ANALYSIS OF STUDENTS’ WILLINGNESS TO COMMUNICATE

IN THE IMPLEMENTATION CURRICULUM 2013

IN PONDOK PESANTREN HAJI MISKIN

Proposal

Proposed as one of requirement to have the seminar proposal at English

Education Department of IAIN Bukittinggi

Education Study Program

YULIA NINGSIH

NIM: 2315042

Advisor

Hilma Pami Putri, M. Pd

NIP. 198605112015032003

ENGLISH EDUCATION DEPARTMENT

FACULTY OF TARBIYAH AND TEACHER TRAINING
STATE ISLAMIC INSTITUTE OF BUKITTINGGI
2019 /2020 M

1
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CHAPTER I

INTRODUCTION

A. Background of the Problem

Curriculum is used as the basic concept and success indicator of

education. Without curriculum, education will seem to have no goal and setup.

Curriculum in formal education is very important to determine the goal of the

education. It means, curriculum is used to set or to determine the destination

of the learning.

Implementing the curriculum is not an easy thing to do. There will be

many obstacles during the process. Finding out the exact curriculum for every

student is almost impossible since the students are full of different individual,

thinking style, or learning style. Maybe this also one of the reasons that make

curriculum in Indonesia has changed several times such as curriculum 1968,

1975, 1984, 1994, 2004, 2006, and 2013.

Recently, Indonesia is using curriculum 2013 which a curriculum that

more focus to the students as the center of learning. According to

Kemendikbud, 2013 curriculum prioritizes to use discovery learning and

project based learning.1 According to Nurgazali, discovery learning is learning

model that requires the students to solve his own problem in learning by a

little help from teachers.2 Meanwhile, according to Tan and Chapman, project-
1
Kemendikbud, KerangkaDasardanStrukturKurikulum 2013, (Kemendikbud, 2013),
p. 15
2
Fadhlan Nurgazali, Model Discovery Learning DalamPembelajaran Matematika,
( Medan: UN Medan, 2018), p.1
 3

based learning engages students in authentic learning through project work.3 It

is sure that both of those approaches are student centered.

One of the goals in curriculum 2013 is developed the students to have

willingness to communicate. Kemendikbud state that the goal of 2013

curriculum is to improve and balance the soft skill and hard skill of the

students that convey the aspect of attitude, performance, and knowledge.4 The

students’ willingness to communicate is one of the examples of improved and

balanced soft skill and hard skill of the students. This means that in curriculum

2013, the students are required not only to pass the test, but also able to use

the skill they get from learning. For example, the students need to be able to

pass the English exam and they also should be able to speak and write using

English.

Willingness to communicate (WTC) is closely related with speaking,

listening, writing and reading. It is not only expressed through verbal, but also

non-verbal.5Students’ willingness to communicate is the goal that hard to

achieve. In order to make them have WTC, they need to be able to speak,

listen, write and read well. For example, if the students ask them a question in

English, they need to be able to listen it well. Then, they also need to speak

well in order to answer it. If the students are given a writing test, they need to

read the instruction before writing them.

3
Joseph C.L Tan and Anne Chapman,Project Based Learning for Academically-able
Students, (Singapore:Sense Publisher, 2016), p. 35
4
Kemendikbud, KerangkaDasardanStrukturKurikulum 2013, (Kemendikbud, 2013),
p. 22
5
TianHavwini, Indonesian Efl Students’ Willingness To Communicate In The 2013
Curriculum Implementation: A Case Study, (Batam: PoliteknikNegeriBatam, 2019), p. 106
 4

Theoretically, WTC is “a students’ intention to interact with each

other in the target language, given the choice to do so” 6 This definition

suggests that students’ participation is categorized as their WTC in English

class when they participate without waiting for the teacher to call upon their

names. Specifically, students’ WTC occurs when students propose an answer

for open questions, or express an idea or opinion about an issue when they are

not obliged to do so.

