ATTITUDES
TOWARDS
LEARNING
ENGLISH:
A
STUDY
OF
SECOND
YEAR
STUDENTS
AT
BANYUBIRU
1
STATE
JUNIOR
HIGH
SCHOOL
THESIS
Submitted in Partial Fulfillment of the Requirements for the Degree of
Sarjana Pendidikan
Freda Dyah Ayu Kusumaning Yandi 112011058
ENGLISH LANGUAGE EDUCATION PROGRAM
FACULTY OF LANGUAGE AND LITERATURE
SATYA WACANA CHRISTIAN UNIVERSITY
SALATIGA
ATTITUDES
TOWARDS
LEARNING
ENGLISH:
A
STUDY
OF
SECOND
YEAR
STUDENTS
AT
BANYUBIRU
1
STATE
JUNIOR
HIGH
SCHOOL
THESIS
Submitted in Partial Fulfillment of the Requirements for the Degree of
Sarjana Pendidikan
Freda Dyah Ayu Kusumaning Yandi 112011058
ENGLISH LANGUAGE EDUCATION PROGRAM
FACULTY OF LANGUAGE AND LITERATURE
SATYA WACANA CHRISTIAN UNIVERSITY
SALATIGA
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 my belief, this contains no material previously published or written by any other person except where due reference is made in the text.
Copyright@2015. Freda Dyah Ayu Kusumaning Yandi and Rindang Widiningrum, S.S., M.Hum.
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 Literature, Satya Wacana Christian University, Salatiga.
TABLE OF CONTENT
Cover Page……….. i
Inside Cover Page……….……….. ii
Approval Page……… iii
Copyright Statement………... Iv Publication Agreement Declaration……… V Table of Content………. vi
List of Table……… vii
List of Appendices……….. viii
Abstract………... 1
Introduction………. 2
Language Learning……… 6
Attitude………... 7
Component of Attitude……….. 9
The Study……… 10
Research Method ……….. 10
Research Context………... 11
Research Participant……….. 12
Research Instrument of Data Collection………... 13
Data Collection Procedure ……… 14
Data Analysis Procedure……… 16
Discussion………... 16
Conclusion ………. 27
Acknowledgements………. 30
Appendices………. 35 LIST OF TABLES
The affective aspect……….. 17
The behavioral aspect……… 21
LIST OF APPENDICES
ATTITUDES
TOWARDS
LEARNING
ENGLISH:
A
STUDY
OF
SECOND
YEAR
STUDENTS
AT
BANYUBIRU
1
STATE
JUNIOR
HIGH
SCHOOL
Freda Dyah Ayu Kusumaning Yandi
ABSTRACT
Students’ attitude is important to see their preferences toward a subject in class. When
students have a positive attitude, usually they easily grasp the material given and also
encourage their performances in the class. A research toward students’ attitudes was
conducted due to the fact that nowadays English became a demand to reach a better education. It was also based on teachers’ experience in Banyubiru 1 State Junior High School that during English learning process, most of the students had a tendency to use more their native language in discussion of English class, while English was only used as a subject. This paper studies the attitude of eighth grader students in Banyubiru 1 State Junior High School toward learning English in term of their affective, behavioral, and cognitive aspects. 32 participants were chosen by using sampling method as representations of the whole target population and to avoid time consuming on the data collection. They were asked to answer the questionnaire and 3 students were chosen to be interviewed to cross-validate the responses toward the questionnaire given. Regarding to the aspects of the attitudes, this research revealed that most students had a positive attitude toward the English subject. They liked and were motivated to learn English by actively participated on the question/answer session, even practiced using English outside the classroom. Although some students showed their negative attitudes, they also had awareness to learn more about English.
INTRODUCTION
Nowadays, the influence of English language spreads rapidly in Junior High Schools in Indonesia. The massive use of English itself then makes the curriculum in schools begin to provide English subject to bolster the learners for learning English language (Sukyadi & Mardiani, 2011). Then, because the curriculum includes English subject, it becomes one of required subjects in Indonesia. Furthermore, it is comprised in National Examination and applies to all students of all levels from Junior High School to Vocational School.
