The research was aimed at examining contribution of willingness to communicate, emotional intelligence and metacognitive awareness toward speaking skills. To find the direct and indirect contribution among variables, a path analysis model was conducted. There were four instruments employed to collect the data. Firts, Willingness to communicate questionnaire was adopted to measure students’ willingness to communicate. Second, Emotional Intelligence Self-Assessment questionnaire was adopted to collect students’ emotional intelligence data. Third, Metacognitive Speaking Awareness Test was employed to obtain the data of students’ metacognitive speaking awareness. The last, Speaking test was employed to measure students’ speaking skills. There were 108 Senior High School Students in Kediri who were selected to be participants. The result of the research revealed that there was significant contribution of willingness to communicate toward speaking skill (estimate= .482; p (.000) < .05), willingness to communicate toward emotinal intelligence (estimete= .661; p (.000) < .05), metacognitive awareness toward emotional intelligence (estimate= .334; p (.000) < .05), metacognitive awareness toward speaking skill (estimate= .375; p (.000) < .05), emotinal intelligence towad speaking skill (estimate= .366; p (.000) < .05). Also, there was significant indirect contribution of willingness to communicate through emotional intelligence toward speaking skill (EI <--- WTC, p (.000) < .05, estimate=.661, SPEAKING <--- EI, p (.000) < .05, estimate=.366) and metacognitive awareness through emotional intelligence toward speaking skill (EI <--- MA, p (.000) < .05, estimate=.334, SPEAKING <--- EI, p (.000) < .05, estimate=.366).

Belum ada author yang ditambahkan.