WTC of the students need to be analyzed since it affects their skills in

English. If the teacher finds out how the students’ WTC are, she could use the

correct method to improve it. For example, a teacher find out that the students’

WTC in speaking is low, then she could reflect how she teaches speaking in

that class and change the strategy that she currently used since it cannot

improve the students WTC in speaking, and the same goes with other skill like

listening and writing.

Based on preliminary observation Januari 2020 in Pondok Pesantren

Haji Miskin by observing students in one of the classrooms, the researcher

found some problems related to WTC. First, the students seem to be shy to

communicate their idea. For example, only the same students raise their hand

when the teacher asked them a question. The other students seem to be shy

and have less confident to raise their hands. The problem above was observed

while the students were learning about report text. When the teacher asking

their opinion about the topic (to activate their background knowledge), most

6
Ibid. p.107
 5

of the students did not have any intention to communicate their idea, only one

or two of them that responded to the teacher’s question

Second, aside of showing shy behaviors, students also seem to have

less confidence in classroom participation such as responded to their friend

opinion or teacher’s question. During the observation, the class was doing the

group discussion. The teacher asked the students’ opinion about the topic, but

only few of them that responded. Then, the teacher chooses one students in

every group and they have to response to the question that she gave. Even

though there were more students responded to her question, but there were

none of the students’ responded to their friends’ opinion.

Another problems, the students seem to be panic when the teacher asks

them to go in front of the classroom to perform or state their idea. At the end

of the group discussion about report text, the teacher asked one of every

group. When the teacher asked one of them, he said that he is afraid to be

laughed by his friends. The other students said that he is afraid to be wrong.

Researchers found that this anxious habit of being afraid to be judged and

making errors is one factors that inhibits students’ willingness to

communicate. This facts show that there is problem with their WTC.

Having WTC is important for the students in order to have soft and

hard skill balanced as stated in the purpose of curriculum 2013. The indicator

of the students that have WTC is the students who do not shy to communicate

their idea, whether they were asked to deliver it or not.7Based on the problems
7
Ibid 107
 6

above, the researcher want to conduct a research to analyze the students’ WTC

in PondokPesantren Haji Miskin that is entitled “Analysis of Students’

Willingness to Communicate in the Implementation Curriculum 2013 in

PondokPesantren Haji Miskin”

B. Focus and Limitation of the Research

Based on the background of the problem above, there are several

problems that was found. They are as follow:

1. Students seems to be shy to communicate their idea

2. Students have less confidents to show their idea

3. Students seem to be panic when the teacher asks them to go in front of the

classroom

C. Formulation of the Problem

Based on the focus and limitation of the problems above, the

formulation of the problems is “How is the students’ willingness to

communicate in 2013 curriculum in Pondok Pesantren Haji Miskin”

D. Purpose of the Research

Based on the formulation of the problem above, the purpose of this

research is to analyze the students’ willingness to communicate in 2013

curriculum in Pondok Pesantren Haji Miskin”

E. Significance of the Research

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The researcher expected that this research finding might be useful for

many people, such as:

1. For the teachers

To give the information about their students’ willingness to communicate

and expect them to find the solution based on the findings of this research.

2. For the researcher

This research is expected to give the researcher information about

PondokPesantren Haji Miskins’ student willingness to communicate and it

could be useful for the researcher later in the field to be a teacher

3. For the next researcher

This research could be useful for the next the researcher that want to

conduct a research that has the same or similar variable with this research.

F. Definition of Key Terms

In order to avoid misunderstanding, the researcher will explain about

terms used in the title of the research, they are:

1. Willingness to communicate (WTC) is students’ intention to interact with

each other in the target language, which in this case is English language

2. Curriculum 2013 is a curriculum that focus on the students as the center of

the learning
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CHAPTER II

REVIEW OF RELATED LITERATURES

A. Review of Related Theories

1. Willingness to Communicate
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a. Definition of Willingness to Communicate

Willingness to communicate (WTC) is a term to define

someone’s will or readiness or desire to communicate. In line with

MacIntyre et al, he said that WTC is a readiness to enter into discourse

at a particular time with a specific person or persons using L2.8This

means that WTC is about someone readiness to start to communicate

using second language. It is obvious that everyone does not have the

equal desire to communicate. There are people who talk much and

there are people who do not.

