROOM: THE CASE OF WILLINGNESS TO COMMUNICATE

RANDI, R (2023) EFL LEARNERS’ TENDENCY TO SPEAK IN NATIVE AND NONNATIVE TEACHERS’ CLASSROOM: THE CASE OF WILLINGNESS TO COMMUNICATE. Other thesis, IAIN KENDARI.

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Abstract

Randi SID 19010106029. “EFL Learners‟ Tendency to Speak in Native and NonNative

Teacher‟s Classroom: The Case of Willingness to Communicate”
Supervised by: Dr. Sitti Nurfaidah, S.Pd., M.Ed., and Suhartini Syukri, S.Pd.I.,
S.Pd., M.Pd.
This case study investigates EFL learners‟ tendency to speak in native
and non-native teacher‟s classroom contexts. Ten participants from the English
education department in a higher education in Southeast Sulawesi involved in this
research through questionnaires and data from depth interviews. To examine the
research question, willingness to communicate (WTC) theories adopted from
Maclntyre et al. (1998) was used in analyzing the data related to EFL learners‟
tendency to speak in the classroom. The findings indicate that students'
willingness to communicate in native teacher class related to communication
behavior, behavioral intention, situated antecedents, motivational propensities,
and affective cognitive context situations. Whereas in non-native teacher,
participants showed their tendency to speak only in communication behavior,
behavioral intention, and situated antecedents situations. These two comparisons
show that EFL learners‟ are more tend to speak in native teacher classes. The
significance of this study for learners is that they are always prepared before
entering the classroom of native or non-native teachers.

Keywords: native teacher; non-native teacher; tendency to speak; willingness to
communicate

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