Additionally, English is even as a subject that is included on “the selection of entrance examinations to higher education and any other promising
scholarships” (Crystal, 2003, p.2). Consequently to achieve those goals, as
English learners who usually “are not capable to communicate fluently or learn excellently in English, and often come from non-English-speaking backgrounds”
(Abbot, 2014), a learner’s performance in a learning process is important
especially the way students demonstrate their attitudes towards the English subject at school. It is because attitudes of language learners are one of the indicators that affects language learning (Snow, 2007; Young, 2006). For instance, the attitudes are the action-taken to learn or efforts-applied during the learning process.
Shuib, 2009). Thus, attitudes play an important role that influences the performance of learning the language (Gardner, 1985).
Many studies have been conducted to explore the nature of students’
attitude towards learning English as Foreign Language (EFL) in Junior High School. For instance, King-Fong (2004) investigated about the attitudes of a group of F.4 (the name of the class that is conducted for the research) students in a local EMI school (the school used English language not only as the subject, but also as
the Medium of Instruction that teacher used to teach) in China’s secondary
schools towards English language, English culture and English-speaking people. Questionnaires and semi-structured interview were used to collect data. The result stated that students showed positive attitudes in learning English and were willing to learn the language even if it was not a compulsory subject in school.
In Iran, Alseweed (2011) took a related study about students’ attitude in secondary school. The study revealed the rationale behind the relationship among
students’ interest, desire, and attitudes. Moreover, the participants were 124 male
students’ secondary school in Buraydah, Gasim, Saudi Arabia using questionnaire
to collect the data. The result indicated that students’ attitude in Buraydah could
not be viewed as stable. It showed positive attitudes on the value of studying English, and negative attitude on studying English as an important subject.
According to the previous study, there are some attitudes that appear towards the language learning, namely positive and negative attitude. Hosseini (2013) defined ‘positive and negative attitude’ as follows:
“Students have positive or negative attitudes towards the language they want to learn or the people who speak it. Having positive or negative attitudes towards a certain language can exert considerable as the reflection on the language itself. By investigating the attitudes and beliefs of learners, they, in turn, can be the guidelines for the learning process, as
learners play the main role in any learning environment.” (p.64)
Thus, after knowing the importance of positive and negative attitude and the previous study, the researcher would like to conduct similar research about
students’ attitude towards learning English in Junior High School.
where the students do not use English as daily communication and their proficiency on learning English is still low in fact many Indonesian Elementary schools do not provide English language as the subject. Besides, based on the informal conversation with teachers in the school when the researcher did a Teaching Practicum; students in Junior High School require learning English at schools and have to pass it in order to reach higher education. However, during the learning process, most of them tend to speak in their native language, but sometimes they speak in English as the conversation in English class. Thus, it is not clear whether they prefer learning English or not.
This study aims to explore attitude of the second year students in Banyubiru 1 State Junior High School, and to answer the research question,
“What is the students' attitude toward learning English in the second year of
Banyubiru 1 State Junior High School?” Therefore, by doing this research, the researcher hopes that this study can help teachers to recognize more about
students’ attitude in learning English. Moreover, it could identify deeply with
students’ preferences towards learning English in school. Powell and Powell
(2011) stated that “students who are engaged in work that interested them were
overwhelmingly more able to see connections between their present work in
school and their future academic.” Then, the finding of this research hopefully can help readers that have more curiosity in general English Language Teaching (ELT). Since as the teachers, they are supposed to consider the possibility of
Here, the researcher provides a review of literature which is related to the
research objectives. Since the objective of the study is to find students’ attitude
toward learning English, this part would discuss a brief explanation about language learning, the attitudes, and its components.
Language Learning
Languages come to be seen as a ‘useful support’ for the educational area. It is strengthen by the MCEETYA (The Ministerial Council on Education, Employment, Training and Youth Affairs) National Statement in Australia that learning language can enrich our learners’ education. This statement can be proved since in learning language, their learners have ability to communicate across cultures, contribute to social cohesiveness through better communication and understanding, have further developing the existing linguistic and cultural resources in our community, and the last is to enhance the educational quality of every individual (MCEETYA, 2005).