In addition, McCroskey & Richmond state that willingness to

communicate is the probability to initiate communication, specifically

talking, when the opportunity arises.9It means that WTC is related with

someone behavior toward communication. Someone WTC depends on

his or her communicative skill, mood, purpose to communicate, etc.

The more confidence someone with his or her communication skill, the

more likely that person to communicate. This statement in line with

Pattapong, “People with a high level of fear and anxiety in

communication are likely to be less willing to communicate”10

8
P.D Macintyre, Variables underlying willingness to communicate, (Communication
Action Report Volume 11 number 2,) p.135
9
McCroskey& Richmond, Personality and interpersonal communication, (Newbury
Park, CA: Sage), p.143
10
KamlaitipPattapong, Willingness to communicate in a second language:A qualitative
study of issues affecting Thai EFL learnersfrom students’ and teachers’ points of view, (Sydney:
University of Sydney), p.11
 10

Based on the experts above, WTC is someone readiness, desire,

or probability to initiate any communication. it depends on his or her

communicative skill, mood, purpose to communicate. However,

researcher will focus toward students’ WTC by using English

especially on the 2013 curriculum.

b. Factors that Influence WTC

Factors that influence WTC are based on the Pyramid figure

that was proposed by MacIntyre et al. It can be seen at the figure

below:11

The explanation of the mode was paraphrased from

Pattapong:12

1) The model consists of twelve parts arranged in six layers

which are classified into two main levels.

11
P.D Macintyre, Variables underlying willingness to communicate, (Communication
Action Report Volume 11 number 2,) p.135
12
KamlaitipPattapong, Willingness to communicate in a second language:A qualitative
study of issues affecting Thai EFL learnersfrom students’ and teachers’ points of view, (Sydney:
University of Sydney), p.13
 11

2) Level one involves situational variables (Layers I-III). The

situational variables (e.g., desire to speak with a specific

person) are subject to change, depending upon the specific

context at a given time.

3) Level two involves individual influences (Layers IV-VI).

The individual variables (e.g., intergroup relations, learner

personality) are conceived as being stable properties of a

person that can be applied to any situation.

4) The distal arrangement of the situational variables and the

individual influences in the model indicates the significance

of situational variables over individual influences, because

situational ones are located in the upper level closer to the

top of the pyramid, while the individual variables are

located in the lower level at the base of the pyramid.

5) Despite having non-immediate impact on WTC, individual

influences form the fundamental level of the WTC process.

6) Layer I situated at the top of the pyramid represents the L2

Use, which not only refers to speaking activities, but also to

other activities, such as reading newspapers and 14

watching TV in L2

7) Layer II represents behavioral intention, which refers to

Willingness to Communicate
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8) Layer III indicates situated antecedents which immediately

influence the WTC and involves Desire to Communicate

with a Specific Person as well as State Communicative

Self-Confidence.

9) Layer IV, Motivational Propensities, contains three

variables. First, Interpersonal Motivation depends on either

Control or Affiliation. Second, Inter-group Motivation is

directly affected by a particular group to which a person

belongs and which is impacted by Intergroup Climate and

Intergroup Attitudes in layers below and also depends on

either Control or Affiliation. Third, L2 Self-Confidence

consists of two components, Cognitive and Affective. The

L2 self-confidence at this level is more stable than state

communicative self-confidence in the situational level

10) Layer V, Affective-Cognitive Context includes three

variables: Intergroup Attitudes, Social Situation, and

Communicative Competence. Finally, layer VI, Social and

Individual Context, comprises two factors, Intergroup 15

Climate and Personality. Intergroup Climate reflects the

special characteristics of the bilingual context, where the

issue of availability of the language or linguistic vitality

(Structural characteristics of the community), as well as

 13

attitudes towards ethnic groups (Perceptual and affective

correlates), becomes important

11) Control and Affiliative motives are important elements that

drive WTC, because they are repeatedly emphasized in

both situational and individual variables in the model.

