CLASSROOM ENVIRONMENTAL FACTORS INFLUENCING STUDENTS' WILLINGNESS TO SPEAK IN ENGLISH

Oleh :
Realita Mardiana Putri - S892502006 - Fak. KIP

Realita Mardiana Putri. 2026. Classroom Environmental Factors Influencing Students’ Willingness to Speak in English: A Case Study of Regular and Internasional Class Programs. Consultant: Dr. Sumardi M.Hum., Co-Consultant: Dr. Endang Setyaningsih, M.Hum. Magister of English Education Department, Sebelas Maret University.ABSTRACTThe aim of this study is to investigate (1) students’ general perceptions between regular and international class programs regarding the classroom environment as adapted from Fraser’s and Weinstein’s framework in shaping their WTS in English, (2) which classroom environmental factors within physical, psychosocial, or organizational that students perceive as the most encouraging their WTS in English across regular and international classes.The study was conducted in one private junior high school in Karanganyar in the academic year of 2025/2026. The study used a qualitative case study with supportive descriptive quantitative data. The data were gathered through interviews with 8 participants, 4 classrooms observation, and a questionnaire within 55 regular programs and 54 ICP students.Based on the analysis of the data, some research findings can be concluded. First, students perceived that classroom environmental factors played a significant role in shaping students’ WTS in English across the ICP and regular classes. Students in both groups noticed in their own way how their classroom environment affected how comfortable they felt speaking up in English. Second, there are differences in salient classroom environmental factors influencing students’ WTS in English across regular and ICP classes. For ICP students, psychosocial aspects were more salient, while regular class students, on the other hand, did not seem to lean toward one particular dimension. Their perceptions were more spread out across physical, psychosocial, and organizational dimensions.It can be concluded that the three dimensions of the environmental classroom work together to shape students’ WTS in English. In regular classes, this support feels fragmented, so students depend on different aspects of the environment related to their experiences. In ICP classes, psychosocial support is stronger and more consistent, making it a shared, central source of confidence for most students. It is recommended that regular classes would benefit most from deliberately strengthening their psychosocial climate, while ICP classes should focus on ensuring that their already supportive environment translates into equitable speaking opportunities for all students.Key Words: Willingness to Speak, Classroom Environment, Case Study, International Class Program.