All the explanation above impacts the learners’ consciousness to learn language. Related to the metacognition theory about psychological of language
learning, Zhang (2010) stated that, “during the process in the language learning,
Attitude
The term attitude can be defined into some essential ideas. Albarracin et al
(2005) believe that attitude can be defined as “a psychological tendency to view a
particular object or behavior with a degree of favor or disfavor” (p.4), or as one of
causal factors that created people’s motivation towards language learning process, its culture and people to achieve certain goal (Chalak, 2011). Besides, Vogel et al (2014) stated the objects of the attitude belonged to anything that a person might keep in mind, including people, groups, things, and ideas.
Additionally, attitude belongs to "…one of important key of students’
ability to achieve proficiency in the learning process” (Scarcella & Oxford, 1992,
p.2). Therefore, people who are involved in education field have to know about the concept of attitude. This knowledge can be used to help them to figure out the main factor that leads the students' successfulness in school.
Moreover, Stark et al (2013) believes that attitude is “tendency to respond
positively or negatively towards a certain thing such as an idea, object, person, or
situation” (p.608). Abidin et al (2012) claims that there are 2 kinds of language
attitude in language learning, they are positive attitudes and negatives attitude.
Then, to categorize positive or negative attitude, it usually “depends on the
students’ interest towards the language they want to learn” (Chalak, 2011, p.41).
lazy to do the exercises, or shy to ask the difficulties of the materials in language learning.
Moreover, Montano and Kasprzyk (2008) state that positive and negative attitudes can influence the language learning; the person who holds strong beliefs
in positively valued outcomes will result positive attitude. Contrary, “a person
who holds strong beliefs that negatively valued outcomes will result negative
attitude” (p.70). Shortly, it is necessary to know students attitude since as an educator, teachers want to achieve learning success. Besides the only way to distinguish either positively or negatively is by trying to know and understand the students' responses toward the subject that affects their performance in the classroom.
Based on the definitions above, Ajzen ( 2005) said that attitude was a
customary to distinguish verbal and non verbal response which “represented
beliefs, feelings, and action” (p.22). It means that beliefs, feelings and action can be a tool to investigate positive and negative attitude of learning language.
Considering Ajzen’s statement, it becomes a foundation for this research to
investigate beliefs, feelings, and actions to get the data about students’ attitude
as beliefs, feelings, and actions that would create positive or negative attitudes towards the learning process.
Components of Attitude
In recent studies, Ling and Braine (2007); Abidin (2012); Hosseini (2013) similarly adopted the theories of attitudes, Baker (1992) and Brown (1994); toward the construct attitude with three components: affective, behavioral (readiness for action), and cognitive in their researches. Thoughts about attitudes affect language performance had come a long time ago by Baker (1992) that,
“attitude is considered as a vital component affecting language
performance, while achievement in a target language depends not only
on academic capacity, as well as on the learner’s attitudes towards language learning” (p.92).
This means that learning language should be approached primarily as a social and psychological phenomenon rather than as a purely academic one. Thus attitude enriched the process of language learning, influenced on the nature of
student’s behavior, psychological, and social towards the other language, and
identified to acquire that language itself.
Furthermore, in early investigation about attitude, Brown (1994) introduced the three components of the attitude. They are affective, behavioral /
conative, and cognitive. Affective involves a person’s feelings or emotions about
the attitude object, such as “like”, “dislike”, “with”, or “against”. This is
emphasized by Feng and Chen (2009) that learning process is an emotional
process. The example of affective component is “I like learning English”
(Pickens, 2005, p.44).
Next, behavioral/conative involves the way the attitude that we have, could influence how we act or behave. In this component, Kara (2009) agreed that positive behavior will lead positive attitude. The example of behavioral
component is “I like to learn English and will join English class” (Pickens, 2005,
p.44).
The last is cognitive component. This involves expressions of beliefs and
ideas or opinions about the object of the attitude. For example, “I believe learning
English will help me to trip around the world” (Pickens, 2005, p.44).
THE STUDY
This section discusses the research methodology in this research. They are types of research method, research participant, research context, research instrument of data collection, data collection procedure, and data analysis procedure.
Research method
This study deals with students’ attitude in learning English. Therefore to
this approach is less time consuming because the researcher is able to collect the two types of data during a single data collection time. Secondly, since both quantitative and qualitative data sources are provided in this study, the researcher can gain perspectives from different types of data or from different levels within one study.