- Affiliation refers to a need to establish a relationship

with the interlocutors that comes from integrative

motives such as attractiveness, similarity, and

familiarity, while Control refers to a type of

communication which depends on instrumental

motives, such as more powerful interlocutors, where

interlocutors aim to manipulate each other when

communicating, often with specific aims, such as

requiring their assistance, cooperation or services.

In addition, Cao said there were 3 general factors that affect

students WTC in learning second langauge. They are such as follow:13

1) Environmental dimension

From an ecological perspective, the environmental factors

refer to variables embedded in the immediate classroom

environment that exerted influences on learners’ WTC. They

13
Yiqian Cao, Investigating situational willingness to communicate within second
language classrooms from an ecological perspective, (China: English Language Centre, Xi’an
Jiaotong-Liverpool University, 2011), p.471-474
 14

included the external factors - topic, task type, interlocutor,

teacher, and class interactional pattern.

a) Topic

Topic of communication significantly affects the ease of

language use. Content knowledge and familiarity with a certain

register is likely to result in a boost in one’s linguistic self-

confidence, while lack of knowledge about a topic and lack of

familiarity with the register may inhibit communication

b) Task type

Task type is also a factor affecting students’ WTC in pair and

group interaction. The majority of the students usually

expressed preference for the project work which involved

teamwork rather than teacher-fronted activities.

c) Interlocutor

The interlocutor was reported to be a major factor affecting

students’ WTC. The students preferred to talk to interlocutors

who were more competent than them, who were talkative and

outgoing, and who had a lot of ideas to share. The students also

found it more interesting to talk to interlocutors from different

cultural backgrounds, not only because they could learn about

different cultures, but also because they felt more open and

freer to talk to “foreigners” whom they perceived as knowing

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less about their own cultures. It was considered less interesting

to talk to interlocutors from the same country.

d) Teacher

In a language classroom, it is unavoidable that the teacher

plays an influential role in affecting students’ WTC. The

teacher’s involvement, attitude, immediacy and teaching style

exerts a significant and determining sociocultural influence on

student engagement and WTC. The students tended to be more

willing to ask questions and participate more actively in class

when they liked the teacher of that class

e) Class interactional pattern

To put it more precisely, group size, seemed to have an

influence on WTC. In a classroom context, the concept of

group size can be expressed in terms of three types of class

interactional pattern: whole-class, small group and dyad. As

shown in previous research, learners’ preferences for these

interactional contexts are not uniform. Some feel more

comfortable to talk in small-groups or dyads whereas others

are more vocal in teacher-fronted activities. However,

generally students prefer small group or pair work to whole-

class activity in both ESL and EFL settings

2) Individual dimension
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From an ecological perspective, factors within the

individual dimension refer to personal characteristics, that is,

internal psychological and affective factors possessed by each

individual student that exert influences on his/her WTC. They

included perceived opportunity to communicate, self-confidence,

personality, and emotion.

a) Perceived opportunity to communicate

Perceived opportunity for talking was also regarded as a factor

contributing to WTC. Perception of others’ participation was

also identified as influencing WTC. Some reported that they

felt a sense of responsibility to fill the gap when observing that

others in class were too quiet

b) Personality

Personality can either facilitate or inhibit language learning in

general and learner’s WTC in particular. Students with such

personality dispositions as extraversion, impulsiveness,

socialization and flexibility tend to be more risk-taking and

more prone to communication.

c) Self-confidence

There appears to be evidence to confirm that the self-

confidence variable (a combination of perceived

communicative competence and a lack of anxiety). As an

individual difference factor that would directly affect WTC

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influenced learners’ WTC. Self-confidence in a second

language operates at dual levels e L2 self-confidence, which is

the overall belief in being able to communicate in an efficient

manner, and state self-confidence, which fluctuates and tends

to be reduced or enhanced at particular moments.

d) Emotion

Emotions have impact on the quality of student’s learning and

student emotions have a substantial effect on the quality of

classroom communication. Students experience a full range of

diverse emotions in instructional settings. Apart from negative

emotions such as anxiety that have been widely. reported,

positive emotions are mentioned as frequently.

