T1__Full text Institutional Repository | Satya Wacana Christian University: Attributions of Successful EFL Learners in An Indonesian Higher Education Context T1 Full text

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ATTRIBUTIONS OF SUCCESSFUL EFL LEARNERS IN AN

INDONESIAN HIGHER EDUCATION CONTEXT

THESIS

Submitted in partial fulfillment of the Requirements for the degree of

Sarjana Pendidikan

Kezia Meidy Setiawan 112013073

ENGLISH LANGUAGE EDUCATION PROGRAM

FACULTY OF LANGUAGE AND ARTS

UNIVERSITAS KRISTEN SATYA WACANA

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COPYRIGHT STATEMENT

This thesis contains no such material as has been submitted for examination in any course or accepted for the fulfillment of any degree or diploma in any university. To the best of my knowledge and belief, this contains no material previously published or written by any other person except where due reference is made in the text.

Copyright @2017: Kezia Meidy Setiawan and Yustinus Calvin Gai Mali, M.Hum.

All rights reserved. No part of this thesis may be reproduced by any means without the prior written permission of at least one of the copyright owners or the English Language Education Program of Universitas Kristen Satya Wacana Salatiga.

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explanations that people assign to the events that happen to and around them.” (p. 49) Attribution also deals with the student’s interpretation about their results of their achievement, basically, how they describe success and failure, by attributing causes to them (Eccles and Wigfield, 2002; Weiner, 1985, 1994, as cited in Yilmaz, 2012).

After the researcher has been studying in the Faculty of Language and Arts, Universitas Kristen Satya Wacana (FLA-UKSW) for three years, she has seen many students who show their outstanding learning achievements in certain subjects. Although they join some organizations and events, they still succeed in learning English as a Foreign Language (EFL). The researcher wonders about the reasons behind their success. This attracts the researcher’s attention to explore the attributions of these successful language learners. Therefore, the purpose of this

study is to explore students’ attributions for their success in learning EFL at

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(2) What are the attributions of female successful language learners at

FLA-UKSW?

This current study can be beneficial for EFL students in similar contexts who wish to learn from successful language learners. They will know what they have to do to become successful language learners. They will be given some suggestions about particular learning strategies such as finding learning style, having a good time management, etc. For the teachers, they can reflect on themselves, whether they are competent enough as lecturers to support their students in EFL learning.

LITERATURE REVIEW Advantages of Attributions in English Language Learning

In educational contexts, people see advantages of attributions. Lu,

Woodcock, and Jiang (2014) argued, “Attribution of success to an internal cause

(e.g., high ability) is more likely to increase self-esteem and the feeling of pride” (p. 3). In addition, attributions can encourage people who are trying to fulfill their goals (Kelley & Michela, 1980). Furthermore, Hsieh and Kang (2010) added that

the students’ potential for future success and motivation will be influenced by

students’ attributions and vice versa. (p. 609) Moreover, attribution can be very

helpful as the source of information for student’s explanation for their successes and failures (Williams, Burden, Poulet & Maun, 2004).

Previous Studies on Attribution

In 2004, Gobel, Thang, Sidhu, Oon, and Chan undertook a descriptive study

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learning. They collected data using Attribution of Success and Failure Questionnaires (ASQ & AFQ), based on Vispoel and Austin (1995). The researchers compared between urban and rural students’ attributions. In regard to attributions of success; the findings exposed that there was a major difference between the mean scores of the urban and rural groups for Factor 1 (internal/ controllable attributes). Hence, it seemed that the rural group was less willing to attribute success to their own ability, effort, and study skills than the urban group. Jernigan (2004) led a study in a foreign language classroom to investigate

students’ perceptions about learning, their goal accomplishment, and

encouragement to continue language study. Open-ended survey and interview were used to respond to the question of why students did or did not achieve their goals. The results exposed a combination of several attributions at work. The following categories emerged as reasons why they could attain their goals: self

(such as effort and attendance), teacher, classroom conditions (such as the curriculum and the structure of the class), and peers (such as enthusiasm and participation of classmates). Students who succeeded to achieve their goals described themselves as self-motivated. As to attributions of failure, two categories appeared: class (not enough time in class to practice speaking/listening or to focus on culture or reading) and self (lack of motivation and work, lack of attendance).

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beliefs: ability, effort, luck, task difficulty, strategy, interest, family and teacher

influence. This study indicated that the prime causes of the students’ success are

from teachers’ and parents’ influence, effort, and strategy.

