STUDENTS’ ATTITUDE TOWARD ENGLISH LANGUAGE
LEARNING
RESEARCH REPORT
Submitted in Partial Fulfilment of the Requirements
for the Degree of Sarjana Pendidikan
Hapsari Laksmita Siwi
112013101
ENGLISH LANGUAGE EDUCATION PROGRAM
FACULTY OF LANGUAGE AND ARTS
UNIVERSITAS KRISTEN SATYA WACANA
SALATIGA
ii
STUDENTS’ ATTITUDE TOWARD ENGLISH LANGUAGE
LEARNING
RESEARCH REPORT
Submitted in Partial Fulfilment of the Requirements
for the Degree of Sarjana Pendidikan
Hapsari Laksmita Siwi
112013101
ENGLISH LANGUAGE EDUCATION PROGRAM
FACULTY OF LANGUAGE AND ARTS
UNIVERSITAS KRISTEN SATYA WACANA
SALATIGA
vi
COPYRIGHT STATEMENT
The 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 my belief, this contains no material previously published or written by any other person accept where due reference is made in the text.
Copyright@ 2017. Hapsari Laksmita Siwi and Athriyana Santye Pattiwael
All rights reserved. No part of this thesis may be reproduced by any means without the permission of at least one of the copyright owners or the English Department, Faculty of Language and Arts, Universitas Kristen Satya Wacana, Salatiga.
viii Table of Content
Cover Page
RESEARCH REPORT ... II
RESEARCH REPORT ... III
COPYRIGHT STATEMENT ... VI
PUBLICATION AGREEMENT DECLARATION ... VII
TABLE OF CONTENT ... VIII
ABSTRACT ... 1
INTRODUCTION ... 1
LITERATURE REVIEW ... 3
ATTITUDE ... 3
THE ROLE OF ATTITUDE TOWARDS ENGLISH LANGUAGE LEARNING ... 6
RELATED STUDY ... 8
THE STUDY ... 10
RESEARCH QUESTION ... 10
CONTEXT OF THE STUDY ... 10
PARTICIPANTS ... 10
DATA COLLECTION INSTRUMENT ... 10
DATA COLLECTION PROCEDURE ... 11
DATA ANALYSIS PROCEDURE ... 12
FINDINGS AND DISCUSSION ... 13
THE BEHAVIOR ASPECT OF ATTITUDE TOWARD ENGLISH LANGUAGE LEARNING ... 13
STUDENTS’ ATTITUDE TOWARD SPEAKING ENGLISH ... 14
STUDENTS’ ATTITUDE TOWARD STUDYING ENGLISH ... 16
STUDENTS’ ATTITUDE TOWARD ENGLISH HOMEWORK AND ASKING FOR HOMEWORK ON WHAT HAS BEEN TAUGHT ... 17
STUDENTS’ ATTITUDE TOWARD ENGLISH SPEAKING FRIENDS ... 19
ix
THE COGNITIVE ASPECT OF ATTITUDE TOWARD ENGLISH LANGUAGE LEARNING ... 21
STUDENTS’ ATTITUDE TOWARD STUDYING ENGLISH ... 22
STUDENTS’ ATTITUDE TOWARD ENGLISH SUBJECT ... 23
STUDENTS' ATTITUDE TOWARD SUMMARIZING IMPORTANT POINT, PASSING THE EXAM, PEOPLE WHO CAN SPEAK MORE THAN ONE LANGUAGE, THINK AND ANALYZE CONTENT IN ENGLISH, AND ENGLISH LANGUAGE ... 25
THE EMOTIONAL ASPECT OF ATTITUDE TOWARD ENGLISH LANGUAGE LEARNING ... 30
STUDENTS’ ATTITUDE TOWARD STUDYING ENGLISH ... 31
STUDENTS’ ATTITUDE TOWARD SPEAKING ENGLISH ... 33
STUDENTS’ ATTITUDE TOWARD ENGLISH CLASS ... 34
STUDENTS’ ATTITUDE TOWARD ANSWERING QUESTION, STUDYING IN MT OR FL, DOING ACTIVITIES IN ENGLISH, KNOWING ENGLISH ... 35
CONCLUSION ... 38
REFERENCES ... 40
ACKNOWLEDGEMENTS ... 42
1
STUDENTS’
ATTITUDE TOWARD ENGLISH LANGUAGE
LEARNING
Hapsari Laksmita Siwi
112013101
ABSTRACT
This study addressed the students‟ attitude toward English language learning by students of English Language Education Program (ELEP) in Faculty of Language and Art (FLA) of Universitas Kristen Satya Wacana (UKSW). This study attempted to answer the
research question: „what is students' attitude toward English language learning in terms of their behavioral, cognitive and emotional aspects?'. The participants of this study were 60 students from batch 2013 and 2015 of ELEP. They were asked to complete the questionnaire related to their attitude toward English language learning and 12 of 60 students were asked for interview related to their answer in the questionnaire. Through qualitative-descriptive manner analysis, the findings showed that students had positive attitudes toward English language learning in all aspect; behavioral, cognitive and emotional aspect. This study might help students to be aware of the importance of positive attitude in learning English. Moreover, the result also helps the teacher to appreciate students' feelings, beliefs and behaviors before the intellectual abilities.
Keyword: Attitude, English language learning, EFL
INTRODUCTION
At the present time, students are aware of the need to master English language in order to adjust and cater the requirement of English as a global language. The fact is in Indonesia, English is to be used as foreign language. It makes the difficulty for Indonesian students because they are not common to use it, yet it is still necessary to learn and be able to speak in it.
