Submitted to the Faculty of Language Education in a Partial Fulfillment of the Requirements for the Degree of Sarjana Pendidikan
Fabyan Nurafditya 20110540078
English Education Department Faculty of Language Education Universitas Muhammadiyah Yogyakarta
Students’ Perception on Teachers’ Attitude in Teaching English at PBI UMY
A Skripsi
Submitted to the Faculty of Language Education in a Partial Fulfillment of the Requirements for the Degree of Sarjana Pendidikan
Fabyan Nurafditya 20110540078
English Education Department Faculty of Language Education Universitas Muhammadiyah Yogyakarta
Statement of Authenticity I am a student with the following identity:
Name : Fabyan Nurafditya
NIM : 20110540078
Program Study : English Education Department
Faculty : Faculty of Language Education
University : Universitas Muhammadiyah Yogyakarta
Certify that this skripsi proposal entitled “Students’ Perception on Teachers’ Attitude in Teaching English at PBI UMY” is definitely my own work. I am
completely responsible for the content of this skripsi proposal. Others opinion or findings included in this skripsi proposal are quoted in accordance with ethical standards.
Yogyakarta, August 26th, 2016
Fabyan Nurafditya
Acknowledgement
First and foremost, all praise be to Allah Subhanahu Wa Ta’ala who gives health
and capability to finish this undergraduate thesis. Secondly, I would like to express my gratitude to my advisor, Ms. Indah Puspawati, S.pd., M.A. for her support, patience and encouragement throughout my undergraduate studies. It is not often that one finds an advisor that always finds the time for listening to the little problems and barriers that unavoidably crop up during finishing this research. Her very detail technical and editorial advice was essential to the completion of this research and has taught me innumerable lessons and insight on the workings of academic research in general.
Besides my advisor, I would like to thank the skripsi examiners: Dr. Suryanto and Mr. Gendroyono, M.Pd. Thanks for their insightful comments and encouragement, even for hard question which incented me to widen my research for various perspectives.
Most importantly, this research could not have happened without my family. To my parents who always give support to me through phone call. They received my deepest gratitude and love for their dedication and support during my undergraduate thesis that provided the foundation of this work. Besides, I give thanks to my brother Tio Fahirzi Andika, his support and encouragement were also the reason what made this research possible. This undergraduate thesis is dedicated to their unconditional love and encouragement.
Aji, Catur, Oja, Husni, Heri, Fendy, Rio, and Fany . I also must thank to every member of Badan Eksekutif Mahasiswa FPB and also EDSA PBI UMY.For many memorable in every step of my life in this University, I must thank everyone above.
I also thanks to my boarding house mates Toni, Dian, Eprin, Haris, Reza, Rizar, and Aldo, for all fun we have had in the last five years. I also dedicate this undergraduate thesis for my best friends, Nur Amanatunisa, Putry Debby, Willah, Gladian Pratami, Hazmi Rahman Adi Wibowo, Abizar Widi, Sofyan Asari. You guys have really motivated me to keep working on my thesis and finish it soon.
Table of Contents
Title page ………. i
Approval page ………. ii
Statement of Authenticity ……….. iii
Acknowledgement ……….. iv
Identification and Limitation of the Problem ……… 3
Formulation of the Problem ………... 4
Purpose of the Study ……….. 4
Significance of the Study ………...…… 4
Chapter Two ……….... 6
Literature review ………. 6
Attitude ……….. 6
Teachers Attitude ………... 11
The Influence of Teachers’ Attitude toward Students’ Learning…... 13
Review of Related Research ………... 15
Conceptual Framework ………... 16
Chapter Three ……… 18
Research Methodology ……….. 18
Research Setting ……….. 19
Research Participants ………... 19
Research Instrument ………....…. 20
Data Collection Method ………... 21
Data Analysis ………... 22
Chapter Four ………. 24
Finding and Discussion ………. 24
Students’ Perceptions on Teachers’ Attitude in Teaching English at PBI UMY ……… 24
The Influence of Teachers’ Attitude toward Students’ Learning…. 30 Chapter Five ………... 35
Conclusion and recommendation ………. 35
Conclusion ………... 35
Recommendation ………. 37
Chapter One
Introduction
Background of the Study
In the teaching and learning process in formal schools, there are more stakeholders that have their own roles in education terms. Teachers and students are being the most important things that have the most important roles also. The teacher plays an important role in providing an engaging teaching and learning environment. Dolmans, Wolfhagen, Schmidt, and Vleuten (1994) argued that a teacher’s performance towards his or her teaching assumes an important influence
on the quality of an educational program, and eventually on the competence of graduates.
Albanese (2004) asserted that the function of the teacher is to flourish or crush the outcome of students’ participation in the teaching and learning process.
In the traditional teaching and learning environment, teacher normally dominated the classroom instruction while students passively receive the knowledge
conveyed by the teacher. According to Kamal and Mideen (2014), teachers are invariably role models whose behaviours are easily mimicked by students. Ololube in Odiri (2011) said that
pedagogical content knowledge in their everyday action in the classroom (p.15).
Fazio and Roskes in Adidewura and Tayo (2007) said, “attitudes are
important to educational psychology because they strongly influence social thought, the way an individual thinks about and process social information” (p.166). How they teach, behave and interact with students in the classroom or during teaching are more vital than what they teach. It is very clear that teacher's way of thinking and attitude determines their behavior and decision inside and outside the classroom. In addition, Sweeney (2002) have shown that teachers’ attitudes are important factors in the learning process as well as in academic performance.
Based on the researcher’s experience, teachers’ attitude becomes one of crucial factors in teaching and learning process. When the researcher talked with his friends about the reason why they did not come in to the classroom, one of their reasons was about the attitude of the teacher in the classroom. Actually, every teacher has different attitudes, but this research focused in teacher attitude in classroom when they teach. Because of that reasons, the researcher decided to choose this topic.
Identification and Limitation of the Problem
Based on the researchers’ experience, teachers’ attitude was being the
student. For example, the motivation of the student in learning and studying in the class can increase because of the good attitude from the teacher.
