COMMUNICATION BEHAVIOR OF STATE ISLAMIC INSTITUTE (IAIN) OF KEDIRI
4. CONCLUSION AND SUGGESTION
The current study intended at investigating the possible relationship between IC students’
willingness to communicate (WTC) and communication strategies and the teachers’ communication behavior. The results suggested that the teacher communication behavior affects the students’ WTC.
If the students are good in their willingness to communicate level, they also tend to have good communication strategies level. In other words, the students’ awareness in using the appropriate strategy in negotiating with the problem affects their compliance and readiness to communicate with others.
In accordance to the result, the teachers can be said that their behaviors become a contributor in affecting students’ perspective to learn to talk, since students’ willingness to communicate is increased when the teachers give positive behavior to the students. As the result of the study suggests, all of teacher’s communication behavior were significantly have relation with students’
WTC. There are three factors that mostly influence EFL learners’ WTC namely challenging factor, teacher’s encouragement and praise behavior, and controlling communication behavior of the teacher and the students’ WTC indicates a strong enough positive correlation between communication behavior of the teacher and the students’ WTC. Those factors were followed by understanding and friendly behavior and non-verbal communication of the teacher which confirmed that they give little effect on the students’ WTC.
The results of this study still have some limitations and are far from conclusive. Firstly, there are only 87 participants participated in this study; therefore further studies are suggested to carry out on larger samples with more male students. Secondly, due to some limitation and weakness of the questionnaires, the next researchers are recommended to use more accurate and valid sources for the data collections. Thirdly, the present study suggest for further research on how different students variables such as students’ orientation in studying English, and other teacher variables such as teaching method and teaching style affect the students’ WTC.
1st International Conference on English Language Teaching ISSN: 2962-1445 29-30 June 2022
24
REFERENCES
[1] R. Ellis, “Second Language Acquisition 2nd Edition. _,” 2008.
[2] P. D. MacIntyre and C. Charos, “Personality, attitudes, and affect as predictors of second language communication,” J. Lang. Soc. Psychol., vol. 15, no. 1, pp. 3–26, 1996.
[3] M. Nadafian and A. G. Mehrdad, “The Relationship between EFL Students‟ Gender and their Willingness to Communicate in Same-Sex Classrooms,” Int. J. Educ. Investig., vol. 2, no. 1, pp.
93–102, 2015.
[4] M. Alemi, Z. Tajeddin, and Z. Mesbah, “Willingness to communicate in L2 English: Impact of learner variables,” Res. Appl. Linguist., vol. 4, no. 1, pp. 42–61, 2013.
[5] J. C. McCroskey and J. E. Baer, “Willingness to communicate: The construct and its measurement.,” 1985.
[6] P. D. MacIntyre, Z. Dörnyei, R. Clément, and K. A. Noels, “Conceptualizing willingness to communicate in a L2: A situational model of L2 confidence and affiliation,” Mod. Lang. J., vol.
82, no. 4, pp. 545–562, 1998.
[7] P. D. MacIntyre, R. Clément, Z. Dörnyei, and K. A. Noels, “Conceptualizing willingness to communicate in a L2: A situational model of L2 confidence and affiliation,” Mod. Lang. J., vol.
82, no. 4, pp. 545–562, 1998.
[8] L. Selinker, “Interlanguage,” IRAL-Int. Rev. Appl. Linguist. Lang. Teach., vol. 10, no. 1–4, pp. 209–
232, 1972.
[9] S. P. Corder, “A role for the mother tongue,” Lang. Transf. Lang. Learn., vol. 1, pp. 85–97, 1983.
[10] Z. Dörnyei and M. L. Scott, “Communication strategies in a second language: Definitions and taxonomies,” Lang. Learn., vol. 47, no. 1, pp. 173–210, 1997.
[11] Y. Nakatani, “Developing an oral communication strategy inventory,” Mod. Lang. J., vol. 90, no.
