STUDENTS’ PERCEPTIONS OF THE ROLE OF EMOTIONS AND

CLASSROOM ENVIRONMENT IN WILLINGNESS TO

COMMUNICATE

Written by:

Rina Prabawati

K2216057

ENGLISH EDUCATION DEPARTMENT

TEACHER TRAINING AND EDUCATION FACULTY

SEBELAS MARET UNIVERSITY

2019

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 TABLE OF CONTENT

Table of Content .............................................................................................. i

CHAPTER I: INTRODUCTION .............................................................. 1
A. Background of the Study.................................................................... 1
B. Research Questions ............................................................................ 3
CHAPTER II: LITERATURE REVIEW .................................................. 4
A. Enjoyment and Anxiety...................................................................... 4
B. Classroom Environment ..................................................................... 5
C. Willingness to Communicate (WTC) ................................................ 5
D. Review of the Previous Study ............................................................ 5
CHAPTER 3: METHODOLOGY ............................................................. 8
A. Research Setting ................................................................................. 8
B. Research Design ................................................................................. 8
C. Types of Data ..................................................................................... 8
D. Data Sources....................................................................................... 9
E. Trustworthiness .................................................................................. 9
F. Data Collection................................................................................... 9
G. Data Analysis ................................................................................... 10
H. Research Ethic ................................................................................. 10
REFERENCES .......................................................................................... 11

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 CHAPTER I
INTRODUCTION
A. Background of The Study
Willingness to Communicate (WTC) is the readiness of students to
actively participate in a conversation with other individuals and groups at
certain time and situation (MacIntyre, Dörnyei, Clément, & Noels, 1998).
Another definition also suggested by Khajavy, MacIntyre, and Barabadi
(2017) who stated that the WTC is a readiness of students to speak when
there is an opportunity to speak that appears in a discourse of conversation.
So, based on the definitions above it can be said that willingness to
communicate (WTC) is the readiness of students to communicate actively
where there are opportunities to speak that arise in a certain time, situation,
and participants. There are several factors that can influence students'
willingness to communicate (WTC) in English language learning context
such as motivation (Joe, Hiver, & Al-Hoorie, 2017), self-confidence
(Yashima, 2002), classroom environment (Khajavy et al., 2016; Peng , 2012),
enjoyment (Khajavy, McIntyre, & Barabadi, 2017), communicative
competence and anxiety (Elahi, Khajavy, MacIntyre, & Taherian, 2016).
Based on the factors mentioned above, this study focuses on emotional
factors (enjoyment and anxiety) and class environmental factors.
Emotions in relation to students' willingness to communicate can be
divided into two types: positive emotions and negative emotions.
‘Enjoyment’ is an example of positive emotions (Khajavy, McIntyre, &
Barabadi, 2017). Whereas ‘anxiety’ is an example of negative emotions
(Dörnyei and Ryan, 2015). Among emotions have been studied, anxiety has
been the most-studied emotion in language learning (Dewaele & MacIntyre,
2014). Anxiety also has been found as one of the obstacles in encouraging
learners’ willingness to communicate (WTC) (MacIntyre, Baker, Clément, &
Donovan, 2002). Since anxiety as a negative emotion is the most-studied
emotion, however, there has been rarely studied the role of positive emotion,
enjoyment in particular in language learning (Khajavy, McIntyre, &Barabadi,