3) Linguistic dimension

The linguistic factors refer to both actual and perceived

ability to express oneself in L2 thoroughly and correctly, as well as

an intention to switch back to L1 to sustain communication. Two

factors belong to this dimension, namely, language proficiency and

reliance on L1.

a) Language proficiency

As a distant rather than a proximal factor in the heuristic

pyramid model, the degree of a person’s L2 proficiency has a

significant effect on his/her WTC. It has also been shown in

empirical studies on L2 WTC that both actual and perceived

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competence of language learners was found to be related to

WTC and that low linguistic proficiency could prevent

students from risking speaking the L2 in class. When difficulty

occurred in comprehension, either in listening or reading, some

students reported that it affected their willingness to talk and

consequently they felt bored.

b) Reliance on L1

Students reverted to their L1 to compensate for their weakness

in their spoken L2. In situations where silence was identified

as uncomfortable for teachers and students, it was convenient

and stress-relieving for students to opt for their L1. It seems to

be natural for the students to opt to their L1 when they all

speak the same L1. some L1 is inevitable and useful in the

language learning classroom, they also point out that reliance

on L1 can definitely hamper WTC in L2 and result in little

language production in the target language.

Based on the theories above, it could be said that WTC depends

on many things. There are intergoup climate, personality,

communicative competence, social situation, intergroup attitudes, self-

confidence, intergroup motivation, interpersonal motivation, and self-

confidence. These factors make the WTC of each individual different.

Someone who have good self-confidece may have more willingess to

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initiate a communication rather than someone who have low self-

confidence. This can be seen obviously in daily life.

2. Curriculum

a. Definition of Curriculum

The word of curriculum was taken from Latin which is

"Curriculae". The meaning of the word curriculae is a distance that

runner should take to reach the finish line. In the past, the curriculum

is defined as a period of education that must be taken by students to

obtain a diploma.14 On the other way, the curriculum is just about the

result the teacher get from the student, but more to the process how to

get that result..

In a term of education, a lot of the experts use different

meaning of curriculum but however they still have similar aspects in it.

The similarity of experts’ definitions is curriculum is highly connected

with the attempt that is wanted to achieve. It is clear that curriculum is

made for students. Murphy in Abdullah said that curriculum consists

of (1) planned learning experiences, (2) offered within an educational

institution/program, (3) represented as docuent (4) includes

experiences resulting from implementing thet document.15

14
WinaSanjaya,
KurikulumdanpembelajaranteoridanPraktikPengembanganKurikulumtingkatsatuankependidikan
(Jakarta: kencana 2010) p.2
15
WinaSanjaya,
KurikulumdanpembelajaranteoridanPraktikPengembanganKurikulumtingkatsatuankependidikan
(Jakarta: kencana 2010) p.03
 20

In conclusion, curriculum is a set of program that is made by

institute that consists of the whole process in teaching and learning

activity. The curriculum includes started from material, process,

media, evaluation and the goal of learning.

b. Component of Curriculum

Based on the purpose of curriculum, curriculum has become

the purpose of education. Curriculum also has components which are

supporting each other. Some experts have different idea regarding the

difference in the total amount of component in curriculum. However

Abdullah said that there are six important components in curriculum.16

1) Goal

Goal is purpose of doing something or a destination that

someone needs to set before doing anything. Goal is the most

important thing in education. This goal includes cognitive domain,

affective domain, and psychomotor. (1) Cognitive domain is the

purpose of the education related to students’ intellectual

development. (2) affective domain related to students’ attitude and

emotion. (3) Psychomotor domain leads do development of

physical skill the students have.

2) Content and material

This component is the material that is programmed to

achieve the purpose of education. This component usually consist

of subject materials to be learnt by students such as math, science,

16
Abdullah, PengembanganKurikulumTeori&Praktik, ( )p.40
 21

English, etc. those subjects are adjusted with the levels and kinds

of learning. Those subjects usually stated and put on a school

program structure.

