Selfwilling. Based on the students’ answers for the first question, the researcher found that all of them are willing to use English language when communicating, but the frequency of time they use English is not too often. The reasons of their willingness is varied, some of them think that it is important to use English and some of them are naturally like English subject. Most of them feel confident when communicating using English. However, 3 of them still feel a liitle bit shy to use English language. All of them gave a good response whenever their teacher asked them to present their individual work in front of the class, most of them just straight ahead to the front of the class after they got the instruction from their teacher. Most of the students said that they have received corrections regarding the mistakes they have made when using English in communicating by their teachers,a few of them also have been laughed at because of these mistakes. In line with one of the student answer from interview with the question ―when you ask something using English, what response did you get? Did anyone laugh at you or get a correction from the teacher?‖ , ―There is correction from the teacher, if it's from a friend because I'm not good at speaking English so it's normal if someone laughs at me‖. (Student 5) However, this does not stop them from using English when communicating. All of the students choose to be the active one when presenting group assignments in front of the class, it is indicate that their willingness to use English is strong. All of the students have ever received a correction of the use of thier grammar or pronunciation when they use English, they said making mistake when using English is normal, because they still learning. However, they they don't just keep calm when they make mistakes, they make various efforts so that the mistakes they have made do not happen again. their efforts are vary, such as reading, listening to music and watching movie which using English language and studying via the internet.
Selfwilling. According to the data shown above, mostly students are willing to communicate in English language. Each student's ability to communicate in English is influenced by a different set of factors. The researcher conducted interviews with students from MTs N 8 Muaro Jambi. Students from the third grade were chosen. The researcher interviewed each student in 5 minutes. The researcher asked the questions, took notes, and recorded the interview procedure. The interview was conducted in a classroom setting. Most students told that they are willing to use English language when communicating. They think that English is important, but they do not use it very often because sometimes they feel afraid and shy. They do not feel afraid or anxious in using English eventhough they get a correction from their teacher because they made a mistake. To engage in a spoken communication, students must be mentally prepared to speak up without getting hesitant, anxious, or lacking confidence, among other things. WTC indicates the psychological capability that causes someone to engage in conversation using the language learnt (XxxXxxxxx, 2007). However, XxXxxxxxx and Xxxx describe WTC in Manipuspika (2018: 204) as "a steady propensity toward communication when free to do so." They emphasize that students who are willing to communicate are those who have no barriers to communicating. In line with the student answer during the interview procedure with the question ―do you often and want to use English when communicating during English class ?‖ , “I do quite often and want to, because I also want to train myself, and if in the future there is an opportunity to study abroad or go abroad, at least you must be able to speak English language‖ (Student 5) Furthermore, according to Xxxxx and XxxXxxxxx (2000), WTC relates to a student's proclivity for or aversion to communication. The more engaged the learner is, the more advantage students will gain from their communication actions (Xxxxx, 2004). Since the frequency with which they utilize their L2 grows (XxxXxxxxx, Xxxxx, Xxxxxxx, & Xxxxxx, 2001), they have more time to pursue and expose their L2, which promotes their activeness and independence (S.-X. Xxxx, 2005). As a result, XxxXxxxxx et al., (2001) and XxxXxxxxx et al., (1998) expect them to reach higher levels of linguistic competence.
