THE EFFECT OF LEARNERS’ ATTITUDES, MOTIVATION, AND BELIEFS TOWARD WILLINGNESS TO COMMUNICATE IN EFL CLASSROOM AT SMAN 1 PAGERBARANG, TEGAL REGENCY

Maulidiya Umi, Handayani (2023) THE EFFECT OF LEARNERS’ ATTITUDES, MOTIVATION, AND BELIEFS TOWARD WILLINGNESS TO COMMUNICATE IN EFL CLASSROOM AT SMAN 1 PAGERBARANG, TEGAL REGENCY. Skripsi thesis, UIN Prof. K. H. Saifuddin Zuhri.

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Abstract

Willingness to communicate in a foreign language other than English has become an essential context that is investigated in the field of language research, especially in communication competence studies. Hence, the present study aimed to investigate the influence of students’ attitudes, motivations, and beliefs toward WTC. The purpose of this study was to determine whether there were or not any significant influences on students’ attitudes, motivations, and beliefs toward willingness to communicate in the EFL classroom at SMA Negeri 1 Pagerbarang. The study used an inferential quantitative survey research design. This research was conducted among 11th and 12th grade students of SMA Negeri 1 Pagerabarang, with a total of 85 students from SMA Negeri 1 Pagerbarang participating as respondents. The instrument consisted of 40 items that employed four aspects: attitude (adapted from the Attitude/Motivation Test Battery), motivation (adapted from the Second Language Motivational Self-System), learners’ beliefs, and willingness to communicate. The analysis data of this research used multiple linear regression analysis and were calculated in SPSS version 26.0. Based on the results, it was concluded that, partially, there was a positive and significant influence on learners’ attitudes toward willingness to communicate. However, there was no significant influence of motivation and learners’ beliefs toward willingness to communicate in the EFL classroom. In reference to communicative competence, the teacher should consider the factors that influence students’ willingness to communicate in the EFL classroom to create meaningful interaction and students’ active engagement.

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