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2017). Dewaele and MacIntyre (2014) argue that positive emotions in
general, and enjoyment in particular, should be examined in the research
literature to balance research that already has studied the role of language
anxiety. From the explanation above, it can be said that it is important to
examine both enjoyment and anxiety to know how far those two emotions can
affect students’ willingness to communicate.Another factor that influences
students' willingness to communicate is the availability of a supportive
classroom environment. The existence of a supportive classroom environment
can increase student participation in classroom learning. In addition, the
classroom environment can trigger students' enjoyment of learning (Dewaele
and MacIntyre, 2014; Khajavy, McIntyre, & Barabadi, 2017) by considering
the role of a positive and well-organized classroom environment, cheerful
teachers, and cheerful peers (Dewaele and MacIntyre, 2014). There are
several aspects of classroom environment that can affect students’
communication in the classroom such as topics, types of tests, teachers,
friends, and patterns of classroom interaction (Cao, 2011, 2014; Peng, 2012).
From the explanation above it can be said that a supportive classroom
environment can affect students' willingness to communicate.
The WTC topic has been reviewed by several researchers including
Peng and Woodrow (2010) who examined the WTC model with a focus on
classroom context at one of the universities in the Chinese English as a
foreign language. Zarrinabadi, Ketabi, and Abdi (2014) investigate the effect
of the topic under discussion, the group size, error correction, and use of
motivational strategies on situational WTC. Öz, Demirezen, and Pourfeiz
(2015) examined the WTC model of EFL learners in Turkish context which
focused on EFL learners’ perception of Willingness to communicate. Other
researcher carrying out the topic of the WTC is Yashima (2016), with a focus
on the role of individual characteristics and the context of students'
willingness to communicate. Then, Joe and Hiver (2017) examined the
relationship between classroom social climate, self-determined motivation,
WTC, and student achievement in formal EFL secondary schools in

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 Korea.There are several similarities and differences between the previous
research and this study. Both the previous studies and this research are using
the grand theory proposed by MacIntyre et al. in 1998. The difference
between the previous studies with this research is the approach taken by the
researcher. This study uses a qualitative approach that focused on the student
perceptions toward the role of emotions and classroom environment in
students' willingness to communicate. Although there are many studies
discussed the factors that affect students’ willingness to communicate (WTC),
but there are few studies that focused on student perceptions. In addition,
there is also little research on WTC in Indonesia that discuss the role of
positive and negative emotions, especially enjoyment and anxiety, and the
role of the classroom environment.
To discuss the topic of this study, the researcher used the main theory
called Willingness to Communicate (WTC) proposed by MacIntyre et al. in
1998. The essence of the theory is about the readiness of students to actively
participate in a conversation with other individuals or groups at certain times
and situations. The researcher used this theory because the theory of
Willingness to Communicate (WTC) by MacIntyre et al. is the theory that
first discusses the willingness of students to communicate in English as
Foreign Language (EFL) context.
B. Research Questions
1. What are the students’ perceptions of the role of emotions in
willingness to communicate (WTC)?
2. What are the students’ perceptions of the role of classroom environment
in willingness to communicate (WTC)?

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 CHAPTER II

LITERATURE REVIEW

A. Enjoyment and Anxiety

Emotions have an important role in students’ achievement and
performance in the foreign language classroom. Research has shown that
the ratio of positive to negative emotions is correlated with a wide variety
of motivation-related variables, including frequency and quality of contact
with speakers of the target language (MacIntyre and Vincze, 2017). Based
on the broaden-and-build theory by Frederickson, 2013, negative emotions
are correlated with a bias to choose the local option, consistent with a
narrowed scope of attention. For example, fear tends to arouse self-
defence and thoughts of escaping the condition. On the other hand,
positive emotions are correlated with a bias to choose the global option,
consistent with a broadened scope of attention.
Among the negative emotions, anxiety has been the most-studied
emotion in language learning (Dewaele&MacIntyre, 2014). Foreign
language classroom can be full of anxiety (Young, 1991; Horwitz,
Horwitz, & Cope, 1986) mostly when the language learners should
communicate in a foreign language. Anxiety has been found as one of the
obstacles in encouraging learners’ willingness to communicate (WTC)
(MacIntyre, Baker, Clément, & Donovan, 2002).
Considering that there are many studies have discussed and
explored the role of anxiety in language learning, there are little studies
that focused on positive emotions in the foreign language classroom
(Dewaele&MacIntyre, 2014). According to Cao (2014), both positive and
negative emotions are the important factors underlying willingness to
communicate (WTC) including satisfaction, enjoyment, anxiety, boredom,
disappointment, frustration, embarrassment, and anger. Among positive
emotions that are pertinent to the language learning process, enjoyment
has been investigated stronger than other emotions (Pekrun, Frenzel,

