Menjelajahi Kesediaan Berkomunikasi (WTC) Dalam Membentuk Keterampilan Berbahasa Inggris Mahasiswa Pendidikan Bahasa Inggris Di Universitas Tadulako

This qualitative study employs Interpretative Phenomenological Analysis
(IPA) to investigate how English Education students at Universitas Tadulako
experience and interpret the ways WTC shapes their English-speaking
performance. Three undergraduate students (semesters 3-5) participated in
in-depth semi-structured interviews, with findings triangulated through a
lecturer interview. Systematic IPA analysis revealed four superordinate
themes: (1) WTC as Dynamic Social-Cognitive State, fluctuating with
context rather than functioning as a stable trait; (2) The Fluency-Accuracy
Paradox, whereby students universally prioritize comprehensibility over
grammatical correctness as a strategic coping mechanism; (3) Fear as
Cultural-Pedagogical Construct, wherein judgment anxiety rooted in
Indonesian educational culture inhibits WTC despite supportive teaching;
and (4) The Preparation Imperative, in which advance notice and cognitive
readiness universally facilitate WTC while spontaneous demands trigger
defensiveness. Findings demonstrate that WTC operates as a multi-
dimensional construct shaped by individual motivation, social ecology,
cultural context, and pedagogical environment. Practical implications
include creating psychologically safe environments, validating fluency-first
strategies, and scaffolding spontaneity through preparation.