Karimah, M. 2022. The Correlation Between Willingness to Communicate and Motivational Self-System of Fourth Semester English Department Students. English Department, Mulawarman University, Samarinda. Advisor I: Dr. Noor Rachmawaty, M.Ed, and Advisor II: Dr. Desy Rusmawaty M.A..
The purpose of this study was to find out the relationship between willingness to communicate (WTC) and motivational self-system of the fourth semester students of English Language Education Department of Mulawarman University academic year 2021/2022. The design of this study was correlational design within quantitative approach. The sample of this study was 91 Fourth Semester students of English Language Education Department of Mulawarman University in academic year 2021/2022. The WTC questionnaire and Motivational self-system questionnaire were adapted from Lee and Lu (2021). The data of this study were analyzed using Pearson Product Moment Formula. The data analysis result of WTC questionnaire showed that fourth semester English Department students’ WTC level was 0.329 (M=3.29) and deemed as ‘low’. This meant that most students have a passive attitude and an apparently unwilling to stand out in learning session by comfortably listening to teachers rather than actively engaging in conversation. The data analysis for the motivational self-system subscale showed that the mean score of students’ motivational self-system was 0.390 (M=3.90), which is considered as high degree of motivation. This is possible that students feel that they know the importance of communication and has motivation to nourish it among peers for their better performance. The result of the Pearson Product Formula (0.676) showed that there was a positive and high correlation. Positive correlation means there is a positive relationship between variable as both variables tend to increase or decrease linearly together. This means Null Hypothesis (Ho) is rejected and the Alternative Hypothesis (Ha) is accepted. This result meant that students’ WTC and motivational self-system can be increased positively in linear manner. This means their willingness behaviours in nourishing communication for learning like developing comfortable learning system, doing effective teamwork with peers and freedom of choice can affect their motivational self-system and how to regulate themselves.