2
opinions and beliefs have an obvious influence on students‟ behaviors and
consequently on their performance. It is argued that those students who possess positive beliefs about language learning that have a tendency to increase more positive attitudes towards language learning. In foreign language learning context, there are various factors that influence the learning process such as motivation, attitudes, anxiety, learning achievements, aptitudes, intelligence, age, personalities, etc. (Abidin, et al., 2012). Abidin (2012) asserts that those factors
show learners‟ attitude toward language learning is considered as one of the key
factors in motivating the learners to learn that language. In addition, students are acquiring positive and negative attitudes in varying degrees. A negative attitude can lead students in class anxiety and low cognitive achievement. In regards to
positive attitude, Brown (2000, 181) states that “positive attitudes toward the self,
the native language group, and the target language group enhanced proficiency.” Students with positive attitudes experience success, the attitudes are reinforced. In relation to that, it is also important to know whether students have the same attitude when learning English. Some students may enthusiast while learning English, and think that it is easy for them. However, some students think that English is difficult and boring.
In my context of the study, there are still limitations about students‟ attitude toward English language learning. Previously, Abidin‟s et.al (2012) study
investigated Libyan secondary school students‟ attitudes towards learning
English. It also explored whether there is any significant difference in the
3
this context of the study to investigate the attitude of male and female English as foreign language (EFL) learners of Kashan University toward English language learning. However, this study is not specifically addressed other concerns such as gender, year of the study, field of the study, etc.
This study is interested in learning more about students‟ attitude in English Language Education Program (ELEP) in Faculty of Language and Arts (FLA) Universitas Kristen Satya Wacana (UKSW). The study aims at answering the
research question, “What is the students‟ attitude towards learning English
language in terms of their behavioral, cognitive and emotional aspects?”
It is expected that the findings of this study will be useful to bridge the knowledge in EFL context, especially in this context of the study. Besides, the
result will help ELEP‟s students at UKSW to be aware of the importance of positive attitude in learning English. A positive attitude can support them to deal with language learning activities in ELE Program to acquire the language.
LITERATURE REVIEW
Attitude
Some definitions of the term “attitude” are presented in order to be able to
evaluate the students‟ attitude. According to Ajzen (1987) on his book tittled Attitude Formation, he explains the definition of attitude. Ajzen (1987) asserts that:
attitude is an individual‟s disposition to respond favorably or unfavorably not only toward language learning but also toward to factors that influence that outcome of
4
In the same line, Smith‟s (1971, as cited in Oroujlou & Vahedi, 2011) stated that
“An attitude is a relatively enduring organization of beliefs around an object or a
situation, predisposing one to respond in some preferential manner.” Allport (1935) also points out, “attitude is a mental or neural state of readiness, organized through experience, exerting a directive or dynamic influence upon the
individual‟s response to all objects and situations with which it is related” (cited
in Baker, 1992:11, as cited in Al-Mamun et al., 2012). In short, an attitude is how people feel, belief, and reacts toward an object or a situation around them.
Referring to the most popular classification system, Azjen (2005) distinguishes the different aspects of attitudes. Azjen (2005) asserts that the term of attitude includes three aspects namely behavioral, cognitive, and emotional aspect.
The behavioral aspect of attitude deals with the one behaves and react in particular situation. Behavioral aspect can distinguish verbal and nonverbal kind. In verbal mode, people with negative attitude may indicate that they would refuse to do something. Those with positive attitude may express intention to do something.
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“The cognitive attitude could be classified into four steps of connecting the
previous knowledge and the new one, creating new knowledge, checking new
knowledge, and applying the new knowledge in many situations.”
Concerning to emotional aspect of attitude comes with expressing which has to do with evaluation and feeling toward the object of attitude. Attitudes can assist the learner to express their feeling whether they like or not about something or surround situation. We can distinguish emotional responses of a verbal and nonverbal kind (Ajzen, 2005). Verbal affective responses to the education profession, for example, can be expression of admiration or criticism. In addition, facial expressions, various physiological and other body reactions, are often considered to reflect as nonverbal mode.
With the reference to those components of attitude, Azjen (2005) explain that attitudes can be measured by verbal or nonverbal responses toward the object. In summary, he asserts that:
These responses can be cognitive nature, reflecting perceptions of the object, or beliefs
concerning its likely characteristics; they can be of an affective nature, reflecting the person‟s evaluations and feelings; and they can be of a behavioral nature, indicating how a person does or would act with respect to the object (p.5)
In short, attitude is appropriate and effective way of explaining consistent patterns in behavior. Attitude can be distinguished by three component; behavioral, cognitive, and emotional. It also can be measured by verbal and nonverbal responses toward the object.
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The Role of Attitude towards English Language Learning
In this study, attitude is considered as one factor for success in learning
English. Gardner (1985) argues that the learners‟ attitudes towards learning another language play a key role in enhancing and motivating them to learn that language. In foreign language learning context, there are various factors that influence the learning process such as motivation, attitudes, anxiety, learning achievements, aptitudes, intelligence, age, personalities, etc. (Shams, 2008, as cited in Eshghinejad, 2016). Fakeye (2010) stated the matter of learner's attitude is acknowledged as one of the most important factors that impact on learning language. It means that achievement in the target language commits not only on intellectually capacity but also on the learner's attitude toward language learning. Attitude concept can enhance the process of language learning, influences the
nature of student‟s behaviors and beliefs toward the other language, its culture, and community, and it will identify their tendency to acquire that language (Eshghinejad, 2016). Kiptui and Mbugua (2009; Tella et al, 2010; as cited in Abidin et al, 2012) investigated that negative attitude towards English is the most
affective and psychological factor that results in the students‟ poor performance in
English among the secondary schools in Kenya. Abidin (2012) stated that EFL teachers should respect and consider of students' feelings, beliefs, and behavior
before the cognitive abilities. He asserted that it is so important to study learners‟
personalities because cognitive performance can be achieved if the EFL learners possess positive attitudes and enjoy acquiring the target language.