For the qualitative data, the study focuses on words-choices and meanings, and the common methods include in focus group (group discussion), individual interview, or participation/observation (Nunan, 1992), and the quantitative data,
“typically relies on measurement tools such as scales, tests, observation checklists,
and questionnaire” (Ary et al, 2009, p.421). This study used close-ended questionnaire (statements with four options) and individual interview, specifically semi-structured interview (a flexible interview that was conducted around the interview guideline).
Research Context
The setting of the study was in Banyubiru 1 State Junior High School, Central Java, Indonesia. This school is one of public Junior High Schools in Banyubiru. It has 18 classes and they are six classes of grade 7th, 8th and 9th. Thus,
the researcher chose students’ eighth grader to be the participants. The research
was conducted on January 2015. The reason to choose this school was because English was considered as a subject and not used as Medium Instruction (EMI). Besides, the researcher did the teaching practicum in the school and there was no
area. Moreover, the reason to choose this grade was because the 8th students had experiences to learn English since they were on 7th grade, so that they could think whether they like English or not with the reasonable reason. Furthermore it was because the consideration of the accessibility to “the time, respondents and
financial reason” (Ary et al, 2009, 137). Besides, the researcher has had good
relationship between teacher and students in the term of flexibility.
Research Participants
The total number of eighth grader students in Banyubiru 1 State Junior High School was 192 that studied in academic year 2014-2015. The ranges of
participants’ age were between 14-15 years old, female and male who came from different places around Banyubiru. However, to collect the data, questionnaires were given to the participants. Since, Ary et al (2009) stated that giving the
questionnaires to all the students were “expensive or time consuming to do
participants of the interview. The interview was used to obtain data and
cross-validate students’ responses toward the questionnaire. The participants were selected based on the tendency of using less English in classroom. It was
supported by the researcher’s experience during the teaching practicum in that
school. Moreover, the participants were relatively easy access because the researcher had a good relationship with them.
Research Instrument of Data Collection
The primary instrument that was used in this study was a questionnaire. The statements in questionnaire were made by adopting questions from
King-fong’ (2004), Al-Tamimi & Shuib (2009), and Abidin et al (2012). It consisted of three sections: affective (item 1-7), behavioral (8-13), and cognitive (item 14-20)
The researcher did the semi-structured interview in relation to students’ answers on the questionnaire. Semi-structured interview was defined as “the best method to do interview since it provided richer data from all the types of the interview” (Zacharias, 2013, p.67). Furthermore, “the interviewer may modify the
framework of the format or questions during the interview process” (Ary et al,
2009, p.438). Thus, using semi-structured interview could have a great deal of flexibility and will get more insightful information toward what the students had answered in the questionnaire given.
The length of interview process was around 15-20 minutes. Then, it would be recorded (with participants’ permission) and transcribed. Similar with the questionnaire, the interview was conducted in Bahasa Indonesia to ensure an optimal understanding. After that, the researcher transcribed it into clean transcription. Zacharias (2013) stated that, “in clean transcription, you only focus on the content and leave out the irrelevant parts like fillers (ums, ahs, you knows,
etc.), false starts, repeated words, side conversations, interruptions, etc. (p.82)”.
The researcher chose clean transcription with the consideration of time.
Data Collection Procedure
not the real participants and were chosen randomly from the eight grade of State Junior High School 1 of Banyubiru. The reason to choose eight students according
to Zacharias (2013), “There is no agreeable formula in piloting data, but it is
better do the piloting data approximately ¼ of your total sample size” (p.81). While in the procedure of piloting data, the researcher explained the purpose of
the study earlier so that students could recognize the researcher’s aim doing the
research in the class.
Three days after doing the piloting data session, the real questionnaire would be given to 32 students. This questionnaire distributed to the students to know their attitudes toward learning English in classroom. Similar with piloting
data, the researcher explained the research’s aim in doing data collection in their class before students filled in the questionnaire.
Two weeks after the questionnaire were collected and analyzed by the researcher, interview section was conducted. In this research, I conducted a delayed interview Peterson et al (2005) because the information retrieval is more cognitively effortful and this turns strengthens the memory trace (p.538). Here, the delayed interview was an interview that was done in two until three times due
to the consideration of the participants’ condition. Thus, besides doing semi-structured interview, the researcher also did the delayed interview to make sure
Data Analysis Procedure
After all the questionnaires had been gathered, the findings of questionnaires were analyzed quantitatively. The classified findings were analyzed by calculating the finding according to how many percentages on each theme, interpreting the data by adding the detail information from the interview, and correlating the data with relevant literatures. The analysis of the finding would be delivered by presenting tables and percentage, and providing the
description for the participants’ answers in interview section. For the last step, the
researcher drew conclusion from the analyzed findings.