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 &Goetz, 2007). Dewaele and MacIntyre (2014) argue that there are two
key sources of enjoyment in language classrooms: “developing
interpersonal relationships and making progress toward a goal” (p. 242).
B. Classroom Environment
According to Bronfenbrenner’s (1979) ecological view of human
development in education, classroom environment is influential in
learners’ success in addition to cognitive and affective factors. “Classroom
context refers to all the things that are present in the classroom that can
affect individuals’ engagement” (Khajavy, McIntyre, &Barabadi, 2017, p.
6). There are some environmental factors that influence learners’ WTC
such as topic, task types, teacher, interlocutors, and class interactional
pattern influence learners’ communication in the classroom (Cao, 2011).
Furthermore, teacher support, student cohesiveness, and task orientation
are also classified as environmental factors underlying learners’ WTC
(Khajavy, McIntyre, &Barabadi, 2017).
C. Willingness to Communicate
WTC in the foreign language context has been defined as “a
readiness to enter into discourse at a particular time with a specific person
or persons, using a L2” (MacIntyre, Dörnyei, Clément, & Noels, 1998, p.
547). WTC model shows that foreign language communication is not only
relies on communicative competence and linguistic, but also relies on the
psychological “readiness” to speak when there is a chance. Some
processes that influence learners’ WTC include patterns of relations
among language groups, learners’ personal factors, motivations, attitudes,
anxieties, and competencies. Moreover, the most influencing factor of
learners’ WTC is the desire to communicate with a specific person and
feeling of self-esteem in a certain situation. (Khajavy, McIntyre,
&Barabadi, 2017).
D. Review on Previous Studies
The WTC topic has been reviewed by several researchers including
Peng and Woodrow (2010) who have examined the WTC model with a

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focus on classroom context at one of the universities in China where
English is a foreign language. The study used quantitative methods with
two analytical techniques namely Exploratory Factor Analyzes (EFAs) and
Confirmatory Factor Analyzes (CFAs). The results of the study show that
the classroom environment, self-confidence, students’ belief, and
motivation can influence students' willingness to communicate.
Zarrinabadi, Ketabi, and Abdi (2014) also conduct the research of
WTC which has the aim to investigate of the effect of the topic under
discussion, the group size, error correction, and use of motivational
strategies on situational WTC. The participants of the research are English
language learners in Iran. The findings indicate that some purposeful
decisions in the topic of the discussion and the size of the group can
positively contribute to facilitating WTC. The results also show that
teachers’ use of delayed error correction and motivational strategies
positively contribute to increasing learners’ willingness to talk in the
classroom.
Öz, Demirezen, and Pourfeiz (2015) examined the WTC model of
EFL learners in Turkish context. The study focused on EFL learners’
perception of Willingness to communicate. The findings revealed that
21.6% of the participants had high WTC, 13.4% had high communicative
competence and 18.7% had high scores in communication apprehension.
The results of structural equationmodeling (SEM) also indicated that
communication competence and communication apprehension were the
strong predictors ofWTC whilemotivational factors indirectly influenced
WTC. The proposed model forWTC accounted for 63% of the variance in
WTC.
Other researcher carrying out the topic of WTC Yashima (2016).
The research focused on the role of individual characteristics and the
context of students' willingness to communicate. The research was
conducted at one of the universities in Japan where English as a foreign
language by using a qualitative approach. The results of the analysis

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focused on three selected participants, revealed that the level of students’
willingness to communicate arises from the influence of the individual
characteristics consisting of personality and skills, as well as contextual
influences such as the reactions of other students and speech patterns in a
group.
Joe and Hiver (2017) examined the relationship between social
class atmosphere, motivation, WTC, and student achievement in formal
secondary schools in Korea where English is a foreign language. The
study used a quantitative approach by distributing questionnaires and
surveys to students. The results showed that WTC was strongly influenced
by motivation and satisfaction of basic psychological needs and was
weakly influenced by students' competence and achievements.
From the explanation of the previous studies about the WTC
mentioned above, the researcher argues that there are similarities and
differences between the previous research and this study. Both the
previous studies and this research are using the grand theory proposed by
MacIntyre et al. in 1998. The difference between the previous studies with
this research is the approach taken by the researcher. This study uses a
qualitative approach that focused on the student perceptions toward the
role of emotions and classroom environment in students' willingness to
communicate.

