MINI RESEARCH PROPOSAL
THE CORRELATION BETWEEN LANGUAGE
PROFICIENCY AND WILLINGNESS TO COMMUNICATE IN ENGLISH IN THE 5TH
SEMESTER UNIVERSITY STUDENTS OF MULAWARMAN UNIVERSITY
will present about the background of the study, research questions, research
objectives/aims, hypothesis, and definition of the key terms.
BACKGROUND OF THE STUDY
is the important thing how to communicate with other people. We use language for transferring information,
giving idea and coversation in daily life. Since the objective of second
language (L2) and foreign language (FL) learning is to encourage better
communication between people who have different first languages, MacIntyre,
Clément, Dörnyei, & Noels (1998) underlined communicative objectives
utilizing the conceptual model of willingness to communicate (WTC). Willingness
to communicate (WTC) is a tendency of individuals to engage actively in
communication actions in certain situations (Rostami, Kashanian, & Gholami,
is essential to decide the factors which both restrict and encourage language
learners’ opportunities to utilize language to communicate and to obtain
language through meaningful interaction and communication (Rostami et al., 2016).
and communication are cultural things. The distinctions between second language
and foreign language concepts could greatly influence language learners
(Aliakbari Kamangar, & Khani, 2016). The majority of the previous studies
about WTC have been conducted in Western nations, Until now, little study has
been performed in a foreign language learning (EFL) context.
about WTC in second language context have been conducted by Barraclough,
Christophel, & McCroskey (1988) in Australia, research conducted by Burroughs,
Marie, & McCroskey (2003) in Micronesia, research conducted by
Sallinen-Kuparinen, McCroskey, & Richmond (1991) in Finland, research
conducted by Matsuoka (2005) in Japan,and research conducted by Wen &
Clément (2003) in Cina.
about WTC in foreign language context have been conducted by Kim (2004) in
Korea, research conducted by Rostami, Kashanian & Gholami (2016), Alemi, M.,
Daftarifard, P., & Pashmforoosh, R. (2011). and Aliakbari,
Kamangar, and Khani (2016) in Iran
study I will conduct aims to find out the correlation between students’ language
proficiency and their willingness to communicate (WTC) in foreign language
context especially in Indonesia.
the background of the problem above, I will formulate some research questions
language proficiency influence the 5th semester university students’ WTC?
there a significant correlation between language proficiency and WTC of the 5th semester university students?
on the research questions of the study above, the purposes of the study will
find out whether language proficiency influence the 5th semester university students’ WTC.
find out whether there is significant correlation between learners’ language
proficiency and their willingness to communicate in English in the 5th semester university students’.
on the above research questions and the research objectives I will formulate
the hypothesis as follows:
Language proficiency influence the 5th semester university students’ WTC.
proficiency does not influence the 5th semester university students’ WTC.
There is a significant relationship between the 5th semester university students’ language
proficiency level and their willingness to communicate.
H0: There is no significant
relationship between the 5th semester university students’ language
proficiency level and their willingness to communicate.
DEFINITION OF KEY TERMS
proficiency is a term that shows variance that has generalllly been connected
to second language measurement and testing (Rostami et al., 2016).
to communicate (WTC)
communicate is interpreted as a student’s desire in using a L2 to communicate
at a certain time with a particular
person (Aliakbari et al., 2016).
REVIEW OF RELATED LITERATURE
In this chapter,
I will discuss about theories and relevan previous studies.
concept of language proficiency
et al. (1998) defines language proficiency as “communicative competence”.
According to Canale and Swain (1980), communicative competence can be
recognized by four dimensions: grammatical competence, sociolinguistic
competence, discourse competence, and strategic competence. Different with
Canale and Swain (1980), Celce-Murcia, Dörnyei, and Turrell (1995) argue that
communicative competence has five elements: linguistic, discourse, actional,
sociocultural, and strategic competence. L2 studies have indicated that actual
communicative competence is significantly connected to perceived self-competence
(MacIntyre, Noels, & Clement, 1997).
to Kim (2004) English language proficiency can be alluded as the students’
scores on the TOEFL test. Similar to Kim (2004), Rostami et al. (2016) defines
language proficiency as a term that shows variance that has generalllly been
connected to second language measurement and testing.
concept of willingness to communicate (WTC)
et al (2016) defines willingness to communicate as a student’s desire in using
a L2 to communicate at a certain time
with a particular person. Based on the prior work of Burgoon (1976), the WTC
concept was created and brought into the communication literature by McCroskey
and Baer (1985) and McCroskey and Richmond (1986). It was advanced by MacIntyre
(1998) who has extended it to second language utilization and recognized
several additional improvement in L2 communication. In MacIntyre et al.’s
(1998) heuristic model, the consept is conceptualised as a situational
inclinationwith both temporary and eternal tendencies rather than as an
attribute like variable as suggested by McCroskey.
RELEVANT PREVIOUS STUDIES
Some researchers have
conducted some investigation about willingness to communicate (WTC). Alemi, Daftarifard, and Pashmforoosh (2011) has researched about
The impact of language anxiety and language proficiency on WTC in EFL
context.The result of the study
indicated that students’ willingness to communicate was directly related to
their language proficiency and language anxiety. Rostami,
Kashanian, and Gholami (2016) have researched about the relationship between
language proficiency and willingness to communicate in an Iranian EFL context. Aliakbari,
Kamangar, and Khani (2016) have investigated the relationship among the
variables which were believed to affect willingness to communicate, i.e
language anxiety, self-confidence, percieved communicative competence, and
internatonal posture. The result of the study indicated that students who have
higher communicative are more willing to communicate in English than those who
have lower communicative competence. Chung & Leung (2016) has researched
about the correlation between foreign language speaking anxiety, perceived
English competence, English learning motivation, willingness to communicate,
English learning engagement and motivational intensity. The findings indicated that
there was negative correlation between foreign language speaking anxiety and
willingness to communicate. The findings also indicated that there was positive
correlation between perceived English competence and willingness to communicate