Teachers’ attitude plays an important role in the present context. In the
professional courses, the teachers have changed their role from being the controller of the class to the facilitator. They accept students’ mistakes in the
language use as a necessary part of the language learning. They help and motivate students use more and more language in their daily life. Learners learning
outcomes are influenced by the interpretation of teachers’ interpersonal behavior.
If they believe that the teacher is associated with them and their learning outcome, the teacher empathize with them, understands their problems, they react positively and this factor contributes to their motivation level in the classroom. That is supported by Gelisli and Yussel (2007) who said that teacher attitudes inside and outside the class influence the students' academic success was determined freely through student observation and student opinions, a qualitative approach was employed in the research. According to Yara in Kamal and Muideen (2014), teacher’s attitude and his method of teaching can greatly influence the students. Attitude of students can be influenced by the attitude of the teachers and his or her method of teaching.
There were some students in PBI UMY that mostly absent to join the class. When the researcher asked them, they said that teachers’ attitude made them
lazy to come and join the class. Because of that, the researcher wants to
investigate the teachers’ attitude that’s influence the students’ learning. In short,
English at PBI UMY. This topic was actually to know about the teachers’ attitude in terms of students’ perception. This research also only focused in two
components of the attitude because in the researchers’ opinion, by choosing only
two components would made easier to collect the data and also did not need more time to get the data.
Formulation of the Problem
Based on the background of the study, in this formulation of the problem are three questions to identify the problem.
1. What are the students’ perceptions on teachers’ attitude in teaching English at PBI UMY?
2. How do the students’ perceive about the influence of teachers’ attitude toward students’ learning?
Purposes of the Study
The purposes of this study were to find out the students’ perception on teachers’ attitude in the teaching and learning English. Secondly, this study is
actually to know about the influence of teachers’ attitude in students’ learning
English at PBI UMY.
Significance of Study
Students: For the students, this research would give the benefits for them
in terms of the knowledge about the attitude from the teacher. As the candidate of the teachers the student can learn about proper teachers’ attitude.
Teachers: For the teachers, this thesis can give the benefit as reflection of
their attitude in the classroom, because from this research the teachers can evaluate their attitude in the classroom.
Other Researchers: For other researcher, this research can be the source
Chapter Two
Literature Review
This chapter explains about literature review. This chapter will also show about attitude that consists of definition of attitude and the component of attitude.
In this chapter also will show about teachers’ attitude, the influence of teachers’ attitude toward students’ learning, review of related research, and conceptual
framework.
Attitude
Definition of attitude. There are some definitions about attitude based on
the expert. Some experts defined the attitude based on the psychological terms. Many psychologists have given different definitions for attitudes. According to Schneider citied in Krosnick and Petty (2014), attitudes are evaluative reactions to persons, objects, and events. This includes your beliefs and positive and negative feelings about the attitude object. He also added that attitude can guide our experiences and decide the effects of experience on our behaviors.
remains across time. This is similar to a statement made by Vaughan and Hogg citiedin Albarracin, Johnson, and Zanna (2015), ‘Attitudes are relatively
permanent- persist across times and situations. A momentary feeling in one place is not an attitude’. Therefore, if you encountered a brief feeling about something, it does not count as an attitude.
A psychological definition of attitude identifies a verbal expression as behavior. Based on Chaiklin (2011), a psychological definition of attitude recognizes that social structure is important in creating and maintaining social order. According to Eagly and Chaiken in Noursi (2013), attitude is a
psychological tendency that is expressed by evaluating a particular entity with some degree of favor or disfavor. In social psychology, there are different ways in which attitude is defined. According to Nooren, Ahmend, and Esmail (2015), attitude is an important element in language learning process. However, there is not a fix definition of attitude. Adidewura and Tayo (2007) argue that attitude could be defined as a consistent tendency to react in a particular way-often positively or negatively toward any matter. Attitude possesses both cognitive and emotional components.
an attitude is a summary evaluation of an object or thought. Attitude is the affect for or against a psychological object.
Fishbein in Li (2012) said that he constructed the value-expectancy model
by arguing that a person’s attitude determined his or her intended behavior, which
could ultimately affect the outcome. Based on the model, he stated that a person would hold certain attitudes towards an object by evaluating it. After going through this process, the person then decided whether to hold a favorable or unfavorable view towards it. Indeed, such a positive or negative attitude could further influence the person’s intentions to engage in various behaviors with regard to that particular object. Attitude can be defined as a set of beliefs developed in a due course of time in a given sociocultural setting. Although it necessarily do not determine behavior but can have some impacts on it.
Hosseini and Pourmandia in Safarin and Fatemi (2013) argued that Attitude is usually defined as a disposition or tendency to respond positively or negatively towards a certain thing such as an idea, object, person, or situation. Likert (1932, p.9), cited in Al-tamimi and Shuib (2009), defines the term attitude as an inference which is made on the basis of a complex of beliefs about the attitude object. Gardner (1980, p.267), citied in Al-tamimi and Shuib (2009) elaborates on Likert's definition by defining attitude as "the sum total of a man's instincts and feelings, prejudice or bias, preconceived notions, fears, threats, and convictions about any specified topic. Nooren, et all (2015) proposed that attitude is totally the feelings of a person towards any particular things. Attitude of a person would be positive and negative.
Ajzan (1991) considered attitudes as a “disposition to respond favorably or unfavorably to an object, person, institution, or event” (p.4). Baker (1992) defines attitudes as a “hypothetical construct used to explain the direction and persistence of human behaviour” (p.10). MacDonald in Okon and Archibong (2014)
targeted object. To conclude, the researcher also argues that attitude is people’s behavior, belief, and also feeling about the object. I also argue that it can be influence to the object that they act or react.
Components of attitudes Lord in Rani and Tyagi (2013) said that, there
are three components of attitude there are cognitive, affective, and behavioral. A behavioral component consists of the tendency, to act or react to the object in certain ways. Positive or favorable attitude decides the course of life. The same assumption also comes from Sarason in Okon and Archibong (2014) identifying in three constituents of attitude: cognitive (beliefs), emotional (feeling) vand behavioral (action). The cognitive component by itself is not an attitude. It transcends into feeling and then metamorphoses into action; the final stage is attitude formation. In other words, action may be part of the attitude one has toward a thing, person or phenomenon. Traditionally attitude was conceptualized as consisting of three components: a cognitive, affective and behavioral
component
According to Fraser (2001), the above definition shows that attitude is not an overt behaviour but a disposition which influences behaviour. He also argues that it is divided into three components: cognitive, affective, and behavioural. Based on their model, an individual's attitude causes an emotional response to be associated which leads to the predisposition of an action.