3) Media and facilities

Media is an assisting tool to deliver material of learning to

the students. This tool meant to make it easier for the students to

comprehend the material in applying the content of curriculum.

Media make the student easier to understand the material in

learning process. The usage of media considered as crucial for the

teacher.

4) Learning strategy

In teaching process, teachers have to understand strategy to

teach the students. Strategy in teaching related to approach, method

and learning tool that is necessary in teaching. Strategy in teaching

also means the way the teacher use in teaching. By using the

suitable strategy, it is expected for the students to get a great result

of the learning.

5) Process

This component is an important component in learning. The

goal of the teaching is the change of the students’ attitude. This

component also has strong relation with learning atmosphere.

There have been a lot of attempts the teachers do to grow students’

 22

motivation and creativity in learning, even it is inside or outside of

the class. It is a correct step the teacher should do.

6) Evaluation

To see how far the learning has succeed in curriculum,

evaluation is necessary to be done. It is because this component has

strong relationship to the other component. So, the way of the

assessment or evaluation will decide the purpose of the curriculum,

material and the process of teaching.

In conclusion, there are 6 elements/components of curriculum.

They are goal which includes cognitive domain, affective domain, and

psychomotor. Content and material that usually consist of subject

materials to be learnt by students. Media and facilities which is an

assisting tool to deliver material of learning to the students. Learning

strategy that is related to approach, method and learning tool that is

necessary in teaching. Process is any learning and teaching activity.

Evaluation is an activity to find out how far students understand their

lesson.

c. 2013Curriculum

National curriculum is a result of revision of previous

curriculum. The curriculum is revised as the result of analyzing of the

advantages and deficiency in the implementation of the curriculum.

2013 curriculum is a new curriculum that was made by Kemendikbud

 23

fixing the previous curriculum which is KTSP. This curriculum was

implemented first on July 2014.

The theme of 2013 curriculum development is to make

productive, creative, innovative, affective students. This development

was made through improving the attitude, skills, and integrated

knowledge. This stated in sisdiknas article 3 UU No 20, year 2013 “to

develop students’ potential to be a complete human that have faith to

the almighty god, noble, healthy, knowledgeable, capable, creative,

independent, and become citizens who are democratic and

responsible.

2013 curriculum is a curriculum that is used in Indonesia. In

the international conference ISESCO Nuh as the speaker of Indonesia

culture and education minister said that Indonesia as a country with a

multicultural society must have an attitude of mutual understanding,

recognizing diversity, uniqueness, respecting other cultures and

religions. The 2013 curriculum is one of the supporting factors in this

regard, because the 2013 curriculum highlights the importance of

humanizing humans.17 This curriculum focus on balancing the skill of

the students, not only making the student become good in academic

competence but also the goal of the 2013 curriculum is making the

students have a good behavior towards their society.

17
Muhammad Nuh, mendikbudpaparkankurrikulum 2013 di konferensiinternasional
ISESCO (retrieved from http://www.kemendikbud.go.id in 16 October 2019)
 24

Based on the government regulation no. 20 year 2003 it has

been said that the purpose of education in Indonesia is to develop the

potential of students in order to become someone who have faith to

the almighty god, noble, healthy, knowledgeable, capable, creative,

independent, and become a citizen approved and responsible. This

regulation became the foundation of the curriculum 2013. Since the

purpose of 2013 curriculum is to make the students not only capable

in academic but also students need to have good manner and believes.

d. TeachingEnglish in curriculum 2013

Indonesian government had made a lot of changes to the

educational curriculum. According to pranowo in munif, no matter

what the curriculum is, the government expects the teacher to teach all

four skill in teaching English, and the teacher also expected to be able

to develop the four skill of the students.18 By what have been

explained above, the teachers have to make the students able to

develop all language that the students have. The teacher cannot focus

only for one or two skills in language learning.