Mori, Gobel, Thepsiri, and Pojanapunya (2010) sought a comparative study of Japanese and Thai University Students. The objective of the study was to examine the gaps on motivation and language learning by investigating the rapport between the attributions of EFL students toward authentic classroom activities and their achievement of those activities. Mori et al. (2010) used a set of questionnaires to investigate how EFL university students (355 Thai and 350 Japanese) in two countries attributed their successes and failures to actual language learning tasks. Despite several differences based on culture, both groups also have similarities. The results presented that both groups concentrated the attributions of success more to the external factors, which were teachers and classroom atmosphere, and attributions of failures more to the internal factors, which were lack of ability and effort. The results showed that teacher took an

essential role in teaching and learning process. It affects students’ motivation in

learning EFL.

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teacher influences were the most recognized attributions of success across all six universities in Malaysia.

The previous studies on attributions inform the current studies that reasons behind the success of the students are mostly related to the factors surrounding the participants. The most attributed reason of success recorded in the previous

studies is teacher’s influence performance. Teachers have an important role for

the students’ learning in the classroom. They are the center of the teaching and learning process. Hence, if the teachers are competent enough and can make the positive and relaxed atmosphere, the learning process will run smoothly.

Characteristics of Successful Language Learners

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6 THE STUDY Method

The purpose of the study was to explore male and female students’ attributions for their success in learning English as a foreign language in FLA-UKSW. This study was approached qualitatively for achieving that purpose.

There are some characteristics in a qualitative approach. First, it aims to answer questions about the what, how, and why of a phenomenon (Patton & Cochran, 2002). Second, this approach is concerned with opinions, experiences, and feelings of individuals producing subjective data (Hancock, 1998). Furthermore, the researchers try to understand how they make sense of their experience (Ospina, 2004). Fourth, qualitative study is an inductive approach in which the data are used to develop concepts and theories (Hancock, 1998).

This study was in line with the characteristics as mentioned above. First, this study was aimed to answer the questions of what and why of a phenomenon.

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7 The Context of the Study

This study was conducted in English Language Education Program at FLA-UKSW. It was located in Salatiga. The reason why the researcher selected the context was the accessibility ease. The researcher could make the appointment with the participants easily as they are in the same faculty which is FLA.

The Research Participants

There were four participants. They were two females and two males. It did not attempt to generalize all of the participants. They were the students of FLA-UKSW, Salatiga. They were all in the seventh-semester. They did their teaching practicum during the sixth semester. When this study was conducted, they were working on their thesis. Those four participants were selected based on the selected criteria as successful language learners mentioned previously.

In this study, their names are kept in pseudonyms to keep their privacy. Maria is the first student. In addition to English, she has learned other languages such as Spanish and Japanese from her ship ministry experiences. However, she speaks English the most fluently. After she had done her service in a ship ministry, she registered to this faculty. Her academic skills have been great, although she has joined many events since her second year in FLA - UKSW.

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Petrus, the third student, has a big passion for music. He usually plays music at church. He is very active joining the faculty events. Besides his own business, he still concerns with his education in this faculty. His GPA is still high because he can manage his time well.

Samuel, the second male student, is also a musician. He is a violinist. He is smart and diligent. He is also good at pronunciation. During his study at FL – UKSW, he was quite active joining the faculty events, but his GPA was still good.

Data Collection Instruments

For collecting the data, the researcher distributed an open-ended questionnaire followed by a semi-structured interview. The questionnaire is in English because the participants were given time to think and explore their answers in their second language. The interview questions were conducted in

participants’ first language which is Bahasa Indonesia, to reduce anxiety and

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As the result of the piloting, the researcher made a decision for choosing the open-ended questionnaire (Appendix) to collect the data. Open-ended questionnaire is more appropriate because the purpose is to obtain richer data from the participants. Furthermore, the participants had more freedom to fill in the questionnaire without any leading questions. The questionnaire was followed by a semi-structured interview.

Data Collection Procedures

First of all, the researcher made an appointment with each participant. The participants were asked to bring their two main documents. They were students’

transcript and record points of their students’ activities. The documents were used

as a proof that they met the characteristics of successful EFL learners as mentioned previously. Before moving forward to the questionnaire, the researcher told them briefly about the purpose of this study and the meaning of each question in the questionnaire. It helped the participants have clear understanding of those questions. Then, the researcher gave them time to fill in the questionnaire.

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their answers to the questionnaire which were not clear yet and which needed deeper clarifications. The interview section was recorded by using the researcher’s smartphone. After getting all of the data, the researcher transcribed and analyzed all of the information from the interviews.

