Voice from Within: Student Teachers’ Perception on Factor Influencing Willingness to Speak English in Language Classroom at English Education Study Program of UIN

The need for good communication skill in English has become a demand that continues to increase. One frustration is that they have spent years studying English, but they still cannot speak it. Therefore in this case, it is necessary to know what are the things that influence willingness of the students to speak English in the language class. This study investigated the student teachers’ perception on factor influencing willingness to speak English in language classroom at English Education Study Program of UIN Raden Fatah Palembang. I used qualitative study with case study design. The participants of this study were nine students of English Education Study Program of UIN Raden Fatah Palembang in the academic year of 2016/2017. The participants were chosen by using purposeful sampling technique. I employed interview technique to collect the data. The result showed that a number of factors contributed to student teachers’ willingness to speak. These factors included motivation, selfbeliefs’, collocutor, and object discussion.


Introduction
Speaking is the most important skill out of the four skills of English. This makes students feel that speaking is a sensitive thing and is a frightening specter for students. Tulgar (2018) says a lot of research centered on the idea of anxiety in language education reaches a general conclusion that speaking is the skill that most triggers anxiety in the process. Khan, Radzuan, Shahbaz, and Ibrahim (2018) have also explained that speaking in a foreign language is considered as a challenging aspect in language learning that requires competence and mastery in learning any foreign language. In other words, the importance of mastering speaking English has made students think that speaking is one of most anxiety-provoking activity in English class. The need for good communication skill in English has become a demand that continues to increase. It is proven through a statement from Riasati (2012), modern language pedagogy is very concerned with communication and it trains language students who are able to communicate effectively in the target language. One frustration is that they have spent years studying English, but they still cannot speak it. Therefore in this case, it is necessary to know what are the things that influence willingness of the students to speak English in the language class.
Willingness to communicate is defined as a readiness to enter into discourse, at a particular time with a specific person or persons, using L2. Kang (2005) explained that willingness to communicate (WTC) is an individual's volitional inclination toward actively engaging in the act of communication in a specific situation, which can vary according to interlocutor(s), topic, and conversational context, among other potential situational variables. Based on some definitions above, willingness to communicate can be defined as the tendency or availability of individuals to involve themselves in certain talks and situations.
In a language classroom following communicative approach, language teachers are eager to have learners who are willing to use the language in class. Freiermuth and Jarrel, (2006) explain that research has shown that a lack of willingness to use the language results in ineffective interaction and language production. Thus, it is true that the notion of Willingness to Communicate (henceforth, WTC), which is actually the intention and desire to initiate communication, plays a key role in learning a second/foreign language. The phenomenon above was also faced by Indonesian students, including student teachers of English Education Study Program of UIN Raden Fatah Palembang. A preliminary study was conducted through informal interview with four students of sixth semester at PBI 3 class of UIN Raden Fatah Palembang. This interview showed that some of the students, when given the opportunity to speak, preferred to talk and express themselves, while some others chose to be quiet. This certainly does not give any progress to the students. Some researchers have conducted research studies about factors influencing willingness to speak English in language classroom. First research which was conducted by Wulandari (2015) revealed that students' familiarity with interlocutor, students' correctness of speech, teachers' role and students' motivation are influencing willingness to speak English in transactional speaking courses including. Second, Pattapong (2010) revealed that cultural, social and individual, classroom, and psychological context identify some underlying variables students' willingness to speak English. From the two previous related studies, it can be concluded that social interaction and psychology context dominantly influences student willingness to speak English in language classroom.
Based on some previous studies explanation above, they used qualitative method design then, mixed method design which are quantitative and qualitative method in their study. Therefore, I am interested in conducting a similar research but in qualitative method with case study research design to figure out the factors influencing willingness to speak English. In brief, based on the explanation above, this research focused on factors influencing willingness to speak English in language classroom with the research problem: How was the student teachers' perception towards the factor influencing willingness to speak English in language classroom at English Education Study Program of UIN Raden Fatah Palembang?

The concept of perception
Perception is one element or bridge to drive any factors influencing willingness to speak English in language classroom. It can be defined as a process which involves seeing, receiving, selecting, organizing, interpreting and giving to the environment. As well as Unumeri (2009) defined that perception is an act of being aware of one's environment through physical sensation, which denotes an individual's ability to understand. In addition, Sarwono (2009) argues that perception in general is the process of acquiring, interpreting, selecting and regulating sensory information. It can be concluded that perception is a process of finding information to be understood that uses sensing devices.

