EFL Teachers’ Application of IDLE to Facilitate Their Instructional Willingness to Communicate in English in Classroom Practice

kis santi apriani; herri mulyono, ph.d;

RIZKINA AYU INDRIYANI. Student’s ID: 1901055096. “EFL Teachers’
Application of IDLE to Facilitate Their Instructional Willingness to Communicate
in English in Classroom Practice”. A paper, Jakarta: The University of
Muhammadiyah Prof. Dr. HAMKA, 2023.
The current study aimed to investigate EFL pre-service and in-service
teachers’ application level of informal digital learning of English (IDLE) outside
the classroom in order to facilitate their instructional WTC (IWTC) using target
language in the classroom setting. A total of 229 pre- and in-service teachers from
primary and secondary schools were participated in this study by filling out an
online questionnaire administered to the required respondents. The current
research utilized RASCH analyses to examine participants’ level of IDLE
engagement and the differences between teachers’ IDLE-IWTC and their
demography. The result of the current study discovered that average teacher’s
level of using IDLE exhibited high, particularly male, teachers aged 30 to 40,
teachers with experiences of 5 to 10 years and government in-service teachers.
However, the findings also revealed that government in-service teachers had highlevel
of IDLE use for instructional willingness to communicate. This research
findings suggests that IDLE for EFL teachers beneficial to accelerate their
informal learning through digital devices and teaching using instructional
language of L2 inside the classroom settings, especially, by presenting the L2
communication using the target language.