2, pp. 151–168, 2006.
[12] J. Dorman, “Classroom environment research: Progress and possibilities,” Qld. J. Educ. Res., vol.
18, no. 2, pp. 112–140, 2002.
[13] D. G. Henderson, D. L. Fisher, and B. J. Fraser, “Learning environment and student attitudes in environmental science classrooms,” in Proceedings Western Australian Institute for Educational Research Forum, 1998, vol. 8, p. 2010.
[14] T. Wubbels and J. Levy, Do you know what you look like?: Interpersonal relationships in education.
Psychology Press, 1993.
[15] J. Levy, T. Wubbels, M. Brekelmans, and B. Morganfield, “Language and cultural factors in students’ perceptions of teacher communication style,” Int. J. Intercult. Relat., vol. 21, no. 1, pp.
29–56, 1997.
[16] P. Watzlawick, J. H. Beavim, and D. D. Jackson, “Pragmática da comunicação humana: um estudo dos padrões, patologias e paradoxos da interação,” in Pragmática da comunicação humana:
um estudo dos padrões, patologias e paradoxos da interação, 1973, pp. 263–263.
[17] T. Wubbels, “Discipline Problems of Beginning Teachers, Interactional Teacher Behaviour Mapped Out.,” 1985.
[18] W. G. Klopfer, “Leary, Timothy, Interpersonal Diagnosis of Personality. New York. The Ronald Press Company 1957. $12.00,” J. Proj. Tech., vol. 21, no. 3, pp. 323–324, 1957.
[19] T. Wubbels and M. Brekelmans, “Two decades of research on teacher–student relationships in class,” Int. J. Educ. Res., vol. 43, no. 1–2, pp. 6–24, 2005.
[20] T. Wubbels and J. Levy, “A comparison of interpersonal behavior of Dutch and American teachers,” Int. J. Intercult. Relat., vol. 15, no. 1, pp. 1–18, 1991.
[21] H.-C. She and D. Fisher, “The development of a questionnaire to describe science teacher communication behavior in Taiwan and Australia,” Sci. Educ., vol. 84, no. 6, pp. 706–726, Nov.
2000, doi: 10.1002/1098-237X(200011)84:6<706::AID-SCE2>3.0.CO;2-W.
[22] B. J. Fraser, “Learning environments research: Yesterday, today and tomorrow,” in Studies in educational learning environments: An international perspective, World Scientific, 2002, pp. 1–25.
[23] H.-C. She and D. Fisher, “Teacher communication behavior and its association with students’
cognitive and attitudinal outcomes in science in Taiwan,” J. Res. Sci. Teach. Off. J. Natl. Assoc. Res.
Sci. Teach., vol. 39, no. 1, pp. 63–78, 2002.
1st International Conference on English Language Teaching ISSN: 2962-1445 29-30 June 2022
25
[24] “Heidari, Farrokhlagha et.al (2017). Investigating the Relationship between Willingness to Communicate with Teacher Communication Behavior and Learning Style among Iranian EAP Students. The Asian ESP journal. 13(1) P. 77-109 -
[25] A. Nazari and N. Allahyar, “Increasing willingness to communicate among English as a foreign language (EFL) students: effective teaching strategies,” Investig. Univ. Teach. Learn., vol. 8, pp.
18–29, 2012.
[26] A. Mesgarshahr and E. Abdollahzadeh, “The impact of teaching communication strategies on EFL learners’ willingness to communicate,” 2014.
[27] R. Yousef, H. Jamil, and N. Razak, “Willingness to communicate in English: A study of Malaysian pre-service English teachers,” Engl. Lang. Teach., vol. 6, no. 9, p. 205, 2013.
[28] Y. Yusparizal, E. Irawati, and M. Anugerahwati, “Communication Strategies Used by ELT Students Across Genders,” J. Pendidik. Hum., vol. 6, no. 1, pp. 24–47, 2018.
27