Ajzen and Fishbein in Jain (2014) states that attitudes are held with respect
to some aspect of the individual’s world, such as another person, a physical
object, a behavior, or a policy. Therefore, the way a person reacts to his
surroundings is called his attitude. Jain (2014) define attitudes as relatively lasting clusters of feelings, beliefs, and behavior tendencies directed towards specific persons, ideas, objects or groups.
In this research, the researcher focused on the affective and behavior components. It means this research consists of affective that have two aspects: emotion and feeling. Also, this research has behavior component which has action aspect.
Teachers Attitude
Teacher is the person that should give the good example for their students in the classroom or out of the class. Every teacher also has the different attitude but they should have good attitude to their students. In our day a modern teacher surpasses this definition as well. The teacher also has an important role in
with their students, which can, in turn, translate into higher student motivation and
performance. According to Eggen and Kauchak in Adidewura and Tayo (2007),
positive teachers’ attitudes are fundamental to effective teaching. A teacher must be interesting. That is the teacher must work his students into such a state of interest in what the teacher is going to teach him that every other object of
attention is banished from his mind. The teacher should also fill the students with devouring curiosity to know what the next steps in connection with the subject are.
Eggen and Kauchak in Adidewura and Tayo (2007), identified a number
of teachers’ attitudes that will facilitate a caring and supportive classroom
environment. They are: enthusiasm, caring, firm, democratic practices to promote students responsibility, use time for lesson effectively, have established efficient routines, and interact freely with students and providing motivation for them. According to Hogg and Vaughan (2005), an attitude is defined as a relatively enduring organization of beliefs, feelings, and behavioral tendencies towards socially significant objects, groups, events or symbols. In the educational environment, teachers and students attitudes play a significant role in the
According to Eagly and Chaiken (1993), attitude is a psychological tendency that is expressed by evaluating a particular entity with some degree of favour or disfavour. In most cases, many of these factors interact with one another to influence on attitudes.
The Influence of Teachers’ Attitude toward Students’ Learning
For a teacher, being able to interact with the student and display positive behavior such as asking questions, understanding their thoughts, showing interest and appreciation increases the students’ motivation and success. While working towards providing students at a certain development level information, experience and behavior on a certain topic, teachers become role models for students by way of their own behavior and attitude. Ulug, Ozden, and Erylmaz (2011) argue that Positive attitudes lead to success while negative attitudes lead to failure and as a result success can lead to positive ego attitudes while failure leads to negative ego attitudes. For example, if the teacher engages in belittling comments towards a student due to his or her failure, the negative effects of this will be inevitable. Ari in Ulug, Ozden, and Erylmaz (2011) also argue that teacher who realizes that the nature of knowledge and abilities directly affects his or her students and
surroundings takes responsibility for his or her own knowledge and abilities, creates positive relationships with his or her students and can relay these to students in the most efficient manner.
According to Vasudevan (2013), teachers’ attitude or commitment towards
towards work becomes visible in promoting and maintaining the teachers’ positive behaviors. Jones and Jones in Vasudevan (2013) said, teachers who teach
effectively can give students fitting and helpful feedback. Research has found that
academic achievement and students’ behavior are influenced by the quality of the
teacher-student relationship According to Kreitner and Kinicki (2007),
commitment is an important work attitude because it drives the individuals who are expected to be willing to work harder to achieve their goal and remain employed.
Further, students’ proficienciesincrease because of teachers’ commitment or attitude in the teaching process and techniques is evident in increasing student participation in the classroom. Increasing student participation in the classroom requires creativity; hence creating thinking becomes part of the learning process.
Teachers’ commitment would work in creating the proper awareness, skill, and attitude for teachers to teach and learn something beneficially.
Ogembo, Otanga, and Yaki (2015) said, teacher’s attitude and motivation play a pivotal role in the teaching and learning process. They play a significant role in shaping the classroom environment which has an impact on a student's self-efficacy which in turn influences a student's behavior. They play a significant role during the learning process and can directly or indirectly influence students’
attitudes toward science which in consequence can influence students’
Otanga, and Yaki (2015), how teachers teach, how they behave and how they interact with students can be more paramount than what they teach.
Review of Related Research
There are many research conducted studying about attitude. Many researcher has told about definition and component of attitude but the only some
researcher that have conducted the research about teachers’ attitude. One of that is coming from Hemaloshinee Vasudevan with the tittle “The Influence ofTeachers’ Creativity, Attitude and Commitment on Students’ Proficiency of the English Language”. This study examined the effect of creative thinking, creative teaching,
creative learning, teachers’ attitude and teachers’ commitment on students’
proficiency in English language. Three hundred and ten teachers at private schools were surveyed for this purpose. The results of this study revealed that creative
thinking, creative learning, creative teaching, teachers’ attitude and teachers’
commitment positively and significantly influence the students’ proficiency in English language.
The second research was conducted by Ulug, Ozden, and Erylmaz in 2011 by the tittle “The Effects of Teachers’ Attitudes on Students’ Personality and
school, secondary school, high school and university teachers’ positive and
negative attitudes and behaviours as well as to tell how it effects their personality development and performances by giving samples. The most important findings
of the research evidenced that teachers’ positive attitudes have positively
influence students’ personality as well as their life performances. These findings also discussed the teachers’ role in lifespan education as beyond a simple
knowledge transformation was.
Conceptual Framework
There are many researchers that have told about the attitude. Based on what they have researched, attitude has three components. The first is cognitive component, which refers to the mental process of perception, conceptions and beliefs about the attitudinal object. Secondly, it is affective component or
Attitude
Kinds of
Attitude
Affective
Emotion
Feeling
Behavior
Action
Influence
Possitive
Chapter Three
Research Methodology
This chapter explains about methodology which was used by researcher in this research. This chapter showed about the research design, research setting, research participants, research Instrument, data collection technique and data analysis technique.
