Willingness to communicate is one of the important aspects that students
should have. Teachers as well as the pre-service English teachers may possess a
significant role in the formation of WTC of students such many factors as
teachers’ attitude, involvement, and teaching style. Their attitudes; cognitive,
affective, and behaviour are considered essential for students to increase their
WTC. Therefore, the researcher was interested to know pre-service English
teachers’ attitude towards students’ WTC in three aspects of attitude; cognitive,
affective, and behaviour.
This research applied mix-method research. The population of this
research was 159 pre-service English teachers and the samples of this research
were 32 of pre-service English teachers in Antasari State Islamic University. The
data were collected through spreading questionnaire to find out cognitive and
affective attitude and affective and observing videos of the participants’ teaching
to find out behaviour attitude and the interview to find out more explanation of
attitude in cognitive aspect. The researcher applied two methods of analysis,
descriptive statics analysis for analyzed statements from questionnaire, and
observations sheets and descriptive qualitative analysis which analyzed interview
data.
The results showed that the attitude of pre-service English teachers in
cognitive and affective aspects are positive with means score 4.2 and 4.0 while the
attitude of pre-service English teachers in behaviour aspect is negative with means
of all score is 2.35. Referring to triode, pre-service English teacher had positive
beliefs and feelings toward students’ willingness to communicate but they did not
take favorable stance toward students’ willingness to communicate