Data Analysis Procedure

To analyze the questionnaire data, the researcher first read all the answers. Then, the researcher underlined phrases and sentences that were related to the issues. After that, for the answers which are not fully described, the researcher asked the participants to give further clarifications.

To analyze the interview data, the researcher had to initially listen to the recorded interviews and transcribe them. The researcher used clean transcription which is only focused on the content of the interview, without providing any extra information (Zacharias, 2012). A narrative inquiry approach (Ary, Jacobs, Sorensen, & Razavieh, 2010) was used to analyze the results of the interviews. The researcher examined the stories that people tell stories behind their success in

learning EFL and co-construct a narrative analysis of those stories. From the clarification of the second answer which is questioning the reasons

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data, linked them to the results of the previous studies and wrote them into paragraphs.

FINDINGS AND DISCUSSION

This research aimed to answer the question: (1) What are the attributions of male successful language learners at FLA-UKSW? (2) What are the attributions

of female successful language learners at FLA-UKSW? Based on the data analysis, the researcher found six main themes behind their success in EFL learning process. The themes were learning style, exposure to the language,

parent’s influence, friends’ support, lecturers’ performance, and classroom

environment. In this part, the researcher only provided the English version of the interview data transcription to support the discussions in each theme, for the researcher assumed that the thesis will be read internationally.

Learning Style

People have different personalities. Thus, in learning something, they have their own ways. In EFL learning process, each participant has a different learning style. All of the participants have their own ways to make them successful in EFL learning. Three of them mentioned that they usually listened to the lecturers carefully in the classroom. Therefore, they spent their time maximally while studying in the classroom.

Excerpt 1

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Then, in the classroom, I will take notes of some additional information. (Naomi/interview/translated by the researcher)

Excerpt 2

So, in the classroom, I will listen to the lecturers carefully. I listen to every explanation carefully and effectively. The thing is that, I never studied outside the class – my duty to study is only in the classroom. If you can find out your learning style, it will benefit you. The benefit for me is I can spend my time maximally in the classroom. I can do other things outside the classroom. I usually use simple ways, so it is easier to understand. I rarely take notes. (Samuel/questionnaire)

Furthermore, during the interview, Samuel added some detailed information related to his answer in the questionnaire.

Excerpt 3

Not only listening, but while I am listening, I am also thinking. I try to remember what the lecturers are saying. I keep it in my mind. But, for some materials like grammar, I have to write down the concepts. The reason is because the materials are too difficult if I just remember them in my mind. (Samuel/interview/translated by the researcher)

For some students, grammar is one of the difficult materials in EFL learning. Hence, they need a more efficient way to understand grammar. From Excerpts 2 and 3, it can be seen that Samuel’s learning style is by listening to someone speak, which is called auditory learning style. Nevertheless, for understanding materials like grammar, he explained that he needed another way; not just by listening. He had to note down the concepts because it would not be enough to only remember them in his mind. Different from Samuel’s experience, Petrus prefer to study grammar with friends. It helped him if he wanted to ask difficult materials.

Excerpt 4

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I do not summarize the materials, but highlight the important things, and then memorize them. (Petrus/interview/translated by the researcher)

Learning style is the new idea for the attributions of success. No previous studies have mentioned learning style as one of the attributions of success. However, this study found that participants’ learning style takes an important role in the students’ success. If they do not find out the learning styles which are beneficial for them, they will find it difficult to become successful in EFL learning. On the contrary, if they find out the suitable learning style, they will enjoy learning and become successful. Hamada, Rashad, and Darwesh (2011) mentioned that knowing your particular learning style may benefit you in deciding the best way to study for a test, like for example, highlighting the important things and memorizing them or making a summary of the materials. Furthermore, Hamada et al. (2011) stated, “Knowing how to absorb and retain information may help you recognize your strong points as well as your not-so-strong areas.” (p. 49) If learners have found their best style of learning, they will find it easier to learn and enjoy the process of learning.