Research Design
This study was aimed at finding the students’ perception on teachers’ attitude in teaching English at PBI UMY. It was also to find the influence of teachers’ attitude toward the students in Learning English. Based on those objectives above, the researcher used qualitative research design in this study since it encouraged participants to explain their experience. According to Devetac, Glazar, and Vogrinc (2010), “qualitative research is the research process designed according to a clear methodological tradition of research, whereby researchers build up a complex, holistic framework by analyzing narratives and observations, conducting the research work in the habitat” (p.59). According to Cohen,
Manion, and Morrison (2011), “qualitative descriptive method is a qualitative data analysis which are divided into organizing, accounting and exploring the data, in short, making logic of data in terms of the participants’ meaning of the situation, noting patterns, themes, categories and regularities”(p.537).
designed to choose the description of straight forward phenomenon. Sandelowski (2000) stated that this method has amenable to getting true answers to relevance questions. The design of descriptive qualitative method was hoped to make the researcher become easier in gathering the data.
Research Setting
To collect the data, the interview was started in even semester by the researcher. The data interviews were collected in EED UMY, started from June, 8th 2016 until July, 25th2016. The researcher had some reasons of choosing EED UMY as the research setting. Firstly, the location of this department was as same as the researchers’ study place so that it was easier for the researcher to get the data. Secondly, the accessibility to get the data in English Education Department was easier because the research was about the students’ of English Education Department thus it eased the researcher to collect the data since the researcher had known most of the students at EED UMY. From those all reasons, it also made the researcher easier in managing the time to do this research.
Research Participants
The participants of this research were the students of batch 2012 and 2013 because in this batch the students had been thought by mostly all the teachers in EED UMY. The researcher only took three students in each batch, so totally there were six participants. The researcher chose the participants based on the
attendance in the classroom in teaching and learning process because the
the students who had around 75 percent of the maximum of present list, and also the students who had 50 percent of the maximum of present list. Purposive sampling was utilized to access people knowledge, and to access the people experience about that issue (Ball, 1990). Cohen, Manion, and Morrison (2011) argued that “the researcher need to be able to obtaining the data from a smaller group or subset of the total population in such way that the knowledge gained is representative of the total population under study” (p. 143). Subsequently, the name of participants was changed using pseudonyms: R1, R2, R3, R4, R5, and R6.
Research Instrument
This study used interview as a data instrument to get the purpose of this study. The questions of the interview focused on the students’ perception on the teachers’ attitude. By interview, the researcher gained information based on the participants’ perception on the teachers’ attitude. The interview was a flexible tool for data collection, allowed multi-sensory channels to be used: verbal, non-verbal, spoken and heard. The order of the interview may be controlled whilst still giving space for spontaneity, and the interviewer can press not only for complete answers but for responses about complex and deep issues (Cohen, Manion, & Morrison, 2011).
planned event rather than naturally occurring situation, and the renders it different from an everyday conversation therefore the researcher has an obligation to set you, and abide by, the different ‘rules of the game’ in an interview” (p. 409). Based on the expert, interview is suitable for this research because this research was to find students’ perception. This was because the researcher wanted to get the data naturally from the respondent. Besides, the researcher also wanted the respondent to give opinion and perception without any limitation. Because of that, this research was used interview to get the data in terms of perception of the participants.
The interview used Indonesian language in order to make deeper understanding for both participants and researcher. The researcher and participants used Indonesian language since it was their first language. It was easier rather than using second language when the researcher and the participants explored the information. The interviews were recorded using a voice recorder during the interview process and the recorded interviews were transcribed in the original language.
Data Collection Procedures
There were some steps that the researcher did to collect the data. Firstly, the researcher began with the preparing the interview questions guidelines to collect the deeper data. The researcher made an appointment to participants of this study, because the researcher needed to recruit the participants, and then
direct invitation or phone invitation to be the participants in this study. Next steps, the researcher explained about this study in the beginning of recruitment, so that the participants had sufficient information to make a decision whether they participated in this study or not. The participants who agreed to join this study made an agreement with the researcher about the schedule of interview. In order to ensure anonymity, the researcher changed participants’ names into pseudonym. The participants were informed that their identity will not be mentioned, so that they could give information related to the questions of interview honestly.
The researcher interviewed the participants using open-ended questions. The length of the interview in this research was about 7-10 minutes for each participant. The interview was voice-recorded and then be transcribed. The transcription will be typed by researcher himself. In process of transcription, the researcher used tape-recorder. It was a process to gather the data from interview. The transcription processes were conducted by listening to the tape-recorder and the researcher transcribed that. All of those transcripts were typed by the
researcher himself.
down or insert more information from checking that interview. The result of member checking was the same with the interview, there was not changed.
Data Analysis
The researcher used descriptive qualitative analysis to analyze the research questions. The researcher checked the interview transcript and coded the data. According to Kerlinger (1970), coding is the translation of question responses and respondent information to specific categories for the purpose of analysis. In coding, there were three items such as; open coding, axial coding and also selective coding. Open coding was a coding process of categories based on
Chapter Four
Finding and Discussion
This chapter presents the findings to answer the research questions
proposed in this study based on the interview data. This chapter also provides
further discussion of findings and relates some references which have been
reviewed in chapter two. This chapter explains about the finding of students’
perception on teachers’ attitude in teaching English at PBI UMY based on the
data that have been collected. There are two major findings revealed from this
study based on the formulation of the problem. Firstly, the findings are report
students’ perceptions on teachers’ attitude in Teaching English at PBI UMY and
the influence of teachers’ attitude toward students’ learning. The Second finding
was the influence of teachers’ attitude toward students’ learning. In the finding, it
is strengthened by the quotation from interview. The identities of the participants
are shown as R1, R2, R3, R4, R5, and R6.
Students’ Perceptions on Teachers’ Attitude in Teaching English at PBI
UMY
According to Lord in Rani and Tyagi (2013), there are three components
of attitude namely cognitive, affective, and behavioral. Cognitive component
involves a person’s belief or knowledge about an attitude object. Affective
component involves a person’s feelings or emotions about the attitude object.
