Arifin, Febriyana Yulia (2023). Factors that Influence Students’ Willingness to Communicate in of Second year Students of English Department at Mulawarman University. S1 Thesis. English Department. Faculty of Teacher training and Education. Mulawarman University. Advisors: (1) Dr. Phil Maria T. Ping, M,Sc and (2) A.K. Amarullah, S.S., M.Pd
Knowledge of English Language is needed since English the first foreign language that officially taught to students at every level of education. So, English has become one of the most important languages. Unfortunately, there are always some factors that influence students’ language learning process especially in communicating. Herein, Students’ Willingness to communicate having crucial role in students’ learning process.
This research aims to reveal (1) the willingness of second year students to communicate (2) the contribution of psychological and situational factors (3) the strategies used to motivate second years students of English Department Mulawarman Univeristy’ willingness to communicate in English class.
This research was mixed-method research. This study dealt with quantitativequalitative approach. In this case, the researcher took 81 students as the sample to find out willingness to communicate in English and took 4 students to be interviewed to gain deeper understanding of complexities of students’ willingness to communicate problems in the classroom. In this study, the quantitative data was calculated by SPSS 21. In terms of the contribution of psychological and situational factors was calculated by double regression analysis. The qualitative data was analysed by using the flow model of Miles and Huberman (1994) which consisted of concurrent flows of activity: data collection, display, reduction and conclusion.
The result showed the level of willingness of the second-year students of English Department of Mulawarman University to communicate in English was on Moderate level. It means the students are willing to communicate on certain situations. The results of a double regression analysis indicated there was significant contribution of both psychological and situational factors to willingness of second year students of Mulawarman Univeristy to communicate as much 39%. In addition, in terms of strategy that motivate students, lecturers may focus on (1) familiar topic selection, and (2) constructive feedback.
Base on the result above, students are suggested to have internal motivation, in order to support the learning activity. Moreover, the lecturers and students may collaborate in discussing the learning environment that increase students’ Willingness to Communicate in English Class.