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 CHAPTER III

RESEARCH METHODOLOGY

A. Reasearch Setting
This study is conducted at one of the Senior High School inIndonesia,
specifically in the English as foreign language classroom. The researcher
plans the research for six months starting from June to December 2019.
B. Research Design
This research using case study qualitative design. A case study is a
problem to be studied, which will reveal an in-depth understanding of a “case”
or bounded system, which involves understanding an event, activity, process,
or one or more individuals(Creswell, 2002 p. 61). According to the statement
above, it can be said that case study can be defined as a study that is
conducted intensively, detailed and depth toward an organization, institution
or certain phenomenon.
This research uses that method because it is appropriate to the
objectives of the research which focuses on one case that is students’
perceptions of the role of emotions and classroom environment in their
willingness to communicate. The results of the research emphasize more
toward the data interpretation found in the field. The results are not written in
the form of figures and tables with statistical measures, but it is illustrated in
the form of describing words to the results and it is presented in narrative.
C. Types of Data
There are two types of data that the researcher uses in this qualitative
research. Those are:
1. Primary Data
The first primary data is students’ responses to the questionnaire
given about the role of emotions (enjoyment and anxiety) and classroom
environment in their willingness to communicate. The second primary
data is the transcriptions of the interview which is conducted to
strengthen the data obtained from the questionnaire. The last primary

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 data is field notes of observation which deals with students’ willingness
to communicate in EFL classroom.
2. Secondary Data
Pictures, recorders and videotapes as documentation of the
research process and track and record of the school will be the additional
data that will be collected by the researcher.
D. Data Sources
The primary source of data in this research is the second-grade students
of one of Senior High School in Indonesia. In this case, there are 30 students
who will be asked to fill the questionnaire and some students will be
interviewed. Besides, the researcher will also conduct classroom observation
to obtain the data.
E. Trustworthiness
In this research, triangulation technique is used to check the validity of
findings. The collected data based on the questionnaire, observation, and
interview is merged.The triangulation technique allows the researcher to be
able to see a case from more than one perspective.
F. Data Collection
1. Questionnaire
The procedures of gathering data from questionnaire are as follow:
a. The questionnaire gives to respondents fill the questionnaire at once.
b. Respondents fill the questionnaire.
c. The writer will give 20 minutes to respondents to fill the questionnaire
completely.
d. Then, the respondents are asked to submit the questionnaire as well as
they finished filling.
2. Observation
Classroom observation in this research is conducted to observe
students’ participation to speak in English lesson. From that, the researcher
will be able to get more data on their willingness to communicate.

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 3. Interview
Interview in this research will be used to obtain the data about the
students’perceptions towards the role of emotions and classroom
enviroment in their willingness to communicate. The data from the
interview is used to strengthen the data gathered by questionnaire.
For the sake of verification and data cross-checking, interview will be
done after questionnaire, and while asking the question orally, the writer
takes notes based on the students answer.
G. Data Analysis
After collecting the data through questionnaire and interview the
writer then analyze the data based on the steps below:
1. Identifying the answer from the questionnaire. This means that the writer
will group the students’ answers into “Agree-Less agree-Not agree”
2. List the value of the answers. How many people answer “Agree” how
many of them answer “Less agree” and how many people answer “Not
agree” for the whole question, the answer will be tallied into a table for
the easiness of computing.
3. The result of the questionnaire would be interpreted, described and then
discussed along the data from the interview and the observation notes to
construct the conclusion.
H. Research Ethic
The researcher follows some ethics when doing this research such as
asking for permission to he participants of the research, that they will be
observed and asked to fill the questionnaire as well as give their answer in the
interview session. The participants’ name will be replaced with another name
or it will be abbreviated to protect the participants’ privacy.

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