Exposure to the Language

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From my previous experience in ship ministry, I received basic knowledge of English. My English skills were improved there. People were required to speak English. I have improved a lot in speaking skill because we had to communicate with hundreds of people from different countries because English was our universal language there. Speaking skill helped me to be more familiar with English and helped me to be more fluent. Furthermore, I used to be a course teacher. It helped me a lot to understand teaching grammar. From being a course teacher, I learned a lot and got background knowledge about teaching. So, in the teaching practicum I was more familiar with teaching stuff. (Maria/interview/translated by the researcher) Excerpt 7

I also have a hobby that needs consistency – playing music. I spend 4-6 hours for practicing and if you skip one day, you will lose what you have been practicing for in a week. Being a musician helps me to learn and improve my English. I know some vocabularies that are used in certain contexts. The word structure in music context is more complicated than the context in FLA. The vocabularies are also more difficult. Therefore, it helps me to be more familiar with the easier one. I got the highest grade in the English course. Now, I am playing online games in PC or smartphone. RPG games which contain a lot of conversations help me too. (Samuel/questionnaire)

Excerpt 8

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Reading the excerpts above, it is obvious that four of them quoted exposure to the language as the reasons behind their success. This attribution confirms the results of Jernigan’s study (2004). In Jernigan’s study, general exposure to other languages is one of the four categories of students’ beliefs about language learning which is learning a second language after childhood. It is consistent with

the participants’ experiences. Besides what happens now, the participants also had

some previous experiences which prepared them to be successful in EFL learning. Engel (1991, p.29), as cited in Jarvis, Holford, and Griffin (2003) described that “Learning is seen as cumulative” (p. 136). Subjects and topics are not taught deeply at one time only. The process of learning is a long journey and it needs more time. In addition, Engel (1991, p.29) mentioned there is progression in learning. For being the more successful learners, learning also requires practice and practice. Practice in learning makes perfect. The more the learners do practice, the more fluent they will be. For example, to improve speaking skill, learners have to practice speaking with foreigners or anyone in English. As time goes by, the progression in learning will be enhanced.

Parent’s Influence

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When I am in the lowest point, I will consult it to my parents. Besides parents, I also share it with my friends and ask how to overcome my problems. We help each other by giving support in education things also life lessons. So, we don’t always do things individually. My parents often supported and gave me moral value. (Petrus/questionnaire/translated by the researcher)

Excerpt 10

My mother once said to me, we have to do our best wherever we are. After that, the motivation will come to us. My mother told me that I have to face it first. I have decided to enroll in this faculty, so I have to do my best. (Naomi/interview/translated by the researcher)

Excerpt 11

People in my house, like my parents, support me in my EFL learning. My parents also motivate me in any other ways. (Maria/interview/translated by the researcher)

Excerpt 12

Family can be as the reasons behind our success. If all people in our family speak English frequently, their children will be more succeed. Family will be as our indirectly teacher. Maybe their family often goes abroad, so they are fluent in English. Their children will follow their parents, so their English become better. If their parents do not speak English at all, they can motivate their children by asking them to go to an English course.

I had an English course when I was in elementary school. I could not speak English back then. My parents want me to be fluent in English. My father often asks me to teach him English. They think English is important so they

ask me to have an English course. I enter this faculty because of my parents’

suggestion. (Samuel/interview/translated by the researcher)

Parents’ influence is also the most attributed reason behind their success in

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Harmer (2007), as cited in Mali (2015, p. 9) argued that students’

motivation can be affected by people who are close to them. When they are at the lowest point, they are tired of the difficulties in doing the project; they can share it with and ask for a solution to their parents. Besides, their parents would do other things like getting them into an English course when they were in school like

Samuel’s parents who asked him to take an English course when he was an

elementary school student. It makes them more familiar with English and also it benefits their performance in this college. After taking an English course, his English skills were improved. He could speak English more fluent.

Friends’ Support

Besides parents, friends also motivated them when they were tired and felt unworthy. Three of the participants mentioned that their friends often cheered them up and gave them support when their college life seemed difficult. They often shared their experiences, and then their friends would help them to overcome their problems. Some of their friends also assisted them in studying some difficult materials.

Refer back to the Excerpt 9, Petrus said that beside parents, he also got help from their friends. His friends gave them solutions to overcome his problems in real life and education things. They helped each other so they did not always do things individually.

Excerpt 13

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time. They cheered me up and told me not to give up. (Samuel/interview/translated by the researcher)

Excerpt 14

I often ask my friends about technical things like how much naysayer that we have to put in academic writing, also the paper format. I rarely ask about the theoretical things like grammar. Sometimes, I ask them for some suggestions if the answers are right or wrong. Some of them help me a lot. (Maria/interview/translated by the researcher)

Three of the participants mentioned friends’ influence as the cause of their success. This confirms with Harmer’s (2007). He mentioned that people who are

close to them can be great influence to students’ attitudes of language learning. He

added, “The attitude of the students’ peers is also crucial.” (p. 99) Hence, he added some information that the more enthusiastic the peers to learn English, the more motivated the students to learn the subject. The existence of participants’ friends is beneficial for them. Their friends could help them explaining some difficult materials if they did not understand. Also, the participants need support and motivation from their friends if they are demotivated.