7
Considering attitude can affect success or failure in learning it plays a very important role. Students‟ responses about their attitude, sometimes can affect their motivation to learn the language. There are two types of attitude; positive attitude and negative attitude. Kara (2009) states that attitudes towards learning besides opinions and beliefs have an obvious influence on students‟ behaviors and
consequently on their performance. Elyıldırım and Ashton (2006) claimed that it
is well known that negative attitudes can impede the learning of that language. It is argued that students with positive belief about learning English language will be successful in language learning process. In contrast, students with negative belief may tend to have class anxiety, get low cognitive achievement, and have negative attitudes.
Baker (1992, p. 9 as cited in Abidin, 2012) stated that "In the life of a language, attitudes to that language appear to be important in language
8 Related Study
Many studies have been conducted to explore the students‟ attitude toward
English as foreign language (EFL) and also some related with this study. For instance, regarding the gender variable, Petrides (2006) was conducted to find out the important factor in foreign language learning; attitudes and motivation. Data regarding the attitudes and motivation of the children was gathered through a questionnaire and then, it was statistically analyzed in relation to the results of the examinees on an end of primary school listening and speaking test in order to examine whether there is a relationship between the two factors. The target group was year 6 pupils as the aim of the study was to measure their performance at the end of primary school. Questionnaires were sent to 304 schools all over Cyprus (Senior Primary schools – years 4-6, or unified schools, yeas 1-6). Twelve teachers participated in the study with a total of 250 children. The result indicate that motivation is indeed a crucial factor in foreign language learning which ought to be taken into consideration whenever material are prepared or a language programme is designed.
Another study from Fakeye (2010) investigated the relationship between
students‟ attitude and academic ability and their achievement in English language
among 400 senior secondary students which selected randomly from five secondary schools. It showed that there was not a statistically significant difference in the attitudes of male and female students.
The finding of study by Abidin et al (2012) investigated Libyan secondary
school students‟ attitudes towards learning English in terms of the behavioral,
9
difference in the students‟ attitudes towards English language based on their
demographic profiles i.e., gender, field and year of study. The participants showed negative attitudes toward learning English. Another important finding was that on the demographic profile, significant attitudinal differences regarding gender and field of study but not the year of study was found.
Zareian et al (2014) study were conducted in Gonabad, Iran aiming at investigating high school EFL students' attitudes toward English learning using "The Beliefs about Language Learning Questionnaire" adopted from Sage (2011). A comparison was done using independent samples t-test and means of both genders in the above-mentioned questionnaire were compared. Data analysis indicated these participants' positive attitudes toward English learning. The results obtained from t-test indicated lack of any statistically significant difference between two genders. This study confirmed that there a statistically significant difference between males and females in inter language and individual variation in favor of males. From those studies, the dominant attitude toward English is positive.
10 THE STUDY
Research Question
The study aims to answer the research question, “What is the students‟
attitude towards learning English language in terms of their behavioral, cognitive and emotional aspects?
Context of the Study
This study took place in Faculty of Language and Arts (FLL) at Universitas Kristen Satya Wacana (UKSW). In particular, the study was conducted in the English Language Education (ELE) program. The participants were selected from ELE program to know their attitudes in learning English language.
Participants
The participants were 60 student teachers from ELE program from batch 2013 and 2015. The participants were chosen because most of them have been studied English language around 10 years. Those participants were assured that the results would be kept strictly confidential. Furthermore, this kind of sampling was categorized as random sampling because the participants were selected randomly from batch 2013 and 2015.
Data Collection Instrument
11
questionnaire, there were 45 questions concerning attitudes in term of behavioral, cognitive, and emotional aspects of attitude. The items were put on a 5-point Likert scale from Level 1: Strongly Disagree to Level 5: Strongly Agree. The questionnaire contained 45 statements with five options related to their attitude toward learning English language.
The interview questions were used and developed for students to collect further information related to their attitude toward learning English language in the department. Based on the answer from the questionnaire, 12 of 60 students were chosen to conduct the interview to collect further information.
Data Collection Procedure
The researcher followed the following steps;
1. Reading references related to the topic and had been written about the
students‟ attitude toward English language learning.
2. The writer determined the sample and instruments of the study, before the writer investigating the point of the study.
3. The writer distributed the questionnaire to the students.
4. Based on the data from questionnaire, writer started to interview 12 of participants to enrich the information related to their attitude toward learning English language.
5. After all of the data was collected, the writer starts to analyze and interpret the data.
12 Data Analysis Procedure
1. Analysis of Questionnaire
The participants were 60 student teachers from ELE program from batch 2013 and 2015. The analysis of the data for the questionnaires was divided into three themes such as the following:
a. The cognitive aspects of attitude toward English language learning, 15 statements
b. The affective aspects of attitude toward English language learning, 15 statements
c. The behavioral aspects of attitude toward English language learning, 15 statements
First, the writer classified the key word of attitude from each statement in questionnaire statements. Second, the writer categorized the data based on the attitude toward the object or situation on the questionnaire. Third, the writer analyzed the questionnaire answer and compiled all the analysis into the table. Finally, the chart was made based on the data.
