Willingness to Communicate among Students with Disabilities: A Case Study in Private vs. Public Indonesian Inclusive Elementary School

Abstract

Building on MacIntyre’s six-layer model and the implementation of Indonesia’s new Kurikulum Merdeka, this study examines the challenges and strategies used by educators to improve English communication willingness among students with disabilities in Indonesian inclusive elementary schools. Semi-structured interviews with special education leaders from two inclusive schools highlight significant differences between public and private institutions. Private schools show more positive communication behaviors, higher behavioral intentions, and better support systems compared to public schools, which face challenges such as inadequate training, limited resources, socio-economic disparities, and negative affective-cognitive contexts. In contrast, private schools provide more customized interventions and supportive environments. The study emphasizes the need for adapting teaching methods to meet diverse needs, engaging parents, and offering systematic teacher training to support willingness to communicate. While the research offers valuable insights into improving English communication skills for students with disabilities, it is limited to specific schools in Indonesia and suggests a need for further studies to generalize findings and assess broader contextual impacts.