Lecturers’ Performance

Three of them mentioned that lecturers were one of the factors behind their success. Lecturers have their styles in teaching the students. The participants mentioned that lecturers in FLA helped and motivated them to keep learning. Students often asked about materials or other things related to them, and they were very welcomed. Furthermore, they said most FLA lecturers were friendly with their students. It made the students more excited to learn English.

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Lecturers. They have their own teaching styles. Some of them are easier to understand. They motivate us to be better. But, some of them have different teaching styles, which do not suit me. But, I mean in a way if they influence me, I have to push myself better to do better. However they teach, I have to still do my best. If I do not like their teaching style, for example it burdens me, even though it makes me demotivated, it likes a cycle. It makes me to do better.

I like lecturers who are relaxed but they teach the materials clearly, structured and do not have much pressure in class. (Samuel/interview/translated by the researcher)

Excerpt 16

Lecturers motivate me indirectly. I feel more relaxed when I am talking with them. So, I am happy with my teaching and learning activities. We have known each other, so it is less pressure to talk and ask them something. It does not have to be that formal, but still with the good etiquette.

I like lecturers who can push and motivate their students to learn, keep up with what materials are going to be taught, who are disciplined with the syllabus and the materials, but also welcome any question from their students or ask them to explain something. (Naomi/interview/translated by the researcher)

Excerpt 17

From lecturers. Some of them do not care enough about the students; they cannot motivate their students to study. Perhaps, if the students get bad score, they do not want to approach each student to improve their grade. It

will affect the students’ motivation.

I often got some lecturers who ignore the students. There was one lecturer from TEYL class. She will give an additional assignment as an additional point to increase their grade for the students who get low grade. (Student 4/questionnaire/translated by the researcher)

The role of the lecturers or teachers in a classroom is very important because it affects the teaching and learning process. This finding is in line with the

result of Thang, Gobel, Nor and Suppiah’s study (2011). In that study, the two

most endorsed attributions of success is interest in getting a good grade (5.17 out of 6-point Likert scale) and teachers’ influence (4.63). The teacher’s influence is considered the two most endorsed attributions of success. Furthermore, in Mori,

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second most endorsed success attribution for the Thai students after interest in grades.

Besides teaching, good and adoring relationship should be built by the teacher in motivating the students. (Astuti, 2013 as cited in Mali, 2015). Additionally, Smith (2012) argued that pedagogy needed the educators’ thinking

and practice exploration to accompany and care about learners’ life learning.

Thus, education is not always about transferring knowledge to the students.

Classroom Environment

The research findings showed that the environment of the classroom is one of the factors that influenced the success of the learning process. If the atmosphere supports the learning process which is quiet enough, it will make the students more focused on certain subjects. Here, two of the participants, Samuel and Naomi mentioned the classroom environment and the university’s surrounding as the attributions of success. One of them, Samuel, explained that if the atmosphere was conducive and relaxed enough, they would be more focused on learning, as can be seen in the following excerpts.

Excerpt 18

I think the classroom condition and the environment, and the peers also. For me, I am more concentrated when I am listening, so when the class starts to be crowded, it disturbs me. My concentration will be distracted when my friends start to talk. Sometimes, I remember what my friends are talking about, not the materials from the lecturers.

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Samuel thought that a quite surrounding considered as his conducive atmosphere. He was an auditory learner so he preferred a quite class. The reason is because a quite class helped him to be more concentrated while listening to the lecturers. Once the class was noisy, his concentration would be distracted. He could not absorb materials well.

Next to Naomi’s response, she compared the university’s environment with

her friends’. She said the environment in her university is less pressured than in

her friends’. The surrounding is quite comfortable and cozy along with the

lecturers who were friendly to their students.

Excerpt 19

Here, the environment is very different from that in other universities. While we are doing many tasks and projects, we still have time to join some organizations in the faculty. We can improve our soft skills through joining the organizations. Also, the lecturers are friendly with their students so we will enjoy the teaching and learning process, less pressured than in other universities. (Naomi/questionnaire/translated by the researcher)

From her responses above, the researcher interpreted that Naomi preferred the environment which is less pressured. While she was busy with doing tasks or projects, she could refresh her mind with joining some organizations. She also likes the lecturers who are friendly with their students.