2. Analysis of Interview
After collecting the data from questionnaire, the writer chooses 12 participants to be interviewed. The data of the interview followed some questions
related to the answer of the participants. Those participants‟ answers were needed
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FINDINGS AND DISCUSSION
This section would discuss and analyze the findings, which are to answer the research question "What is the students' attitude toward English language learning?" From the data would be categorized as three themes in terms of attitude; behavior, cognitive, and emotional. The discussion of the themes was presented as following
The behavior aspect of attitude toward English language learning
The behavioral aspect of attitude deals with the one behaves and reacts in particular situation. Behavioral aspect can distinguish between verbal and nonverbal kind. In verbal mode, people with negative attitude might indicate that they would refuse to do something. Those with positive attitude might express intention to do something. Then, nonverbal behavior responses indicating favorable or unfavorable attitude toward something or object.
The questionnaire consisted of 15 close-ended questions and 3 interview questions. The behavioral aspects of this study are grouped into the attitudes toward studying English, speaking English, English lesson, homework, English speaking friends, English teacher, and English class.
The findings of students‟ attitudes toward these aspects of English language
14
Students’ attitude toward speaking English
Chart 1: Speaking English
The chart presented below shows students‟ attitude toward speaking
English. The details of students‟ attitude are explored further in the discussion below. “Worried and eager” will be discussed further since those attitudes supported by interview data.
There were 20 participants who do not feel worried about speaking English everywhere, yet 8 participants were worried about it.In the other hand, 32 students were feeling both worried and excited while speaking English. Like student F said,
Actually I'm both of excited and worried when speaking English. I like to speak in English but I'm afraid if when I say something the audience doesn't get what I mean. Sometimes, I make a mistake in grammar or pronunciation. Also, I'm not really fluent in English.
Other reason besides of making the mistakes in grammar and pronunciation while speaking English, the answers from questionnaire showed that place and situation were causes of worried while students have to speak English. In the other side, students did not worry because speaking English is a part of their learning process
20
Worried Eager Anxious The possibility to
make mistakes
Enthusiast
15
through ELE students. By speaking English they could perform or apply what they have learned in their class and it could improve their fluency in speaking.
In the same line with Kara (2009) stated that “positive attitude leads to the exhibition of positive behavior toward studying, absorbing themselves in it, and striving to learn more. Such students are also observed to show more enthusiasm to solve problems, to acquire what is useful for daily life, and to engage
themselves emotionally”.
In another attitude of behavior, there was a student who does not eager to speak English while hearing other students, yet 38 of students who were eager of it. It showed that most of students were eager to speak English while hearing other students speaking English well. Like student I said,
I have a friend from literature student who is really good in speaking, so I always practice with her to make my speaking skill become better.
Accordance with Kara (2009) statement, “Students‟ expectations and
16 Students’ attitude toward studying English
Chart 2: Studying English
The chart presented below shows students‟ attitude toward studying
English. The details of students‟ attitude are explored further in the discussion below. The discussion will discuss further about attitude of helping where it is supported by interview answer data.
Chart 2 above showed the students‟ attitudes toward studying English.
There are four aspects of attitudes i. e helping in the context of having good relationship with friends, facilitating in the context of paying attention during lesson, supporting in the context of expressing their selves, and helping in the context of improving the personality. Below were the details of the most earned
responses of the students‟ attitudes toward speaking English.
17
helping them in the context of improving personality. From “helping to improve personality” point, students answer that it helps them to be more open minded and confident. Below is one of student answer, student A said,
I think it can help me to have an open minded because by studying English I also learn something new that gives me knowledge.
Other responses from open-ended questionnaire answers also explained other reason from that question where studying English made students be more confident because they could improve their skills in public from what they have learned in the classroom activities.
Students’ attitude toward English homework and asking for homework on what
has been taught
Chart 3: English homework and asking for homework
The chart presented below shows students‟ attitudes toward English
homework and asking for homework. The details of students‟ attitude are explored further in the discussion below.
Chart 3 above showed there was the same attitude which is important, yet in the different context. The first attitude was important toward English homework in the context of putting off the homework as much as possible and the
18
second attitude was important toward asking for homework in the context of missing the class. Below were the details of the most earned responses of the
students‟ attitudes toward English homework and asking for homework on that had been taught.
There were 34 participants who asserted that they never put off their homework, yet 23 who stated sometimes they put off their homework and 3 rests of the participants who stated they put their homework as much as possible. It showed that students thought it was important to do their homework.
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Students’ attitude toward English speaking friends
Chart 4: English speaking friends
The chart presented below shows students‟ attitude toward English
speaking friends. The details of students‟ attitude are explored further in the
discussion below.
There were 5 participants who asserted that they did not really motivated to have many English speaking friends, yet 55 the rest of participants stated that they were being motivated to have many English speaking friends. It showed that, by having English speaking friends, students were motivated to be able to speak English fluently.
0
5
55
0 10 20 30 40 50 60
English speaking friends
20
Students’ attitude toward English class and English teacher
Chart 5: English class and English teacher
The chart presented below shows students‟ attitude toward English class and English teacher. The details of students‟ attitude are explored further in the discussion below.
There were 47 participants who stated they felt enthusiast come to the class when English was being thought, yet 2 rest of the participants who asserted they did not feel enthusiasm for it.
There were 52 participants who asserted that it was important to pay attention when English teacher was explaining the lesson yet 2 rest of participants who stated that it was not important to do it.
In conclusion for the behavior aspects above, it showed that students have positive behavior toward learning English language. The result of the behavior aspect in this study was in contrast with the finding of Abidin (2012). In Abidin‟s (2012) study, the behavioral aspect of attitude towards English language represents the lowest mean score.
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The cognitive aspect of attitude toward English language learning
The cognitive aspect of attitude involves expressing the belief that reflects perception and opinion about the object of attitude. Cognitive responses of verbal nature are expression of belief about attitude object. Cognitive responses of nonverbal usually are indirect. However, we can assess the responses based on the perceptual reactions to attitude object.
