CLASSROOM Social Climate, English Language Engagement as Predictors of Willingness to Communicate of Junior High School STUDENTS

Abstract

In second and foreign language learning, effective communication is essential for communication especially in global business and cultural exchanges. Therefore, many language learners improve their English communicative competence to be more willing to communicate. However, challenges persist in fostering a high level of willingness to communicate, especially in social or psychological context. This study aimed at investigating the influence of classroom social climate and English language in willingness to communicate of junior high school students. Quantitative descriptive correlation design utilizing mean and standard deviation, Pearson r, multiple regression analysis and total enumeration sampling technique were employed in this study. Three adapted questionnaires were used to collect data from respondents. Results revealed that significant relationships were found on both classroom social climate and English language engagement to willingness to communicate. Between the two independent variables, only English language engagement was considered as predictor of willingness to communicate. Further, findings also show that the willingness to communicate was high suggesting that students' engagement with English language matters more in fostering their communicative willingness than   the classroom environment.