DISCUSSION
This section would discuss and analyze the finding as the answer for the
research question “What is the students' attitude toward learning English in the
second year of Banyubiru 1 State Junior High School?” The data were categorized
into four major themes. They were student’s attitude toward learning English as foreign language, the affective aspect of attitude, the behavioral aspect of attitude, and the cognitive aspect of attitude. The discussion of each theme was presented by giving the questionnaire data on tables followed the discussion from the interview.
Students’ Attitude toward Learning English as Foreign Language
This first theme would discuss a brief summary about the result of the questionnaires-given. It was concluded from the checklists on the “agree” and
The result indicated that many participants have a positive attitude (65,63%) regarding to what they think about learning English while others have a negative attitude (34.37%). Therefore, from the finding, it is clearly showed that most of the participants at Banyubiru 1 State Junior High School have a positive attitude toward learning English in school. The finding of this study supported some previous studies such as King-fong’s (2004), Al-Tamimi & Shuib (2009), and Chalak (2011) that the participants were aware and enthusiastic toward English learning process. However, we need to get deep understanding behind the
participants’ attitude toward learning English.
The Affective Aspect of Attitude
This theme would present about the affective aspect of the participants towards learning English, since we had known in the previous discussion that many participants showed a positive attitude in learning English. The following table 1 would give a clear summary of the finding.
Table 1
Students’ result on the affective aspect.
Statements Total Agree
Total Disagree
N % N %
1. I like to listen to all matters about English. 25 78.12 7 21.83 2. I feel proud when I study English. 28 87.50 4 12.50 3. I feel excited when I communicate in English
with others.
4. I enjoy doing activities in class. 21 65.63 11 34.37 5. I enjoy doing my English homework. 20 62.50 12 37.50 6. I like my English class very much. 27 84.38 5 15.62 7. I feel excited to come to class when English is
being thought.
20 62.50 12 37.50
Total Percentage - 70.09% - 29.91%
The findings in Table 1 showed that the majority of the participants had good desires to learn English. This result is related to Feng and Chen (2009) that learning process is an emotional process which influences students perspectives and attitudes toward the learning process. Most of the participants liked, enjoyed, even felt excited and proud of learning anything about English.
In line of this, many participants showed their positive attitude on the affective aspect (70.09%). They said that there were some factors affected their attitudes toward learning English. Those factors are language curiosity and teacher. Based on the finding, the participants firstly mentioned that they liked English because of the language, especially the uniqueness of the language. This naturally happened to the learners since they were driven by their inborn curiosity to explore the world and the learning experience (Liuolienė & Metiūnienė, 2006). As student A mentioned:
“Saya suka bahasa Inggris. Biasanya, lagu berbahasa Inggris atau film barat. Bahasanya asik dan asing didengar karena bahasa sehari-hari kita adalah bahasa Indonesia dan Jawa.”
Then student B said:
“Lumayan suka, miss karena keren aja kata-katanya. Ada yang aneh jadi bisa kepo nyari dikamus.”
(I just liked it, miss, because those words were cool. They were strange so I could find the meaning in my dictionary).
Therefore, when the learners had the curiosity to learn the language, it might derive to positive attitudes. It relates to Gardner (2007) that positive attitudes toward the learning situation would likely produce greater enjoyment in the study of the language, desire to learn the language, and effort expended in learning the language.
The second factor why they liked English was based on their English teacher. It was admitted as what students A said:
“Sejauh ini sih suka mapel bahasa Inggris, dan belajarnya bareng sama temen-temen. Tapi lebih condong sama cara guru mengajar di kelas. Kalau misal gurunya tegang (spaneng), murid malah jadi stress dan ujung-ujungnya malah enggak nyambung ke materi yang diajarkan. Beda kalau gurunya santai, ajak ngobrol, ajak diskusi kelompok, ajak cerita lucu, atau ada games, maka kita sebagai murid malah nyambung ke materinya.”