Behavioral component consists of the tendency to act or react to the object in
The same assumption also comes from Sarason in Okon and Archibong
(2014) who identified three constituents of attitude: cognitive (beliefs), emotional
(feeling) and behavioral (action). Based on these references, this research focused
on affective and behavior aspect.
To begin with, in the beginning of interview the researcher asked the
participants about their opinion about teachers’ attitude in PBI UMY when they
were teaching. These questions were aimed to know the teachers’ attitude based
on students’ perception. Mainly, the finding of this research could be categorized
in two points. They were affective attitude and behavior attitude. . The affective or
emotional component collects all those emotions and feelings that stimulate
statistics, for example; those subjective reactions of trust and distrust, like and
dislike, among others. The finding about affective attitude is such as kind,
friendly, and also good. There were also negative attitude from the teachers, like
the teachers sometimes being angry in the class and also sometimes the teachers
feels like moody.
Meanwhile, behavior attitude was defined as the attitude from the teachers
that have correlation with the action from the teachers in the classroom. The
behavioral component is related to expressions of behavioral intention or action,
behavior that represents the tendency to act or resolve in a specific way. The
finding of behavior attitude is like easy to commune, using polite language and
also polite in using clothes. Further, the explanation of both terms will be
Affective attitude. This research finding revealed that the PBI UMY
teachers’ affective attitude was good. In fact, the finding was collected based on
the interview answers that had been given by all participants about their opinion
about teachers’ affective attitude. The majority of their answers were saying that
the attitude of the teachers’ in PBI UMY was good. Here is the statement of the
participants.
The first statement that said that the teachers’ attitude was good came from
the second respondent who said, “For the teachers, when they teach the attitude
was good. Good in terms of knowledge, delivery, and also can facilitating the
student in the classroom” (R2.1). That statement also have the same ideas with the
third respondent, he said “I think they are good enough. They can make the
students speak in the class” (R3.2). Basically, most of the participants had the
same argument that said the attitude from the teachers was good.
On the other hand, some respondents had the different ideas about the
attitude of the teachers. Although it was almost as same as the majority of
respondent, some students argued that the teachers have the different attitude. By
the different of attitude mean the attitude was not as the expected one. The
different attitude was also defined as different manner of the teachers when facing
or teaching students at PBI UMY.
In accordance with this, respondent 5 said, “so far, I feel different. Every
teacher have different attitude. There is teacher that have good attitude, and also
respondent 6 who said, “in my opinion, I think every teacher have different
attitude. There is teacher have good attitude like, kind, and friendly. Therefore,
there is a teacher who has not good attitude” (R6.1). That is in line with Forgas’
(2006) argument, every people have different attitude. How they face, react, and
feel something it will be different with other.
In a further analysis, based on the data from interview, the participants of
this research also mentioned some attitudes from the teachers related with the
affective attitude. They also mentioned some positive and negative attitudes. Here
is some statement from the participants. “…The teacher has good attitude in the
classroom, they can make me active, and I like the subject because the teacher has
good attitude” (R3.3). The fourth participants also said, “…when they teach, they
are friendly, patient, and can guiding students patiently” (R4.2). That findings
have accordance with Rush (2007) who said that good teachers’ attitude will be
have the good outcome in teaching. Good teachers could be guided for the
students. How they teach in the classroom should made the students felt enjoy,
comfort, and have a good relation with the students.
Based on Forgas (2006), the affective attitude has always been a key
feature of the attitude concept, relatively little work has been done exploring the
dynamic role that fluctuating affective states and moods play in the way attitudes
are generated, maintained, cognitively represented, organized and expressed in
From those statements that came from the respondent, we know that the
attitudes from the teachers were different. Basically, every teacher had different
attitude. Some respondents felt that teachers’ attitude in PBI UMY was good, such
as kind, friendly, and also good. Teachers at PBI UMY were believed to be able to
make students being active in the class. The teachers were able to patiently guide
the students. Contrary, some respondents also said there were also negative
attitude from the teachers, like the teachers sometimes being angry in the class
and also sometimes the teachers feels like moody.
Behavior attitude. The second finding that has been found in this study
was about the behavior attitude. Behavior attitude means the attitude from the
teachers that have correlation with the action from the teachers in the classroom.
This research revealed that the behavioral attitudes of the teachers at PBI
UMY were various. There was various students’ perception on teachers’ attitude.
Almost the same with the previous finding, the participants also have given their
opinion related with this topic. Here is the statement “in my opinion, some of the
teachers are relaxed in teaching but some teachers also strict in teaching” (R1.1).
That is also the same with the other respondents’ opinion “attitudes of the teacher
are having variation. There is a teacher who is attractive. The teachers can make
the students active in the class discussion.”(R3.1)
Further, the respondents also have mentioned positive and negative
mentioned such as, easy to commune, attractive, moody, and many more. Here are
the statements.
“Positive attitude, maybe, the teacher is easy to commune with the student.
Even though the age is also different but the teachers can have good relation
with the students. It is like there is no distance between the students and the
teachers” (R1.2)
“Positive attitude, for example, the teachers come on time, and also they use
polite clothes. That can be the example for the students. Another example is
that the teachers use polite language. It also can be good example for the
student.”(R6.2)
These arguments are in line with the finding of teachers’ attitude. Eggen and
Kauchak (2001) identified
“A number of positive teachers’ attitudes that teachers will facilitate a
caring and supportive classroom environment. Such as: make students
enthusiasm, caring, firm, democratic practices to promote students
responsibility, use time for lesson effectively, have established efficient
routines, and interact freely with students and providing motivation for
them.”
On the other side, the respondent also mentioned the negative behavior
attitude form the teacher. The negative behavior was defined as an action of the
teacher that influenced the students. For example, sometimes the teacher was
students also had negative perception on the negative behavior of the teacher. The
students did not like the way teachers behave. Here is the respondent’s answer:
“Negative attitude that I found form the teachers is such as, sometimes the
teacher tow the class. Besides that, there is also teacher that is hard to be
met with their own reason. In addition, sometimes there are teachers that
getting angry to the class without any reason” (R2.3)
From those findings about behavior attitude of the teachers, we can
conclude that the attitudes from the teachers are different. Basically, every teacher
had different attitude. Some respondents felt that teachers’ attitudes in PBI UMY
when they were teaching were good. In fact, the teachers at PBI UMY were easy
to commune, using polite language and also polite in using clothes. In the other
hand, some respondents also said there were also negative attitudes from the
teachers.
