Factors Contributing to Students' Willingness to Communicate during English Day Program
A Case Study at SMK Putra Indonesia Malang
DOI:
https://doi.org/10.35961/salee.v4i2.845Keywords:
Factors, English Day Program, Willingness to CommunicateAbstract
A lot of habituations are needed to get students accustomed to communicating using a foreign language. One of the habits that schools can hold is through outside classroom program, such as English Day program by SMK Putra Indonesia Malang, held weekly to create an English environment for students to develop their speaking skills. However, in practice, students’ willingness to communicate (WTC) was considered low based on the initial observations conducted by one of the researchers. The present study aimed to investigate the factors contributing to WTC during the English Day program. Using a case study through interview and observations, the participants were eight tenth grade students of Industrial Chemical and Industrial Pharmacy classes represented by high and low achievers. The results showed that there were five factors influence their WTC during the English Day Program, including their surroundings, being afraid of committing grammatical mistakes, lack of vocabulary knowledge, lack of pronunciation mastery, and shyness. Thus, English teachers are recommended to encourage students to speak more through fun learning activities in the classroom. Moreover, further researchers are suggested to conduct research on a wider sample to know the main factor contributing to low WTC during the English Day program.
References
Abrar, M., Mukminin, A., Habibi, A., Asyrafi, F., & Marzulina, L. (2018). "If our English isn't a language, What is it?" Indonesian EFL student teachers' challenges speaking English. The Qualitative Report, 23(1), 129-145.
Ary, D., Jacobs, L. C., Irvine, C. K. S., & Walker, D. (2018). Introduction to Research in Education. Boston: Cengage Learning.
Beay, S. (2022). The Implementation oF English Day Program in the students’ speaking skill at the eleventh grade of SMAN 18 Makassar. (Doctoral dissertation, Universitas Bosowa).
Burgoon, J. K. (1976). The unwillingness?to?communicate scale: Development and validation. Communications Monographs, 43(1), 60-69.
Creswell, J. W. (2011). Educational research planning, conducting, and evaluating quantitative and qualitative research. London: Pearson.
Dansieh, S. A., Owusu, E., & Seidu, G. A. (2021). Glossophobia: The Fear of public speaking in ESL students in Ghana. Language Teaching, 1(1), 22-35.
Daud, A., Ras, F., Novitri, N., & Audia, C. P. (2019). Factors contributing to speaking anxiety: A case study of pre-service English teachers. Journal of Educational Sciences, 3(3), 412-422.
Dewaele, J. M., Witney, J., Saito, K., & Dewaele, L. (2018). Foreign language enjoyment and anxiety: The effect of teacher and learner variables. Language teaching research, 22(6), 676-697.
Diantoro, P. (2016). The implementation of English day program in SMK Putra Indonesia Malang (Doctoral dissertation, Universitas Brawijaya).
Donaldson, M. (2020). “Everything go upside down”: Navigating mistakes in early learning and teaching. Schools, 17(1), 70-91.
Eggum-Wilkens, N. D., Zhang, L., An, D., & Clifford, B. N. (2022). Shyness in School. Education Routledge Resources Online.
Handayani, R., & Purbani, W. (2018, December). Self-reflections of introvert students towards problems of speaking English. Proceedings of the 5th Asia Pasific Education Conference (AECON 2018),m 172-179.Havwini, T. (2019). Indonesian EFL students’willingness to communicate in the 2013 curriculum implementation: A case study. TEFLIN Journal, 30(1), 105-120.
Hymes, D. (1972). On communicative competence. In J. Pride & J. Holmes (Eds.), Sociolinguistics (pp. 269-293). Harmondsworth: Penguin Books.
Iksan, M., Husnaini, H., & Masruddin, M. (2022). Implementation of weekly English Program with fun learning method for Pesantren students. Ethical Lingua: Journal of Language Teaching and Literature, 9(2), 872-879.
Jowsey, T., Deng, C., & Weller, J. (2021). General-purpose thematic analysis: A useful qualitative method for anaesthesia research. BJA Education, 21(12), 472-478.
Khajavy, G. H., MacIntyre, P. D., & Barabadi, E. (2018). Role of the emotions and classroom environment in willingness to communicate: Applying doubly latent multilevel analysis in second language acquisition research. Studies in Second Language Acquisition, 40(3), 605-624.
Kiliç, M. (2019). Vocabulary knowledge as a predictor of performance in writing and speaking: A case of Turkish EFL learners. PASAA: Journal of Language Teaching and Learning in Thailand, 57, 133-164.
Kusumawardani, S. A., & Mardiyani, E. (2018). The Correlation between English grammar competence and speaking fluency. PROJECT (Professional Journal of English Education), 1(6), 724-733.
