The focus of the study was to seek for the relationship between teachers’ immediacy behaviors and teachers’ credibility, either in partial or simultaneous to the students’ willingness to communicate. Besides, the study was done to see whether teachers’ immediacy behaviors or teachers’ credibility gave more contribution to the students’ willingness to communicate. This study was done at SMKN 1 Samarinda with 245 students of twelfth grade in academic year 2019/2020 as the participants. For the data collection this study used three questionnaires, they are, teachers’ immediacy behaviors questionnaire consisting of non-verbal and verbal behaviors, the Measure of Ethos/Credibility (MEC), and the students’ willingness to communicate questionnaire. The data was then analyzed using multiple regression. The findings of this study revealed that the teachers’ immediacy behaviors had the significantly relationship with the students’ willingness to communicate with the contribution for 22.4% and teachers’ credibility had the relationship with the students’ willingness to communicate with the contribution for 7.1%. Meanwhile, simultaneously, the teachers’ immediacy behaviors and teachers’ credibility had the relationships with the students’ willingness to communicate with the contribution for 22.5%. From these findings, it was also known that the factor which gave more contribution to the students’ willingness to communicate in English was teachers’ immediacy behaviors.
Keywords: Students’ perception, teachers’ immediacy behaviors, teachers’credibility, students’ willingness to communicate.