The Influence of Teachers’ Attitude toward Students’ Learning
This part also is to find the influence of teachers’ attitude toward the
students’ learning. In fact, this research also had revealed that the teachers’
attitude had several influences towards students’ learning. Then, the influences of
teachers had been divided into two parts, namely the influence of positive attitude
toward students’ learning and the influence of negative attitude toward students’
learning. Teacher attitude can give a good effect for the student, but also teacher
attitude can give bad effect for the students. The finding of positive influence of
come and learn. The negative influence of teachers’ attitude also find such as lazy
to join the class, students feel lazy to do the assignment, and also the students felt
less motivation
For a teacher, being able to interact with the student and display positive
behavior such as asking questions, understanding their thoughts, showing interest
and appreciation increases the students’ motivation and success.
Influence of positive attitude. Based on the research finding, teachers at
PBI UMY with positive attitude had influence to the students learning. The
participants have elaborated what they felt from the influence of teachers’ attitude.
They also mentioned some effects for their learning. Here are some statements
that represent it. “The influence of positive attitude for me is, yeah, I become
more interested and enthusiast to join the subject because the teacher have good
attitude” (R1.6). The second and the sixth respondent also had the same ideas with
the first respondent. They said:“For the positive attitude actually it can be
influence to my learning. (R2.4). He also said that
Positive attitude also can make me more enthusiastic to come and join that
subject. I can wake up in the morning and go to campus because I know the
teacher is fun in teaching and it does not make my mood broken. (R2.6)
The finding also has the same idea with Eggen and Kauchak (2001) who
said that positive teachers’ attitude can influence the students’ attitude. How
In addition, positive attitude also could influence the motivation of the students.
This is the statement.
The influence of positive attitude, maybe the influence is about learning
motivation. If the teachers have positive attitude, the students also can
have high motivation. However, when the teachers do not have good
attitude, the students also can get the bad impact. (R5.6)
The findings also has the same idea with Ulug, Ozden, and Erylmaz (2011) argue
that Positive attitudes lead to success while negative attitudes lead to failure and
as a result success can lead to positive ego attitudes while failure leads to negative
ego attitudes.
To conclude, teacher attitude can give a good effect for the student. Also,
teacher attitude can give bad effect for the students. From those statements that
come from the respondent, we know that the positive attitude can give the good
effect for the student, such as the students can be more enthusiasts, interest, and
also have high motivation to come and learn in the class.
Influence of negative attitude. The other finding was the influence of
negative attitude toward students’ learning. Same as positive attitude, the
participants also had elaborated what they felt from the influence of teachers’
attitude. Negative attitude also had negative impact for the students. The first and
the last respondent basically had the same ideas. They stated, “I felt become lazy
to come and be active in the class because I felt I didn’t get a good service in the
join the class and also decrease the interest to join the class because the teacher
showed negative attitude.”(R6.6)
The following arguments also have the same point with the second
respondent. The respondents said:
“Negative influence for me is making me lazy for coming and joining the
class because sometimes the teachers canceled the class without any
information before. Sometimes, the teachers also didn’t give clear reason
why they cancel the class. I also find the teachers that sometimes being
angry without the reason. Because of that, I felt lazy to come in the class.”
(R2.5)
“The effect from the teacher who has negative attitude can make me lazy
to come. Every time I have the schedule with the teachers that have
negative attitude, I felt lazy and hope that the class will be canceled
because the teachers have negative attitude. (R4.6)
Based on the statements, it is clear that negative attitude can give negative
impact for the students’ learning. Mostly, students became lazy to join the class
where the teachers teach. The students were lazy because the teachers often cancel
the meeting in a sudden. Also, the students were lazy to come to the class because
the teachers were often angry to the class.
The other opinion came up from the fifth respondent. She said that
negative attitude can make the students lost their motivation in learning. This is
“Influence of negative attitude, less motivation. If the teachers showed
negative attitude, the students also felt less motivation. Sometimes the
just teachers come to the class and let the students have presentation
without any feedback from the teachers. Sometimes, the teacher is not
clear in explaining the material. Because of it, the students feel lazy to
come, lazy to do the assignment, and also have less motivation” (R5.7).
Positive attitude and also negative attitude has their own influence.
Basically, both of them have the same idea with Ogembo, Otanga, and Yaki
(2015) who said teacher’s attitude and motivation play a pivotal role in the
teaching and learning process. They play a significant role in shaping the
classroom environment which has an impact on a student's self-efficacy which in
turn influences a student's behavior. Teachers’ attitudes play significant role
during the learning process and can directly or indirectly influence students’
attitudes toward science which in consequence can influence students’
achievement. Marroquin (2014) said, negative teacher attitudes can impair
academic achievement, and motivation and increase students' psychological
disorders and physical symptoms of stress.
To conclude teacher attitude can give a good effect for the student, but
also teacher attitude can give bad effect for the students. From those statements
that come from the respondent, we know that the negative attitude can give the
negative effect for the student, such as the students become lazy to join the class,
Chapter Five
Conclusion and Recommendation
This chapter consists of two major parts, there are conclusion and
recommendation. The first part is conclusion; in this part the researcher
summarized the result from the data. The second parts is recommendation, this
parts consist of the recommendation for the teachers, students, the institution, and
also the others researchers.
Conclusion
To summarize, students’ perception on teachers’ attitude in learning
English at PBI UMY had some various answer. Based on the research question of
this research, this research consists of two major questions. The first is about the
perception of the students’ on teachers’ attitude. As attached in the conceptual
framework, this part is focusing on the affective attitude and behavior attitude.
Second, this research focused on the influence of teachers’ attitude toward
students’ learning. That is consisting of two aspects; there are positive influence
and also negative influence.