Leigh, E., & Clark, D. M. (2018). Understanding social anxiety disorder in adolescents and improving treatment outcomes: Applying the cognitive model of Clark and Wells (1995). Clinical Child and Family Psychology Review, 21(3), 388-414.
MacIntyre, P. D., Baker, S. C., Clément, R., & Conrod, S. (2001). Willingness to communicate, social support, and language-learning orientations of immersion students. Studies in second language acquisition, 23(3), 369-388
MacIntyre, P. D., Clément, R., Dörnyei, Z., & Noels, K. A. (1998). Conceptualizing willingness to communicate in a L2: A situational model of L2 confidence and affiliation. The Modern Language Journal, 82(4), 545-562.
McCroskey, J. C., & Richmond, V. P. (1990). Willingness to communicate: A cognitive view. Journal of Social Behavior and Personality, 5(2), 19-37.
Mulyaningsih, R. D., & Murtafi'ah, B. (2022). Willingness to communicate (WTC) among tertiary English Education students: A survey study. ELT Echo: The Journal of English Language Teaching in Foreign Language Context, 7(2), 164-177.
Nurullayevna, S. N. (2020). The key of effective communication is pronunciation. European Journal of Humanities and Educational Advancements, 1(4), 5-7.
Rindiana, D. & Wulandari, M. (2020). Exploring students’ willingness to communicate in classroom conversation at 7th billingual class of SMP Islam Al Azhar 21 Sukoharjo in the academic year 2019/2020 (Doctoral dissertation, IAIN Surakarta).
Sari, H. F. M. (2019). The implementation of English speech as an extracurricular program to enhance the students' public speaking ability at MAN 2 Ponorogo (Doctoral dissertation, IAIN Ponorogo).
Sejnowski, T. J. (2018). The deep learning revolution. Cambridge: MIT press.
Singh, M. K. R., Singh, M. K. M., & Eng, L. S. (2015). Effectiveness of oral proficiency in English for secondary schools (OPS-English) programme in Improving English language vocabulary among secondary school students. Advances in Language and Literary Studies, 6(6), 201-208.
Sun, Y. (2019). An analysis on the factors affecting second language acquisition and its implications for teaching and learning. Journal of Language Teaching and Research, 10(5), 1018-1022.
Taslim, T., Asrifan, A., Chen, Y., & Nurdania, N. R. (2019). Correlation between student’s vocabulary mastery and speaking skill. Journal of Advanced English Studies, 2(2), 65-76.
Tran, V. B. K. (2016). Some strategies to promote student’s willingness to communicate in second language classroom: A Case of English Education students at Can Tho University. Unpublished bachelor thesis.
Uchihara, T., & Saito, K. (2019). Exploring the relationship between productive vocabulary knowledge and second language oral ability. The Language Learning Journal, 47(1), 64-75.
Uluta?, N. (2019). On the Importance of speaking training and rhetoric art in communication. International Journal of Language Academy,7(4), 28-54
Ary, D., Jacobs, L. C., Irvine, C. K. S., & Walker, D. (2018). Introduction to Research in Education. Boston: Cengage Learning.
Beay, S. (2022). The Implementation oF English Day Program in the students’ speaking skill at the eleventh grade of SMAN 18 Makassar. (Doctoral dissertation, Universitas Bosowa).
Burgoon, J. K. (1976). The unwillingness?to?communicate scale: Development and validation. Communications Monographs, 43(1), 60-69.
Creswell, J. W. (2011). Educational research planning, conducting, and evaluating quantitative and qualitative research. London: Pearson.
Dansieh, S. A., Owusu, E., & Seidu, G. A. (2021). Glossophobia: The Fear of public speaking in ESL students in Ghana. Language Teaching, 1(1), 22-35.
Daud, A., Ras, F., Novitri, N., & Audia, C. P. (2019). Factors contributing to speaking anxiety: A case study of pre-service English teachers. Journal of Educational Sciences, 3(3), 412-422.
Dewaele, J. M., Witney, J., Saito, K., & Dewaele, L. (2018). Foreign language enjoyment and anxiety: The effect of teacher and learner variables. Language teaching research, 22(6), 676-697.
Diantoro, P. (2016). The implementation of English day program in SMK Putra Indonesia Malang (Doctoral dissertation, Universitas Brawijaya).
Donaldson, M. (2020). “Everything go upside down”: Navigating mistakes in early learning and teaching. Schools, 17(1), 70-91.
Eggum-Wilkens, N. D., Zhang, L., An, D., & Clifford, B. N. (2022). Shyness in School. Education Routledge Resources Online.
Handayani, R., & Purbani, W. (2018, December). Self-reflections of introvert students towards problems of speaking English. Proceedings of the 5th Asia Pasific Education Conference (AECON 2018),m 172-179.Havwini, T. (2019). Indonesian EFL students’willingness to communicate in the 2013 curriculum implementation: A case study. TEFLIN Journal, 30(1), 105-120.