Teacher's perception
The teacher is a person who facilitates the process of transferring knowledge from learning resources to students. As Jhonson's statement states that teachers are a key factor that determines communication patterns (as cited in, Pattapong 2010, p.27). In this research, teacher's perception of the students' willingness to communicate can contribute to teaching and learning process and student development.

Student's perception
Students are one of human components that occupy a central position in the teaching and learning process. As Palmer (2016) defined student is one who is under control of a teacher or an instructor. In this research, students are the subjects used in identifying what factors influencing the desire to speak in the language class.

The concept of willingness to communicate in English
Willingness to communicate in English is a feeling, desire, or mental initiative that plays a role in conveying communication in English. Willingness to Communicate (WTC) was originally developed and introduced in first language (L1) communication with specific regards to talk or speech. In the second language (L2) context, it was adapted and extended by Macintyre, Clement, Dornyei, Noels, (1998) by conceptualizing a heuristic model which integrates various linguistics, psychological and social variables as constitutive influences that may affects one's willingness to communicate and L2 use. It arguably seems difficult to define willingness to communicate because it is relatively a new construct in L2 (As cited in Yashima, 2002, p.54). However, from those explanation it can be conceptualized to define as an intention or probability to initiate oral communication when he/she is free to do so in L2.

The factors of willingness to communicate
In adaptation of WTC to the L2 situation, MacIntyre et, al. (1998) have proposed a conceptual "pyramid" model designed to account for individual differences in the decision to initiate L2 communication, which are : Available online at http://jurnal.radenfatah.ac.id/index.php/tadib The model comprises in two variables with two main levels classified. First level involves situational variable (Layers 1 -3), and second level involves individual influences (Layer 4 -6). Layer I is located at the top of pyramid which explains the use of second language apart from speaking activities, such as reading newspaper and watching television in second language. Layer II describes behavioral intention of willingness to communicate. Layer III indicates situation and influences immediately the WTC and involves Desire to Communicate with a Specific Person as well as Communicative Self-Confidence which are the most salient determiner of willingness to communicate. Layer IV is Motivational Propensities consisting of three variables which are Interpersonal Motivation, Inter-group Motivation, and L2 Self-Confidence. Layer V is Affective-Cognitive Context that includes three variables: Intergroup Attitudes, Social Situation, and Communicative Competence. Layer VI is Social and Individual Context.

The concept of speaking skill
Most people in daily life have to speak more than they have to write or read. The goal of a language course is truly to enable the learners to communicate in English, then speaking skills should be placed as main concerns and should be practiced in the language classroom. Keskin (2013) states that speaking is one of the most challenging skills in language learning process. As for case Lado explained that speaking skill is the ability to express oneself in life situation, or the ability to report acts of situation of phrase words, or the ability to express sequence of ideas fluently (As cited in, Lumettu & Runtuwene ,2017, p.12). English learners have to practice frequently of what they have learned about language, so it will make ability more develop. It can be concluded that speaking is a verbal or non-verbal ability of one of the basic abilities in four aspects of English learning which can be applied in daily life to achieve the purpose of understanding language learning.
Speaking is capability to utter the articulation of sound to express or to deliver thought, opinion and wish to the other person. Brown (2004) states that speaking is a productive skill that can be directly and empirically observed; those observations are invariably colored by the accuracy and fluency. Heaton explained of five component are generally recognized in analyzing the speech process (As cited in, Irianti, 2011, p.7). Those components are Pronunciation, Grammar, Vocabulary, Fluency, and the last one is Comprehension.
Students' perceptions of willingness to speak can contribute to English language teaching. By knowing what factors or perceptions courage students to speak English in the classroom, it can improve teaching and learning system in the classroom and provide motivation to the teacher to provide opportunities for students and to improve their English skills. Because through increasing desire of students to communicate in class, student English speaking skill will more increase.

Research design
I conducted this study by using qualitative method with a case study design. In this study, I identified student teachers' perception on factor influencing willingness to speak English in language classroom at English education study program of UIN Raden Fatah Available online at http://jurnal.radenfatah.ac.id/index.php/tadib Palembang by using interview. In interview, I recorded during interviewing, made the interview transcription, categorized, and coded it to get result. Last, I confirmed the data gained from interview.

Research site, sampling, and participants
This study was conducted in English education study program of UIN Raden Fatah Palembang. To determine the participants of study, in this study I used purposeful sampling with maximum variation sampling method. I chose nine out of thirty one students of sixth semester at English Education Study Program of UIN Raden Fatah Palembang by collecting their last semester GPA scores in tabular form as standard used.