Spolsky also argued theoretically language learning comes

from interaction and integration that is made not only based on one

factor but there are a lot of factors that made the language learning

become successful.19 The factor that Spolsky explained above is the

18
Dian nashrulmunif, implementasikurikulum 2013 dalampembelajaranBahasainggris
(madiun: STAI madiun 2015), p.285
19
Bernard Spolsky. Conditions for Learning English as a Second Language. (New
York: Oxford University Press, 1989) p. 04
 25

factor of language skills that students have. Those skills cannot stand

alone.

There are a lot of differences between previous curriculum

(KTSP) and 2013 curriculum especially in teaching English. The

difference between both curriculums can be seen as below:

a) Focus of the material; in previous curriculum it is stated that

the English learning rather focus on structural English and

grammar. In K13 learning material are focus on the language

competence as a tool for communication

b) Reading activity: KTSP curriculum did not make the student

used to read. Meanwhile K13 make the students read,

comprehend and even resume the text.

c) Writing: KTSP did not make the students were accustomed to

write the text systematically, logically an effectively. K13 is

accustomed the students to arrange the text systematically,

logically and effectively through practices and text

arrangement

d) Rules: KTSP curriculum did not introduce the rules of the text

based on the needs of the students, K13 students are introduced

to the rules of the text so that the students do not make

mistakes in arranging the text.

 26

e) Expressions: KTSP not really imply the importance of

expression in producing language spontaneously. Meanwhile

K13 make the students to express the language spontaneously.

To put it simply, the 2013 curriculum is putting the students as the

center of learning while the KTSP curriculum is teacher centered. 2013

curriculum have the purpose to balance the hard and soft skill that students

have. It means that in curriculum 2013, the students are not meant to focus

only on the exam, but also their hard skill such as writing and speaking.

Related with this research, curriculum 2013 is best curriculum to

find out students’ WTC since in it the students are encouraged to speak

more. However WTC need to free without any tense to do communication.

this research will reveal whether the students’ WTC in 2013 curriculum is

low, moderate, or good.

B. Review of Related Studies

There are some studies that are related with this research. The first

study was conducted by Funny Amalia Sari in 2016 with the title “Enhancing

EFL Students’ Willingness To Communicate: Teachers’ Beliefs About Their

Roles And Strategies” This study aims to investigate teachers’ beliefs about

the scope of theirroles in terms of interaction strategies in order to develop and

 27

maintain theirlearners’ willingness to communicate (WTC). Four experienced

teachers of twoEnglish courses in Indonesia were asked to answer an open

self-completionquestionnaire that was designed based on the three interaction

strategies proposedby Lee and Ng (2010). The study suggests any pedagogic

interventionsalways depend on good teaching: one method alone does not

promise success.This present study is expected to contribute to the

comprehension of teachers’influence to learners’ WTC particularly to

language teacher development.This study indicates that a

successfulcommunicative classroom task largely dependson good teaching.

The second study was conducted by SeptiWulandari in 2015 with the

title” Factors Influencing Students’ Willingness to Communicate in

Transactional Speaking Courses” This study focuses on factors that influence

students’ willingness to communicate in Transactional Speaking courses in

English Language Education Study Program of SatyaWacana Christian

University. There were 106 students who enrolled in Transactional Speaking

class participated in filling in an open-ended questionnaire. The data was

analyzed qualitatively using a content analysis to analyze the students’

willingness to communicate factors. Results show four major factors that

influence students’ willingness to communicate in the class. They are

students’ familiarity with interlocutor, students’ correctness of speech,

teachers’ role and students’ motivation. This study is beneficial for speaking

teachers in creating better ways to teach and avoiding students’ unwillingness

to communicate in Transactional Speakingclass.

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There are some similarities and differences of the studies above with

this research. This research focuses on analyzing the students’ willingness to

communicate especially in 2013 curriculum. However the factors that

influence WTC will not be the main focus in this study although the

researcher would still mention it later.

C. Conceptual Framework

Curriculum Goal

Content and
2013 Curriculum material
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Media and
Teaching English in
facilities
2013 Curriculum

Learning
Willingness to strategy
Communicate

Process

Evaluation