Cognitive aspect in this study was grouped into the attitudes toward studying English, English language, summarize important point, passing the exam, people who could speak more than one language, English subject, and though and analyzed content in English language.
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Students’ attitude toward studying English
Chart 6: Studying English
The chart presented below shows students‟ attitude toward studying
English in cognitive aspect. The details of students‟ attitude are explored further in the discussion below.
Chart 6 above showed the students‟ attitudes toward studying English.
From that chart, there were six attitudes i. e important in the context of make more educated, have more knowledge and understanding, eager in the context of studying more English in the future, helping in the context of get new information in which can link to previous knowledge, helping in the context of communicate in English effectively, and supporting i the context of creating new thoughts. From the “important attitude toward studying English” point, students answer that it helps them in daily activities and also students will get a better life in the future. Below were the details of the answer.
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that students opined that studying English was important to make them more educated. It proved by student G statement,
Of course, because English is an international language. Nowadays, everything is using English as manual language such as book, media browsing, social media, etc. So if we cannot master English language we don't know what happens in this world. So when I learn English, I always feel more educated because I can get new information.
Another reason about the importance of studying English was, it would help them looking for better job in the future.
In the same line with Mamun‟s (2012) investigation where the respondents
realized that ”knowledge of English offers advantages in this era of globalization when getting a good job, securing a better social position and personal establishment is very competitive.”
Students’ attitude toward English subject
Chart 7: English subject
The chart presented below shows students‟ attitude toward studying
English. The details of students‟ attitude are explored further in the discussion
below.
Chart 7 above showed the students' attitude toward English subject. From that figure, there were four attitudes i.e. supporting in the context of help to study other subjects well, relevant in the context of applying in the real life, not satisfied
1
Supporting Relevant (or not) Not satisfied Favorable
24
in the context of classroom performance, and favorable in the context of has the content that covers many fields of knowledge. From the chart above, there were the details of relevant and satisfied attitude toward English subject that have. Below were the details of the answer.
There was 1 participant, who stated that s/he could not apply the knowledge from English subject into real life, yet 24 participants opined that it was relevant enough to apply in real life and 35 the rest of participants who asserted the knowledge was relevant so they could apply it into real life. It showed that English subject is relevant for the students and they could apply the knowledge from English in their real life. It also confirmed by student J,
I have to teach some junior high school students in private, so by teaching them, I can share some knowledge that I have got like grammar and pronunciation. Also, I usually use English to write an email to the lecture or writing status and photo caption in social media.
From the satisfied attitude, there were 11 participants who stated that they were satisfied with their performance in the English subject, yet 35 participants who opined that they did not satisfy enough, and 14 the rest of participants who stated they were satisfied with their performance. It showed that students were not satisfied enough with their performance and need some improvement in some aspects. Students D stated,
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Students' attitude toward summarizing important point, passing the exam,
people who can speak more than one language, think and analyze content in
English, and English language
Chart 8: Summarizing important point
The chart presented below shows students‟ attitude toward summarizing
important point. The details of students‟ attitude are explored further in the
discussion below.
Chart 8 above showed about students‟ attitude toward summarizing important point in English subject content by their selves. There were 30 participants who thought that it was not difficult to summarize important point in English subject content, yet 24 participants who asserted it was not really difficult to do it and 6 rests of participants who stated it was difficult to do it. It showed that students do not face difficulties to summarize English subject content by themselves.
30
24
6
0 5 10 15 20 25 30 35
Summarizing point
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Chart 9: passing the exams
The chart presented below shows students‟ attitude toward passing the
exams. The details of students‟ attitude are explored further in the discussion
below.
Chart 9 above showed about students‟ attitude toward passing the exams.
There were 50 participants who asserted they are responsible to study English not only to pass the exams, yet 6 participants who stated that sometimes they did not feel responsible for it and 4 participants who stated that they studied English just to pass the exams.
It showed that students were being aware of their responsibility as a learner. Based on questionnaire answers, students stated they were studying English to achieve their future goals also they want to improve their English skills so they could apply it in their real life. Students were aware that they are ELE students, they assured that they really interest in English not only to pass the exam.
50
6 4
0 10 20 30 40 50 60
passing exam Disagree Neutral Agree
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Chart 10: people who can speak more than one language
The chart presented below shows students‟ attitude toward people who can
speak more than one language. The details of students‟ attitude are explored further in the discussion below.
Chart 10 above showed about students‟ attitudes toward people who could
speak more than one language. There was 1 participant who stated that s/he did not interest with people who could speak more than one language, yet participants who felt so so and 42 the rest of participants who stated they were interested in people who could speak more than one language. It showed that students were interested in those people who could speak more than one language because they look knowledgeable. It accorded by student K,
Every language has their own rules and cultures, and it is not easy to memorize them. So someone who can speak more than one language is very interesting for me.
Other opined from students was people that speak more than one language were very cool and limited to find. He/she must be very knowledgeable because learning language was not easy; there were a lot of aspects that needed to understand.
1
11
48
0 20 40 60
can speak more than one language
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Chart 11: think & analyze content in English
The chart presented below shows students‟ attitude toward think and analyzes content in English. The details of students‟ attitude are explored further in the discussion below.
Charts 11 above showed about students‟ attitude toward think and analyze content in English language. There were 2 participants who asserted they were not capable to think and analyze content in English language, yet 16 participants who stated that they were not capable enough to do it and 42 rest of participants claimed they were capable to do it. It showed that students were capable to think and analyze the content in English language.
2
16
42
0 10 20 30 40 50
think & analyze
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Chart 12: English language
The chart presented below shows students‟ attitude toward English
language. The details of students‟ attitude are explored further in the discussion below.
