The Correlation between Students' Willingness to Communicate (WTC) and Speaking Achievement: A Case of Seventh-Grade Students of Junior High Schools in Palembang
Keywords:
Speaking Achievement , Willingness To Communicate , Correlation , Junior High School StudentsAbstract
Speaking is a crucial aspect of language learning, yet many students struggle with developing effective speaking skills. Successful communication requires not only linguistic competence but also confidence and motivation. One psychological factor believed to influence speaking achievement is Willingness to Communicate (WTC), which is the term used to describe a student's preparedness to communicate if given the chance. This study focused on analyzing the relationship between WTC and speaking achievement and determining the extent to which WTC contributes to students’ speaking achievement. A quantitative correlational research design was employed, involving 105 students from two junior high schools in Palembang. This study implemented a WTC questionnaire and a speaking test to obtain the data, and statistical analyses were conducted using SPSS. The correlation analysis indicated that there was no correlation between students’ willingness to communicate and their speaking achievement (r=0.144, p=0.143), suggesting that WTC alone may not directly impact speaking achievement. The study concludes that while WTC is important for language learning, other factors such as linguistic competence, learning environment, and instructional strategies may also play a role in students' speaking achievement. These findings contribute to a deeper understanding of WTC and its implications for language teaching practices.
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