Data collection
In this study, the interview was used to reveal the data to know student teachers' perception on factor influencing willingness to speak English. It was given to nine students sixth semester of English Education Study Program of UIN Raden Fatah Palembang. The interview consisted of twenty one questions. To obtain in depth information, semi-structured interview was used in this study which were consisted of twenty one questions. All of the interviews were recorded and transcribed into English.

Trustworthiness
In the process of collecting and analyzing data, the accuracy of findings and interpretation must be ensured. In qualitative research, Lincoln and Guba said that "trustworthiness consists of some terms such as credibility, authenticity, transferability and confirmability" (As cited in, Shenton, 2014, p.64). I used member checking to check the research findings to participants in the study to determine whether findings were accurate or not.

Data analysis
In analyzing the qualitative data, I used thematic analysis. In this study, six steps of analyzing qualitative data were conducted. As Maria explained in Cresswell (2013), the steps were: first, I organized and prepared the data analysis. Second, I read or looked at the data. Third, I began detail-analyzing with coding process. Fourth, I used coding process to generate a description about the setting, as well as a theme for analysis. Fifth, I advanced of how the description and themes represented in qualitative narrative to convey the findings of analysis. Finally, a final step of data analysis, I made interpretation of findings.

Findings
The findings of this study presented the perception of the sixth semester student teachers at English education study program of UIN Raden Fatah Palembang on the factor influencing willingness to speak English in language classroom. The findings on this research were obtained from interview and were then analyzed by using thematic analysis.

Motivation
Based on the data from interview, I found one of factors influencing student teachers' willingness to speak English is Motivation. The data gained from interview showed that student teachers who had high motivation were willing to speak English in class. They also reported that, for them, English is international language which has been applied in various countries in the world. For them, it was such a pride if they could speak English. They also mentioned that they could take part in every world developments. For example, Some Students named RB, NV, RA, NW, and RFH also told similar opinions as RD said that: "I am really motivated. Because I had high passion to learn English. As we know that in this era, we are required to be able to do everything, including information technology" (RD, personal communication, April, 25, 2019).

Self confidence
Based on interview data, I found student teachers' self confidence can influence willingness to speak English in the class. Here, students with high self-confidence were relaxed when they were using English. Students with high self-confidence were not shy to voluntarily answer the question in the class. Moreover, students with high self-confidence felt that other students' speaking skill were not better than them. For them, everyone had their own skill, and there's no need to compare oneself to another. For instance, student RD said that: "I'm the best for me. If they think they are the best, it is okay for me. It depends on their perception. So, in my opinion I am the best too, why not" (RD & RH, personal communication, April, 25, 2019).

Collocutor
Based on gained data interview, collocutor during speaking English also influenced student teachers' interest in speaking English. Some students were more comfortable when speaking in pairs, in small group, even some were only interested in speaking to their lecture. The data gained from interview showed that some students felt most comfortable when speaking English in pairs. In pairs situation, they felt more focused and more comfortable to express their thoughts. They felt more intimate when speaking in pairs. With that, they could give suggestion each other and could correct the mistake in speaking English. Student named WN said that, "I feel most comfortable in pairs situation. Because I feel closer and more intimate, and also more freely to express my thoughts" (WN, personal communication, April, 25, 2019). Some students named NIW, RB, and RA also told similar opinions. Besides being comfortable in pairs situation, they also felt comfortable in small group situation. For example, other students named NV, RF and RH also had similar opinions and one of the student RF said that, Available online at http://jurnal.radenfatah.ac.id/index.php/tadib "I felt most comfortable in small group situation. In group, I could get information more than what I already have" (RF, personal communication, April, 25, 2019).
Based on data interview, I also found that some students felt most comfortable when they speak English with their lecturer. In addition, communicating with their lecturer can also develop their knowledge. Moreover, the lecturer was more considerate that her/his students were lacking in speaking English. For instance, student named RD and RFH said that, "if they communicate with the lecturer, she/he knows our mistake and tries to understand what we mean. It is different from our friends who likely ignore our mistakes" (RD, personal communication, April, 25, 2019).

Object discussion
Based on gained data interview, another factor influencing willingness to speak English is object discussion. Based on data interview, some students felt more interested in and were willing to speak English when they understand what topic is being discussed. For example, one of student NV said that, "when the material easy to understand, I feel confident to speak English in class" (NV, personal communication, April, 25, 2019).
Other students mentioned that some viral topics made them more attracted and more couraged to speak English in class. For instance, some students named RB, NIW, NW, and RH, one of students RP said that, "we like to discuss what is happening, example about movie which is showing in cinema or event about fashion" (RP, personal communication, April, 25, 2019).