The first purpose of this research was to know students’ perception on
teachers’ attitude at PBI UMY. That is also consisting of two aspect, affective
attitude and behavior attitude. The first finding showed that affective attitude of
teachers in PBI UMY was good. The respondents mentioned some good attitudes
from the teacher such as teachers were kind, friendly, and also good. Moreover,
teachers sometimes became angry in the class and moody. It can be reflection for
the teachers to make it better in the future.
Further, the first research question also discussed about behavior attitude.
Behavior attitude means the attitude from the teachers that have correlation with
the action from the teachers in the classroom. The second finding showed that the
attitudes from the teachers were different. Basically, every teacher has different
attitude. Some respondents felt that PBI UMY teachers’ attitude when they were
teaching was good. The attitude were such as easy to commune, using polite
language and also polite in use clothes.
The second purpose of this study was to find the influence of teachers’
attitude toward students’ learning. The first finding showed the influence of
positive attitude toward students’ learning. Teacher attitude can give a good effect
for the student, but also teacher attitude can give bad effect for the students. From
those statements that come from the respondent, we know that the positive
attitude can give the good effect for the student, such as the students can be more
enthusiasts, interest, and also have high motivation to come and learn.
Further, the second finding discussed about the influence of negative
attitude. The finding showed that negative attitude also has negative impact for
the students. Negative attitude might give the negative effect for the student, such
as the students become lazy to join the class, students feel lazy to do the
Recommendation
This study also provides suggestion regarding the outcome of students’
perception on the teachers’ attitude in teaching English at PBI UMY. Thus, the
recommendation is concerned to the teacher, the institution, and future researcher.
Recommendation for the teacher. Regarding the data, teachers’ attitude
in teaching English at PBI UMY was good. Even though, the students’ also still
mention negative attitude. Negative attitude that mentioned by the students can be
reflection for the teachers to improve or rebuild their attitude to be better. Even,
every people have different attitude but for the teacher should have a good
attitude. Based on the data, positive attitude can give positive effect for the
students so do negative attitude also can give negative effect for the students. To
conclude this recommendation, teachers should change the negative attitude to be
positive attitude.
Recommendation for the institution. Institution is the place that has
responsibility for the students and also the teacher. One of the examples of
responsibility for the students is provide the good teacher. Good teacher not only
good in knowledge but also good in attitude. Based on it, the institution should
control the teachers’ attitude. If there are any teachers that have not really good
attitude, the institution should give more attention for it and they can give such as
Recommendation for the future researchers. The future researcher
needs to expand the study in case of teachers’ attitude. The future researcher is
recommended to explore the case of attitude; they can conduct the research in
large case. Thus, it can be evaluation, reflection and consideration for teacher,
institution and also the future researcher to make good attitude for the teachers
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Axial Coding
Interview Guidelines
1. Menurut anda, bagaimana attitude dosen PBI UMY ketika mengajar
didalam kelas?
2. Menurut anda, Apa saja positive attitude dari dosen PBI ketika mengajar
di kelas?
3. Menurut anda, Apa saja negative attitude dari dosen PBI ketika mengajar
di kelas?
4. Menurut anda, apakah attitude dosen dapat mempengaruhi anda dalam
belajar bahasa inggris dikelas?
5. Apa saja pengaruh positive yang anda rasakan dari attitude dosen PBI?
Affective Behavior
beda ada yang kalem, ada
juga yang agak keras.
R1.1 menurut
mahasiswa attitude
dosen pbi berbeda-beda
ada yang kalem, ada
juga yang agak keras.
R1.2 Positif attitude dari
dosen pbi yaitu mudah
bergaul
R1.2 Positif attitude
dari dosen pbi yaitu
mudah bergaul
R1.3 Negatif attitude dari
dosen pbi gampang marah,
sensitive.
R1.3 Negatif attitude
dari dosen pbi gampang
Positif attitude dari dosen PBI
UMY yaitu bisa menjadi
cotoh dalam hal cara
mengajar.
respondent Positif
attitude dari dosen PBI
UMY yaitu bisa
menjadi cotoh dalam
hal cara mengajar.
R1.5 Menurut respondent
pengaruh negative attitude
dari dosen PBI UMY yaitu
menimbulkan rasa malas
untuk aktif didalam kelas dan
takut karena dosen yang
R1.6 Menurut respondent
pengaruh positive attitude
mahasiswa jadi semangat
untuk belajar.
R1.6 Menurut
respondent pengaruh
positive attitude
mahasiswa jadi
semangat untuk belajar.
R2.1 Meurut mahasiswa,
attitude dosenn ketika sedang
megajar rata-rata sudah
bagus, baik dari segi ilmu,
R2.1 Meurut
mahasiswa, attitude
dosenn ketika sedang
megajar rata-rata sudah
bagus, baik dari segi
ilmu,
yaitu komuikatif, tidak
membosankan, dan
menerangkan pelajaran
dengan jelas.
attitude dari dosen pbi
yaitu komuikatif, tidak
membosankan, dan
menerangkan pelajaran
dengan jelas.
R2.3 mahasiswa menemukan
negative attitude dari dosen
pbi, diantaranya yaitu suka
menunda kelas, susah
dihubungi, da nada juga
dosen yang moody.
R2.3 mahasiswa
menemukan negative
attitude dari dosen pbi,
diantaranya yaitu suka
menunda kelas, susah
dihubungi, da nada juga
positif attitude dari dosenn
dapat mempengaruhi hasil
belajar.
mahasiswa positif
attitude dari dosenn
dapat mempengaruhi
hasil belajar.
R2.5 Menurut mahasiswa
egatif attitude dari dosenn
bisa membuat mahasiswa jadi
malas masuk kelas.
R2.5 Menurut
mahasiswa egatif
attitude dari dosenn
bisa membuat
mahasiswa jadi
malas masuk kelas.
R2.6 Pengaruh positive
attitude membuat mahasiswa
R2.6 Pengaruh positive
pembelajaran. menngikuti
pembelajaran.
R3.1 attitude dosen pbi
bervariasi, ada yang
attractive, ada yang hanya
sekedar mengajar
R3.1 attitude dosen pbi
bervariasi, ada yang
mahasiswa menjadi aktif, ada
juga yang hanya sekedar
mengajar.
mengajar.