Hymes, D. (1972). On communicative competence. In J. Pride & J. Holmes (Eds.), Sociolinguistics (pp. 269-293). Harmondsworth: Penguin Books.
Iksan, M., Husnaini, H., & Masruddin, M. (2022). Implementation of weekly English Program with fun learning method for Pesantren students. Ethical Lingua: Journal of Language Teaching and Literature, 9(2), 872-879.
Jowsey, T., Deng, C., & Weller, J. (2021). General-purpose thematic analysis: A useful qualitative method for anaesthesia research. BJA Education, 21(12), 472-478.
Khajavy, G. H., MacIntyre, P. D., & Barabadi, E. (2018). Role of the emotions and classroom environment in willingness to communicate: Applying doubly latent multilevel analysis in second language acquisition research. Studies in Second Language Acquisition, 40(3), 605-624.
Kiliç, M. (2019). Vocabulary knowledge as a predictor of performance in writing and speaking: A case of Turkish EFL learners. PASAA: Journal of Language Teaching and Learning in Thailand, 57, 133-164.
Kusumawardani, S. A., & Mardiyani, E. (2018). The Correlation between English grammar competence and speaking fluency. PROJECT (Professional Journal of English Education), 1(6), 724-733.
Leigh, E., & Clark, D. M. (2018). Understanding social anxiety disorder in adolescents and improving treatment outcomes: Applying the cognitive model of Clark and Wells (1995). Clinical Child and Family Psychology Review, 21(3), 388-414.
MacIntyre, P. D., Baker, S. C., Clément, R., & Conrod, S. (2001). Willingness to communicate, social support, and language-learning orientations of immersion students. Studies in second language acquisition, 23(3), 369-388
MacIntyre, P. D., Clément, R., Dörnyei, Z., & Noels, K. A. (1998). Conceptualizing willingness to communicate in a L2: A situational model of L2 confidence and affiliation. The Modern Language Journal, 82(4), 545-562.
McCroskey, J. C., & Richmond, V. P. (1990). Willingness to communicate: A cognitive view. Journal of Social Behavior and Personality, 5(2), 19-37.
Mulyaningsih, R. D., & Murtafi'ah, B. (2022). Willingness to communicate (WTC) among tertiary English Education students: A survey study. ELT Echo: The Journal of English Language Teaching in Foreign Language Context, 7(2), 164-177.
Nurullayevna, S. N. (2020). The key of effective communication is pronunciation. European Journal of Humanities and Educational Advancements, 1(4), 5-7.
Rindiana, D. & Wulandari, M. (2020). Exploring students’ willingness to communicate in classroom conversation at 7th billingual class of SMP Islam Al Azhar 21 Sukoharjo in the academic year 2019/2020 (Doctoral dissertation, IAIN Surakarta).
Sari, H. F. M. (2019). The implementation of English speech as an extracurricular program to enhance the students' public speaking ability at MAN 2 Ponorogo (Doctoral dissertation, IAIN Ponorogo).
Sejnowski, T. J. (2018). The deep learning revolution. Cambridge: MIT press.
Singh, M. K. R., Singh, M. K. M., & Eng, L. S. (2015). Effectiveness of oral proficiency in English for secondary schools (OPS-English) programme in Improving English language vocabulary among secondary school students. Advances in Language and Literary Studies, 6(6), 201-208.
Sun, Y. (2019). An analysis on the factors affecting second language acquisition and its implications for teaching and learning. Journal of Language Teaching and Research, 10(5), 1018-1022.
Taslim, T., Asrifan, A., Chen, Y., & Nurdania, N. R. (2019). Correlation between student’s vocabulary mastery and speaking skill. Journal of Advanced English Studies, 2(2), 65-76.
Tran, V. B. K. (2016). Some strategies to promote student’s willingness to communicate in second language classroom: A Case of English Education students at Can Tho University. Unpublished bachelor thesis.
Uchihara, T., & Saito, K. (2019). Exploring the relationship between productive vocabulary knowledge and second language oral ability. The Language Learning Journal, 47(1), 64-75.
Uluta?, N. (2019). On the Importance of speaking training and rhetoric art in communication. International Journal of Language Academy,7(4), 28-54
Downloads
Published
2023-07-10
How to Cite
Auliyah, Z., & Sujannah, W. D. (2023). Factors Contributing to Students’ Willingness to Communicate during English Day Program: A Case Study at SMK Putra Indonesia Malang. SALEE: Study of Applied Linguistics and English Education, 4(2), 393–408. https://doi.org/10.35961/salee.v4i2.845
Issue
Section
Articles