Mood
Based on the data gained from interview, I found that mood could increase students' willingness to speak. When student felt happy, enjoyed and relaxed during learning process, they felt more confident to speak English in class. It was explained by student named RH said that, "My self confident depends on my mood. 2. Self Confidence a. Some of students were willing to speak English in class because they had high Self Confidence 3. Collocutor a. Some students were willing to speak English when they felt more confident and were familiar with their pairs. b. Some students preferred to speak English with their lecturer in the class than with their friends or small group. 4. Object Discussion a. Some students were more active when they understood the topic being discussed b. Some students were willing to speak English when the topic was interesting for them.
5. Mood a. Some students were willing to speak English when they felt happy, relaxed, and enjoyable at that moment.

Discussion
From the results of data analysis using thematic analysis, I found that, there were several things influencing willingness to speak English in class. One of the factors is motivation. Most of students with high passion were willing to speak English in class. This result was in line with Aydin (2017) who found that the student's character, enthusiasm and ambition for learning a foreign language apparently have a positive effect on WTC among intermediate-level adult Turkish EFL learners participating in the study. Ihsan (2016) also states that motivation can be seen as the successful aspect when learning a target language deals with speak the language (speaking skill). Thus, student with high passion, courage, and feel enjoyable in class is willing to speak English in classroom.
Subsequently, students' self-confidence affects their willingness to speak English in classroom. It revealed that some students were willing to speak English in class because they had high self-confidence. This result is supported by (Aydin, 2017;Compton, 2007;MacIntyre, 1998) who found that personal characteristics of the individual as well as their self-confidence are two most important factors that influence learners' willingness to speak English in classroom. In addition, Arango (2015) states that the achievement of oral performance is thought to be highly correlated with people's self-confidence.
Another factor that influences willingness to speak English is collocutor. Some students were willing to speak English when they felt more confident and were familiar with their pairs. It is line with research conducted by (Kang, 2005;Riasati, 2012) who found that learners felt more secured when talking to somebody whom they were familiar with. Subsequently, some students preferred to speak English with their lecturer in class than their friends or small group. Students could get more information and could give each other ideas when they speak English with lecture. It is in line with Cao (2011) found that willingness to communicate is determined by such factors as group size, familiarity with interlocutor, the degree of interlocutor participation in the discussion, familiarity with the topic that is being discussed, and degree of topic preparation. As Mariam (2018) defines that collocutor means a person to or with whom one speaks. It can be concluded that collocutor in a conversation being one factor which influences students' willingness to speak English in class.
In line with this, the object of conversation was also one of the factors that influences the desire of students to speak English in class. Some students were more active and more willing to speak when they understand the topic being discussed. This result was congruent with (Cao, 2011;Kang, 2005) who found that some particular topics may bring about greater "responsibility" to involve; that is, one feels the need to discuss a topic because it is intrinsically and instrumentally interesting to him or her. Subsequently, students were willing to speak English when the topic is interesting, such as hot/ viral news, what is happening, or about fashion. Students were more couraged when the topic was interesting to be discussed.
Last factor is mood. Some students were willing to speak English when they felt happy, relaxed, comfortable, and couraged at that moment during learning process. Pollak, Richardson, and Brookie (2015) state that mood refers to a positive or negative emotional state of varying intensity that changes in response to life's circumstances. And also Febrillia and Warokka (2011) found that negative mood or bad can also give a negative effect for students' learning ability because they would felt lazy to follow the learning activity. It can be concluded that the mood of students can influence the enthusiasm and desire of students to speak English actively in the classroom.

Conclusion
Based on the result of the data analysis by using thematic analysis, I found that there were some factors that influence students' willingness to speak English in class. First factor is motivation. In this study, students with high motivation had high passion and felt more couraged when they were in class during learning process. The second factor is selfconfidence. Students with high self-confidence were more willing to speak English in class during learning process. The third factor is collocutor. Some students felt more confident when they spoke English in pairs. Then, some students preferred to speak English with lecturer in class than speaking to their friends or speaking in small group. Fourth factor is object discussion. Students were more active to speak English when they understood the topic being discussed, and students were more willing to speak when the topic was interesting such as hot news, what is happening, or about fashion.
In line with it, I also found other factor that was never found by other researcher. The last factor is mood. Mood influenced the students' activity in during learning process. Some