WILLINGNESS TO COMMUNICATE IN ENGLISH: QUALITATIVE ANALYSIS IN THE INDONESIAN EFL CONTEXT

Abstract

There is limited research that examines the factors that influence Willingness to Communicate (WTC) in the Indonesian EFL Context, especially regarding the interaction between internal and external factors in influencing students' WTC in English classes. This research aims to elucidate the factors that affect the desire to communicate in the context of English as a Foreign Language (EFL) in one of the junior high schools in Indonesia. This research used a case study through an interview to explore the views and experiences of EFL students and identify factors that hinder WTC in EFL classes. The participants in this research were four students from one of the junior high schools in Indonesia. Data were analyzed using thematic analysis. The results showed that internal factors such as self-confidence, lack of vocabulary mastery, and intrinsic motivation significantly influenced students' WTC. In addition, external factors such as teacher support and social environment also play an essential role in determining students' level of desire to communicate in English. This research also recommends that teachers and educational policymakers pay more attention to the factors influencing WTC to create a more effective and inclusive learning environment. Keywords: Case Study, English as a Foreign Language, Willingness to Communicate.