Chart 12 above showed about students‟ attitude toward English language.
There were 19 participants who stated they were eager to learn English, yet 29 participants who asserted did not really feel it and 12 the rest of participants claimed English was difficult and complicated to learn. It showed that students were eager in learning English language. As student G said,
English is not difficult to learn as long as we want to learn it. For me, Javanese language is more difficult than English.
Other statements from students based on questionnaire answer, they opined that they have learned English since junior high school, so English was not a new thing and difficult to learn. However, they noticed that grammar might be the difficult part for beginner because it has a lot of rule that should be memorized.
In conclusion for cognitive aspect, it showed that students had positive cognitive toward learning English language. The result of the cognitive aspect of this study was in the same with Eshghinejad (2016) study. This study was indeed
30
an expression of positive cognitive attitudes of the respondents toward English language.
The emotional aspect of attitude toward English language learning
The emotional aspect of attitude comes with expressing has to do with evaluation and feeling toward the object of attitude. Attitudes could assist the learner to express their feeling whether they like or dislike about something or surround situation. We can distinguish emotional aspect into verbal and nonverbal. Verbal emotional responses can be expression of admiration or criticism. In addition, facial expressions, various physiological and other body reactions, are often considered to reflect as nonverbal mode.
The questionnaire consisted of 15 open-ended questions and 5 interview questions. Emotional aspect in this study was grouped into the attitudes toward speaking English, answering question, studying in mother tongue (MT) or foreign language (FL), English activities, knowing English and English class.
31
Students’ attitude toward studying English
Chart 13: studying English
The chart presented below shows students‟ attitude toward studying
English. The details of students‟ attitude are explored further in the discussion
below.
Chart 13 above showed about students‟ attitude toward studying English. Below were the details of the most earned responses of the students‟ attitude toward studying English from interview and open-ended question answers.
There were 56 participants who asserted they felt proud when they were studying English language. It showed that all of the participants were agreed that studying English made them proud. It proved student A said,
Yes, because not all people can speak English, especially in my hometown. I feel very appropriate way. When studying English, students felt smart and cool, especially social belief that people who speak English were a smart person.
32
Other attitude showed that there were 58 participants who asserted to be inquisitive make them study English well. As student L said,
Ya, it motivates me. Like when in grammar class, for example, I do not really understand for material A, then I will learn it again by myself. I will ask my friends or searching on the internet for the easiest explanation.
Other students claimed that they could learn English through movies, songs, novels, etc. which more easily to understand. Also, it was fun for them.
More attitudes showed there were 3 participants who stated that studying English did not make them have good emotion, yet 31 participants who claimed it did not really affect their emotion and 26 rests of the participants who asserted it could make them have good emotion. It showed that students agreed that studying English made them have good feeling. Student D said,
After studying something new in class, I feel like I more knowledgeable and it makes me happy. I feel so curious about it and it is so challenging.
33
Students’ attitude toward speaking English
Chart 14: speaking English
The chart presented below shows students‟ attitude toward speaking
English. The details of students‟ attitude are explored further in the discussion below.
Chart 14 above showed about students‟ attitudes toward speaking English. It was all of the total participants who developed positive attitude toward English class. Below the details of the most earned responses of the students‟ attitudes toward the English class.
There were 55 participants who stated they felt excited when communicated in English with other. Students believed that when communicated in English with their friends they had the chances to improve their English skills and it could help them to feel more confident.
34
Students’ attitude toward English class
Chart 15: English class
The chart presented below shows students‟ attitude toward English class.
The details of students‟ attitude are explored further in the discussion below.
Chart 15 above showed about students‟ attitude toward English class.
Below the details of the most earned responses of the students‟ attitude toward English class from questionnaire data.
There were 43 participants who stated they were interested in English class, yet 5 the rest of participants asserted they did not interested in English class. It showed that students had big interest in English class. Further data from questionnaire, students stated that they had big interest in English, so they choose ELE program as their majority. They wanted to improve their skills in English because it was important for them in the future. Some of the students wanted to be a teacher, so they looked forward to improving their knowledge in English.
35
Students’ attitude toward answering question, studying in MT or FL, doing
activities in English, knowing English
Chart 16: answering question
The chart presented below shows students‟ attitude toward answering
question. The details of students‟ attitude are explored further in the discussion
below.
Chart 16 above showed about students‟ attitude toward answering
question. There were 11 participants who stated they did not confident when answering question in English class, yet 31 participants who stated sometimes they did not feel confident, and 18 rests of the participants asserted they were confident when answering the question in English class.
11
31
18
0 10 20 30 40
answering question
Disagree Neutral Agree attitude:
36
Chart 17: studying in mother tongue (MT) or foreign language (FL)
The chart presented below shows students‟ attitude toward studying in
mother tongue or foreign language. The details of students‟ attitude are explored
further in the discussion below.
There were 31 participants who stated that they more comfortable using foreign language rather than mother tongue, yet 25 participants who stated that it depends on the situation and context, and 4 the rest of students asserted more comfortable using mother tongue. It showed that participants felt comfortable studying in foreign language rather than mother tongue. As student H said,
I prefer using English while studying English in the case of classroom activities. However, I still use English outside the class as much as possible to improve my skills, but it depends on the situation.
Other responses also come from other students who prefer both of the languages. Students argued that they still need mother tongue to learn foreign language as a bridge to understanding the difficult part.
37
Chart 18: doing activities in English
The chart presented below shows students‟ attitude toward doing activities
in English. The details of students‟ attitude are explored further in the discussion below.