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students’ motivation and effort to learn. If the environment is conducive, quiet and

less pressured, it will motivate and support students to learn maximally.

CONCLUSION

This study attempted to explore the attributions of male and female successful language learners at FLA-UKSW. Based on the results, the researcher found six main themes behind their success in EFL learning. Two of six themes are from the participants themselves such as, their learning style and experience on exposure to the language. The other four attributions are from outside, such as their parents’ influence, lecturers’ performance, friends’ support, and the classroom environment. From this study, it can be seen that there are at least these six attributions that help students to become successful language learners.

Based on the results, the male and female attributions are quite similar. Both male and female attributions were included in all of the six themes. The similarity is their auditory learning style. They are good at listening. They absorb the materials better when they are listening to the lecturers carefully.

There is no significant difference between the male and female attributions. The female participants often take notes while they are listening to the lecturers. Conversely, the male participants rarely take notes. They will take notes occasionally when they are learning grammar. It is too difficult just by remembering it in their mind.

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they learn English. Having an experience that is related to improving English skills may help students to be more fluent. Moreover, trying to speak English in daily life with parents, friends, or even foreigners improve speaking ability better than just receiving theories. The most important thing for students is they have to find out their learning style. It gives more relaxed and enjoyable atmosphere when learners like what they are doing. Students will have a bigger chance to become successful language learners when they enjoy the learning process.

For parents, they have to be more active in monitoring their children’s study progress. When their children seem tired and try to give up, they have to cheer them up and offer solutions to the problems. A compliment is also a good trigger for the students when they get an achievement of their good grade. It will increase their excitement in EFL learning.

For teachers or lecturers, they have to more careful with their performance in the classroom. They should take care of their students when they seem demotivated. They should make their own creative ways to make the learning process become enjoyable and fun, so the students will be more excited.

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ACKNOWLEDGEMENTS

First of all, I want to express my gratefulness to my only Savior, Jesus Christ. I could not go this far without His endless blessing. I could not thank enough to my parents, Harry Setiawan and Lesty Daryanti, my grandparents, Danny Soehendra and Shinta Suryaputra also my siblings, Devina June and Wilhelm Jonathan for the unconditional love, caring, and encouragement since the beginning of my college life until now. Without their continuous support, I would not be able to complete this thesis.

I wish to express my sincere gratitude my thesis supervisor, Mr. Yustinus Calvin Gai Mali, M. Hum for your support, guidance, patience and kindness over this time. Also, to my thesis examiner, Mrs. Gita Hastuti, M.A., thank you for your support and your time to evaluate my thesis. To my beloved team, Maria Immaculata, Mika Setiyani, Atika Purwaningtyas, and Arya thank you for standing tall as one, for supporting each other until we reach the final step of college. Special thanks to my beloved participants, Laura Salvadora, Aurelia Melinda, Joshua Branatha, and Ones Kurniawan for your willingness to help me completing my thesis.

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attributions for success and failure in the learning of English as a second language: a comparison of undergraduates from six public universities in Malaysia. Pertanika J. Soc. Sci. & Hum, 19 (2), 459-474.

Williams, M., Burden, R., Poulet, G., & Maun, I. (2004). Learners' perceptions of their successes and failures in foreign language learning. Language Learning Journal, 30, 19-29.

Yilmaz, C. (2012). An investigation into Turkish EFL students’ attributions in

reading comprehension. Journal of Language Teaching and Research, 3(5),

823-828.

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29 APPENDIX

Dear Respondents,

My name is Kezia Meidy. Recently, I am studying for my Bachelor Degree in English Language Education Study Program of Universitas Kristen Satya Wacana. Now, I am in the process of doing a research on Attributions of Successful EFL Learners in an Indonesian Higher Education Context. Accordingly, in this opportunity, I would like to ask your assistance by answering the questions in this questionnaire. I use those questions in order to obtain information concerning your perspectives on your attributions for the success in learning EFL.

It will not affect your grade. Therefore, you are free to respond to how you really feel. If you have further questions dealing with this research, you may contact me in this following phone number;

0818985780

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NIM :

Gender : Male / Female (circle accordingly)

Age :

Open-ended Questionnaire

Please note once again that this will not affect your grade. Therefore, you are free to respond to how you really feel.

QUESTIONS:

1. Please, tell me successful experiences of your EFL learning process (from the first

year until this third year) at FLA UKSW:

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2. Please, explain reasons behind your success in your EFL learning (from the first year

until this third year) at FLA UKSW:

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