R3.3 menurut respondent
secara keseluruhan attitude
dosen pbi cukup baik
R3.3 menurut
respondent secara
keseluruhan attitude
dosen pbi cukup baik
R3.4 menurut respondent,
positive attitude dosen pbi
adalah bertingkah baik
dikelas.
R3.4 menurut
respondent, positive
attitude dosen pbi
adalah bertingkah baik
dikelas.
R3.5 Menurut respondent,
negatif attitude dosen pbi
adalah suka marah-marah.
R3.5 Menurut
respondent, negatif
marah.
R3.6 Menurut respondent
Pengaruh dari positif
attitudeadalah mahasiswa
jadi lebih aktif dikelas.
R3.5 Menurut
respondent Pengaruh
dari positif
attitudeadalah
mahasiswa jadi lebih
aktif dikelas.
R3.7 menurut respondent
pengaruh negative attitude
dari dosen pbi bisa membuat
mahasiswa malas
mengerjakan tugas, tidak
respect, dan malas mengikuti
R3.6 menurut
respondent pengaruh
negative attitude dari
dosen pbi bisa
membuat mahasiswa
dan malas mengikuti
pelajaran dosen
tersebut.
R4.1 Menurut respondent
attitude dosen pbi bagus,
ramah, dan baik.
R4.1 Menurut
respondent attitude
dosen pbi bagus, ramah,
dan baik.
R4.2 respondent merasakan
positive attitude dosen pbi
diantaranya ramah , sabar,
dan komunikatif.
R4.2 respondent
merasakan positive
attitude dosen pbi
diantaranya ramah ,
negatif attitude dari dosen pbi
adalah ada beberapa dosen
yang kadang kurang
komunikatif.
negatif attitude dari
dosen pbi adalah ada
beberapa dosen yang
kadang kurang
komunikatif.
R4.4 respondent merasa
terkadang ada dosen yang
R4.6 pengaruh negative
attitude yang dirasakan
respondent dari dosen
terhadap mahasiswa
diantaranya jadi malas kuliah,
tidak bersemangat
R4.6 pengaruh
negative attitude
yang dirasakan
respondent dari
dosen terhadap
mahasiswa
diantaranya jadi
malas kuliah, tidak
bersemangat
R5.1 menurut respondent
attitude dosen berbeda beda,
ada yang baik, ada juga yang
R5.1 menurut
respondent attitude
yang kurang baik.
R5.2 meurut respondent
attitude dosen pbi ramah.
R5.2 meurut respondent
attitude dosen pbi
ramah.
R5.3 menurut respondent
positif attitude dosen pbi
yaitu, baik dan ramah.
R5.3 menurut
respondent positif
attitude dosen pbi yaitu
baik dan ramah.
R5.4 respodent mearasakan
dosen ngasih harapan palsu
ke mahasiswa
R5.4 respodent
mearasakan dosen
ngasih harapan palsu ke
dosen PBI yang moody
respondent ada dosen
PBI yang moody
R5.6 respondent mengatakan
pengaruh dari positive
attitude diantaranya bisa
mempegaruhi semangat
belajar, high motivation, tidak
segan meminta bantuan jika
ada kesulitan dalam belajar.
R5.6 respondent
mengatakan pengaruh
dari positive attitude
diantaranya bisa
mempegaruhi semangat
belajar, high
motivation, tidak segan
meminta bantuan jika
ada kesulitan dalam
R5.7 pengaruh negative
attitude yaitu less motivation,
malas belajar, malas masuk
kelas.
negative attitude
yaitu less
motivation, malas
belajar, malas masuk
kelas.
R6.1 menurut respondent ada
beberapa dosen yang
attitudenya baik dan sopan,
selain itu ada juga yang
kurang pantas attitudenya.
R6.1 menurut
respondent ada
beberapa dosen yang
attitudenya baik dan
sopan, selain itu ada
juga yang kurang
R6.2 menurut respondent
positif attitude dari dosen pbi
adalah tepat waktu,
menggunakan pakaian yang
sopan, berbahasa yang sopan.
respondent positif
attitude dari dosen pbi
adalah tepat waktu,
menggunakan pakaian
yang sopan, berbahasa
yang sopan.
R6.3 menurut respondent
positive attitude dosenn pbi
ketika sedag megajar adalah
bahasa tubuhnya sopan, baik.
R6.3 menurut
respondent positive
attitude dosenn pbi
ketika sedag megajar
adalah bahasa tubuhnya
R6.4 negative attitude ada
dosen yang tidak peduli
dengan mahasiswanya, ada
yang baper, marah-marah.
ada dosen yang tidak
peduli dengan
positive attitude dari dosen
PBI UMY adalah dia
mendapatkan contoh gimana
cara mengajar yang baik dari
bahasanya, terus cara
actionnya itu bagaimana yang
R6.5 menurut respondet
pengaruh positive dari
positive attitude dari
dosen PBI UMY adalah
dia mendapatkan
contoh gimana cara
mengajar yang baik dari
memperlakukan
mahasiswanya yang baik
bagaimana yang baik,
terus cara
memperlakukan
mahasiswanya yang
baik
R6.6 menurut respondent
pengaruh dari negative
attitude adalah mahasiswanya
jadi malas dan juga tidak
minat sama mata kuliahnya.
R6.6 menurut
respondent pengaruh
dari negative attitude
adalah
mahasiswanya jadi
malas dan juga tidak
minat sama mata
Selective Coding
Research Question:
1. What are the students’ perceptions on teachers’ attitude in teaching English at
PBI UMY?
2. How do the students’ perceive about the influence of teachers’ attitude toward
students’ learning?
What are the students’ perceptions on teachers’ attitude in teaching English at PBI UMY?
Category Points
Affective Attitude
R1.3 Negatif attitude dari dosen pbi gampang marah,
sensitive.
R2.1 Meurut mahasiswa, attitude dosenn ketika sedang
megajar rata-rata sudah bagus, baik dari segi ilmu,
R2.2 Menurut Mahaasiswa, positif attitude dari dosen pbi
yaitu komuikatif, tidak membosankan, dan menerangkan
pelajaran dengan jelas.
R3.2 menurut respondent secara keseluruhan attitude dosen
pbi cukup baik