Chart 18 above showed that there were 14 participants who stated that they did not really enjoy doing activity in English, yet 46 participants asserted that they enjoyed doing activity in English. It showed that majority of students enjoyed doing activities in English, which could help them improve their English skills
Chart 19: knowing English
The chart presented below shows students‟ attitude toward knowing
38
Chart 19 above showed that there were 7 participants who stated that they did not really enthusiast in knowing English, yet 53 participants who asserted enthusiastic in knowing English. It showed that all participants enthusiast to know English and it becomes their important goal in life.
The conclusion from emotional aspect showed that students had a positive emotional aspect of learning English language. The result of the emotional aspect in this study was also in the same with Eshghinejad (2016) study. Eshghinejad (2016) study showed good and positive emotions/feelings to learning English.
CONCLUSION
The goal of this study was to answer the question: “What is the students‟ attitude towards learning English language in terms of their behavioral, cognitive and emotional aspects?” The students‟ attitudes were divided into three aspects. First, students‟ attitude of behavioral aspect. This aspect includes of attitude towards studying English, speaking English, English lesson, homework, English speaking friends, English teacher, and English class. Based on that context, the investigation found the attitudes of behavioral aspect, they included worried, helping, being active, facilitating, eager, supporting, important, relaxed (or not), the possibility to make mistakes, interesting, motivating, and enthusiastic. As a result of the investigation, it was found that students had positive attitude in term of behavioral aspect.
39
relevant (or not), capable, satisfied (or not), and favorable. Those attitudes come from attitude towards studying English, English language, summarize important point, passing the exam, people who can speak more than one language, English subject, and think and analyze content in English language.
Third, the students apparently had positive attitude in term of emotional aspect toward speaking English, answering question, studying in mother tongue (MT) or foreign language (FL), English activities, knowing English and English class. The attitude included feeling proud, feeling excited, confident, enjoyable, to be inquisitive, good emotion (feeling), comfortable, interesting, cool, supporting, important, enthusiastic, and eager.
It was suggested for further research to investigate the different kind of
attitude, or the correlation between attitude and students‟ culture background, and also to employ data collection procedure by using interview only in order to give richer information of the result.
The result of this study was expected to bridge the knowledge in EFL context, especially in this context of the study. Besides, the result will help ELE students in FLL at UKSW to be aware of the importance of positive attitude in learning English. A positive attitude can support them to deal with language learning activities in ELE Program to acquire the language. Moreover, the result will help English teacher to be aware of the importance of positive attitude in
learning English. English teacher should appreciate students‟ feelings, beliefs, and
40
References
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Brown, D. H. (2000). Principle of language learning and teaching. 4th ed.
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attitudes and motivation. London.
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Krashen, S. (1981). Second Language Aquisition and Second Language Learning. University of Southern California: Pergamon Press.
Ma u , A. a., ‘ah a , A. ‘., & ‘ah a , A. ‘. . Stude ts Attitudes to ards English: The Case of Life Science School of Khulna University. 3(1).
Oroujlou, N., & Vahedi, M. (2011). Motivation, Attitude, and Language Learning. Social and Behavioral Science, 994-1000.
Petrides, J. R. (2006). Journal of Language and Learning. Attitudes and motivation and their impact on the performance of young English as a Foreign Language learners.
‘ukh, S. 4 . Stude ts Attitude to ards E glish La guage Learning and Academic Achievement: A Case of Business Students in Punjab.
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42
ACKNOWLEDGEMENTS
I would like to express my gratitude to Allah SWT. Gratitude goes to my parents Sujarno and E. Wiwik Nurhayati, my beloved and annoyed brothers Mas Awang and Gandhi, my fiance Mas Iqbal, and family for their endless support, prayer, willingness to always be there when I was down. And also my deepest appreciation goes to my research report supervisor, Athriyana Santye Pattiwael, M.Hum. and my thesis examiner, Rindang Widiningrum, M.Hum. for their patience and guidance so that I can finish my research report as, without their valuable assistance, this research would not have been completed. I would also thank to all my research participants (2013ers and 2015ers) for their kind help. Last but not least, I would thank to my friends who are the same supervisor,
Kezia, Kak Yubi and Alvin, also for my “kanca suwung” Wenda and “kanca
saru” Vincentia Ika, and others whom I cannot write one by one who always
43 Appendix 1
Dear participants,
My name is Hapsari Laksmita Siwi. I am conducting a research for my thesis about Students‟ Attitude towards English Language Learning. I would be very grateful if you would kindly answer this questionnaire honestly. This will not affect your grade and there is no right or wrong answer. Thank you for your cooperation.
Demographic Information
Gender : Male / Female (please circle accordingly) Student number : ...
Age : ……….
SD=Strongly Agree D=Disagree N=Neutral A=Agree SA=Strongly Agree
Note: Tick (√) only one option for each item in the questionnaire. For some questions, please write down your own answer.
No Items SD D N A SA
1 Studying English is important because it will make me more educated
Tell me further about your answer :
2 I have more knowledge and more understanding when studying English.
3
I feel proud when studying English language
What makes you proud?
4 I feel excited when I communicate in English with others
44 Tell me why do you feel so :
6 Studying English helps me to have good relationship with friends
If your answer is A/SA tell me how it helps to have good relationship :
7
I like to give opinion during English lessons
8 I have more knowledge and more understanding when studying English Tell me your reason(s) :
9
I look forward to studying more English in the future
10 I don‟t get when I have to answer a question in my English class
11
Studying foreign language like English is enjoyable
12 I am able to make myself pay attention during studying English
13
When I hear a student in my class speaking English well, like to practice speaking with him/her
45 English well
Tell me further about your answer by giving example
15 Studying English makes me have good emotion (feelings)
Why can it make you feel so?
