Indonesian EFL Students' Willingness to Communicate in the 2013 Curriculum Implementation: A Case Study

Autor/in	Havwini, Tian
Titel	Indonesian EFL Students' Willingness to Communicate in the 2013 Curriculum Implementation: A Case Study
Quelle	In: TEFLIN Journal: A publication on the teaching and learning of English, 30 (2019) 1, S.105-120 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0215-773X
Schlagwörter	Foreign Countries; English (Second Language); Second Language Learning; Curriculum Implementation; Case Studies; High School Students; English Teachers; Grade 11; Speech Communication; Learner Engagement; Classroom Communication; Language Proficiency; Communicative Competence (Languages); Indonesia + Suchen Sie Ihr Suchwort? Ausland; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Case study; Fallstudie; Case Study; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; English language lessons; Teacher; Teachers; Englischunterricht; Lehrer; Lehrerin; Lehrende; School year 11; 11. Schuljahr; Schuljahr 11; Klassengespräch; Language skill; Language skills; Sprachkompetenz; Communicative competence; Languages; Kommunikative Kompetenz; Sprache; Indonesien
Abstract	In a language class, encouraging students' willingness to communicate (WTC) using the target language is essential, as it is a good signal whether or not the language has been successfully acquired. Given the importance of students' willingness to communicate in English class, the 2013 national education curriculum promotes students' oral communication skills, including in foreign languages, particularly English. The present study aims at investigating students' WTC in English classes. It examines the patterns of WTC patterns employed by Indonesian students in class. Drawing from close observation on two English classes at a junior high school in Aceh Timur, findings reveal that different task types lead to different patterns of WTC. It pedagogically implies the need to provide varied tasks and activities in order to increase students' engagement and varieties of their WTC patterns. (As Provided).
Anmerkungen	Association for the Teaching of English as a Foreign Language in Indonesia (TEFLIN). Malang, East Java, 65145, Indonesia. TEFLIN Publication Division, Department of English, Faculty of Letters, Universitas Negeri Malang, Jalan Semarang 5, Tel: +62-341-570; http://journal.teflin.org/index.php/journal
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01