EFL STUDENTS’ EXPERIENCES OF WILLINGNESS TO COMMUNICATE IN EXTRAMURAL DIGITAL CONTEXT

This study investigate the positive relationship between extramural digital activities and EFL students’ willingness to communicate. Extramural digital context is learning English outside the classroom without teachers’ involvement. It encourages EFL students to feel more comfortable in L2 willingness to communicate. Furthermore, this research investigated students’ experiences and factors that may influence EFL students’ willingness to communicate towards extramural digital context using qualitative research, specifically case study as the research design. The researcher collected the data from six EFL students from several universities in Indonesia with four female and two male using semi-structured interview and questionnaires. The interviews data were analyzed by using thematic analysis and using descriptive statistics analysis for the questionnaires. The findings showed that the convenience of extramural digital context and students’ self-confidence indicate as the factors that influence students’ willingness to communicate using English. Additionally, based on students’ experiences of using extramural digital context, listening to music is considered as the most frequently used by students. This research contribute to gain deep understanding about L2 willingness to communicate and extramural digital context. In pedagogical insight, this research help English teacher to facilitate EFL students in extramural digital context to increase students’ willingness to communicate.


INTRODUCTION
In the English classroom, students have low intention to communicate using English because students feel uncomfortable to use English in the classroom climate, unfamiliar topic under discussion, group size and even that interlocutors did not support each other to communicate in English (Zarrinabadi et al., 2014).
The feeling of pressure to communicate in the classroom becomes the main reason why students choose unwilling to communicate using English. Moreover, in the context of the Indonesian classroom, teachers seemed difficult to encourage student's willingness to communicate because students feel anxious when teachers ask them to communicate in English (Muamaroh;Prihartanti, 2013). Consequently, 2019). As the user of smartphones increasing, it means the chance of communicating in digital context greatly improving. Besides, this particular extramural digital context will offer students a chance to communicate in a real surrounding as well as encourage students to use, explore and learn the language (Tan et al., 2020). Thus, all devices and resources in digital context provide EFL students to communicate in the out-of-classroom environment. Furthermore, quantitative research by Lee and Dressman (2018) explores the relationship between EFL student's WTC and L2 learning in the extramural digital context where the students are learning English outside the classroom, digital and unstructured environment independent of a formal program. Moreover, that quantitative research shows a significant correlation between L2 WTC and the diversity of L2 activities in the extramural digital context. Even so, that research missed to draw students' experience about the reason why some students are eager or reluctant to communicate their L2 in the extramural digital environment (Lee, 2019). As seen in the example study above, many researchers have always attempted to find the significant correlation between L2 WTC and extramural digital context, however, little is known about students' experiences and the factors that may influence EFL students' WTC in the extramural digital environment.
In addition, in the newest research by Lee (2019), the investigation only on the factors that influence students' willingness to communicate in extramural digital context showed in qualitative research but it is limited because it used grounded theory. Therefore, the present research aims to find out students' experiences and the factors that may influence EFL students' willingness to communicate in extramural digital context. Thus, this research contributes more boarder about students' willingness to communicate using English in the extramural digital context. students who have the strong willingness to communicate using English will search many opportunities to communicate (Saberirad, et al., 2016;cited in Ningsih et al., 2018). The opportunities means the environment where the students can express their second language (L2) freely.

B. Methods
This study is qualitative research, specifically researcher conducted case study.
A case study is a research approach that provides a new insight in the a narrative description (Gay et al., 2012). The participants were 4 females and 2 males from different semesters and universities in Indonesia. The participants were voluntarily giving the information to the researcher and persons who have experiences of communicating using English in the extramural digital context. Furthermore, all participants are social media active users and communicate on digital platforms using English. All the participants are undergraduate students who have been learned English for at least eight years. The researcher used interview and questionnaire as the instruments to collect the data. The instruments of interview, researcher adapted from Lee (2019) and the questionnaires data, researcher adapted from Lee & Drajati (2019) and Lee & Chen Hsieh (2019) with 49 statements. To analyze the data of questionnaires, the researcher used descriptive statistics analysis. Furthermore, in analyzing interview data, the researcher used thematic analysis by Braun and Clarke (2013) to structure, orgaines and interpret the data.

Students' experiences of willingness to communicate in extramural digital context
In the first section of the questionnaire, the students were asked about their extramural English activities. From thirteen options on Table 1, students engage extramural English activity by listening to English songs take the highest percentage 86.67% with very often activities as the conclusion. Watching English movies showed 73.33%, which means students are fairly often to do the activities.
Moreover, the lowest activities that students are rarely doing are sending e-mail to Based on students' answers, there are a lot of choices to do in extramural digital context using English. Regarding the various activities in the extramural digital context, the researcher divides it into two categories of activities, it is receptive activities (RA) and productive activities (PA. Indeed, from the interviews data, it showed the equal activities, three students do receptive activities by listening to song, watching movies and reading e-book, while three students do productive activities by commenting on Twitter, chatting with a native and non-native speaker, and posting using English on Instagram.
Furthermore, students' duration on extramural English activities per day in Table 2 indicates the differences from one student to other students. The shortest time that students spend with Extramural English Activities is one hour thirty minutes and the longest time is 5 hours. Thus, students spend time on extramural English activities in unpredictable duration, so it is conditional based on students' spare time every day. Based on students' answers, in the extramural digital, students feel enjoyable, informal situation, they can meet a lot of people who have the same interest in English, they have more spare time in the outside the classroom and one of them said that extramural digital as the comfort zone.

Students' Affective Variables
In the last questionnaire, the researcher put some statements toward students' effective variable to know how this can affect their willingness to communicate. in the extramural digital context. Indeed, in the questionnaire data, the percentage shows higher when students are offered to communicate in the extramural digital context because it is more comfortable and in conditional conditions. Furthermore, meeting more people who have the same interest in English, because the users of the digital world are very numerous and unlimited from all over of the world and indirectly students can connect with anyone. The second aspect is related to students' self-confidence or student affective variables. In the personality, students have a general personality, but when students have to face the conditions between the extramural digital contexts or in the classroom, the percentage in the extramural digital context is higher or students are more confident to speak when in the extramural digital context. Moreover, related to what the students' feeling when communicating outside the classroom, three students answered that they felt less confident, nervous, and embarrassed, while the others students claimed that they felt confident to communicate with their close friends, increasingly confident and even confident.
Additionally, communicating in extramural digital context gives several advantages for students. The first advantage is friends or native speakers comfortably in the extramural digital context can correct students. Although, in the classroom, the teachers correct students, the feeling that comes out after the teacher's correction feedback is different if it is by their friends. The second advantage is the chance that offered by extramural digital context are unlimited. In the extramural digital context, students said that their pronunciation and vocabulary are increased, and students can spend more time outside of the classroom. The third advantage is the authentic situation, it means what students get from extramural digital context that related to English are connected the same with what students