16 I prefer studying in my mother tongue rather than any other foreign language
Tell me why you prefer studying in your mother tongue :
17 Studying English makes me have more confidence in expressing myself Tell me your reason(s) :
18
Studying English helps me to improve my personality
How can it help you to improve your personality :
19
I put off my English homework as much as possible
46 information in which I can link to my previous knowledge
21 I cannot to summarize the important points in the English subject content by myself
22
Frankly, I study English just to pass the exams
Why do you think so?
23
I enjoy doing activities in English
24
I do not like studying English
Tell me your reason(s) :
25 I am not relaxed whenever I have to speak in my English class
If your answer A/SA, tell me the reason(s) :
26 I feel embarrassed to speak English in front of other students
If your answer A/SA, tell me the reason(s) :
27
I wish I could speak English fluently
47 Tell me your reason(s) :
29 In my opinion, people who speak more than one language are very knowledgeable Why do you think so?
30 Studying English helps me communicate in English effectively
31 I cannot apply the knowledge from English subject in my real life
Tell me the reason(s) :
32 Studying English subject makes me feel more confident
33 To be honest, I really have little interest in my English class
Tell me the reason(s) :
34 Studying English makes me able to create new thoughts
35
I like to practice English the way native speakers do
48 37
I wish I could have many English speaking friends
38
When I miss the class, I never ask my friends or teachers for the homework on what has been taught
39 I am not satisfied with my performance in the English subject
If your answer is A/SA, tell me your reason(s) :
40 In my opinion, English language is difficult and complicated to learn
Tell me further about your answer:
41 English subject has the content that covers many fields of knowledge
42 I do not feel enthusiastic to come to class when the English is being thought
43
Knowing English is an important goal in my life
44
I look forward to the time I spend in English class
45 I do not pay any attention when my English teacher is explaining the lesson
49 Consent form
Could I contact you related to your responses of the questionnaire? Yes / No
If you say yes, please complete following information:
Name :
Phone number :
Email :
50 Appendix 2
Categories Data Behavior
No.
Questio nnaire
Attitude Toward In the context of
In term of
Data Interview
SD D N D SA
5 Feeling worried Speaking English 5 15 32 7 1
6 Helping Studying English Have good relationship
with friends 0 5 22 28 5
7 Being active, expressing
English lesson Giving opinion
0 5 33 18 4
12 Facilitating Studying English 0 0 7 40 13
13 Eager Speaking English Hearing other students in class can speak English well
0 1 21 28 10
17 Supporting Studying English Expressing myself 0 1 14 39 6 18 Helping Studying English Improve personality 0 1 20 31 8
51 not)
25 Not relaxed Speaking English Speaking in the
classroom 6 19 26 9 0
26 The possibility to make mistakes
Speaking English In front of other
students 4 25 25 6 0
35 Interesting, enthusisasti
Speaking English The way native
speakers do 0 1 14 38 7
37 Challenging, motivating
English speaking
friends 0 0 5 29 26
38 Important Asking for
homework on what has been taught
When miss the class
21 23 11 3 2
42 Feel enthusiast English class To come to the class 10 37 11 1 1 45 Necessary,
important
English teacher Pay attention while
52 Cognitive
No. Questio
nnaire
Attitude Toward In related to/ in the
context of
20 Helping Studying English
53 29
Cool, interesting
People who can speak more than one language
0 1 11 17 31
30 Helping Studying English Communicate in
English effectively 0 0 5 35 20 31 Relevant (or
not) English subject Real life 7 30 20 3 0
34 Supporting Studying English 0 1 10 40 9
36 Can to do it
Able to think and analyze content in English language
0 2 16 40 2
39 Not satisfied English subject Performance 2 9 35 14 0 40 Eager English language Difficult and
complicated to learn 3 16 29 11 1
41 Favorable English subject
Has the content that covers many fields of knowledge
54 Emotional
No. Questio
nnaire
Attitude toward In the context of/ in
related to
In term of
Data Interview
SD D N D SA
3 Feeling proud Studying English
language 0 0 4 34 22
4 Feeling excited Communicate in
English 0 0 5 44 11
10 Assured, confident
Answering question In English classroom
activity 1 10 31 16 2
55 23 Enjoy Doing activities in
English 0 0 14 35 11
24 Interesting English subject 31 23 4 0 2
27 Cool,
knowledgeable
Speak English
fluently 0 0 3 8 49
28 Interesting Studying English 0 0 1 27 32
32 Supporting Studying English subject
Make more confident
0 0 7 44 9
33 Interest, important
English class
11 32 12 3 2 43 Enthusiast,
passion
Knowing English
0 0 7 36 17
56 Behavior
No.
Questionnaire Attitude Data from Questionnaire
5 Feeling worried 6 Helping
7 Being active, expressing 12 Facilitating
13 Eager
17 Supporting 18 Helping
19 Important (or not) 25 Not relaxed
26 The possibility to make mistakes
57 42 Feel enthusiast
45 Necessary, important
Cognitive
No.
Questionnaire Attitude Data from Questionnaire
1 Important
2 Have more knowledge and understanding
8 Supporting
9 Eager
20 Helping 21
Difficult,
the ability to summarize 22
58 30 Helping
31 Relevant (or not) 34 Supporting 36 Can to do it 39 Not satisfied
40 Eager
41 Favorable
Emotional
No.
Questionnaire Attitude Data from Questionnaire
3 Feeling proud 4 Feeling excited 10 Assured, confident 11 Enjoyable
14 To be inquisitive
59 16 Adequate, comfortable
23 Enjoy
24 Interesting
27 Cool, knowledgeable 28 Interesting
32 Supporting 33 Interest, important 43 Enthusiast, passion