(So far, I liked learning English because I could learn it with my friends. However, I actually prefer learnt more based on the way teacher explained the material in class. If she taught in tense way, I was difficult to understand the material. It was different if the teacher could make it fun, take a short conversation, make a discussion, tell funny stories, even do some games. It would make me understand the material).
Similarly, student B confessed:
“Kalau saya sih, tergantung guru. Kalau dia enak, ya saya menikmati kelasnya miss. Ya sambil cerita-cerita gitu atau nonton video singkat. Enggak hanya diskusi dan ngerjain tugas.”
Here, what happened to both Students A and B reflected that the kind of pedagogy and the student's preferences are influenced by the learning environment (Ruth Beyth-Marom, et al 2005). It means that how the teachers
teach may determine the students’ responses toward particular subject. In this
case, understanding students’ responses toward a certain subject is important,
because those responses have a big effect to students’ performance in the class. Unlike students with positive attitudes, 29,91% of the participants reacted negatively in term of learning English. One of them said that he did not have any passion to learn English. Student C argued:
“Sebetulnya saya sedikit suka bahasa Inggris karena bahasanya aneh untuk di dengar. Bahasa Inggris adalah bahasa yang sulit untuk dipahami. Jadi saya malas untuk belajar. Kata -katanya banyak yang membingungkan, cara menulisnya juga susah, kurang 1 huruf aja salah dan beda arti, terus cara pengucapan susah, dan penggunaan verb 1, verb 2, dan verb 3.”
(Actually I like a bit about English because the language is strange. English language was hard to be understood, so I was lazy to learn it. There were many confusing vocabularies. Therefore, I felt difficult to write them; for example, if I just missed a letter then it would be wrong and had different meaning. Moreover, it was difficult to pronounce some words, also to differentiate the use of verb 1, verb 2, and verb 3).
Rudd, Greenbowe, and Hand (2002) argue that if attitudes are negative, every activity which is related to the course will be also negatively affected. In other words, when a particular participant had a negative attitude, s/he tended not
to grasp and learn English. Thus, as teachers, they should change students’
the negative changed into positive, it would help the participants to understand the English language easily.
The Behavioral Aspect of Attitude
This theme would present about the behavioral aspect of the participants towards learning English. Similar on the affective aspect, there would be also further discussions from the finding result in this section. Table 2 would depict the finding on the behavioral aspect.
[image:31.595.99.513.227.711.2]Table 2
Students’ result on the behavioral aspect.
Statements
Total Agree Total Disagree
N % N %
8. I always practice English language by interacting with friends and teacher.
17 53.13 15 46.87
9. When I miss the class, I always ask to my friends about the homework on what has been taught,
15 46.87 17 53.13
10. I look forward to learn more about English. 18 56.25 14 43.75 11. I would take English even it is not a
compulsory subject in school.
16 50 16 50
12. I like to give opinions (ask and answer the question) during English class.
13. I am able to make myself to pay attention during studying English.
21 65.63 11 34.37
Total Percentage - 54.17 - 45.83
Based on the interview session with the students, many of them said they looked forward to learn more about English. Student A affirmed:
“Saya sering berlatih bahasa inggris. Ya, kalau di sekolah sama temen. Tapi kalau di rumah sama bapak, sama mas. Saya sih suka banget sama bahasa Inggris. Jadi selalu pengen tanya dikelas.”
(I often rehearsed the English language. I did it with friends in school. Then if I was at home, I did it with my father and my brother. I liked English so much. Therefore, I always asked anything in class)
Interestingly, student B added:
“Kalau saya latihan sama temen setiap hari Jumat ngobrol biasa. Enggak wajib sih miss. Sekedar ngobrol aja biasa tapi dicampur pake bahasa Indonesia. Ya kayak iseng-iseng sendiri gitu miss.”
(I did conversations in English with my classmate every Friday. It was a simple daily conversation; not an obligation at school. I actually did it by mixing in Bahasa Indonesia. We did it just for fun, miss)
Those ideas are also similar to Zacharias (2004) that materials given in language classroom indirectly encourage the students to learn more about what had been studied, so that the students could improve their ability in language learning. Yet, to enhance student’s curiosity toward the materials and subsequently apply what they have learnt, first of all, teacher needs to grab
students’ attention. According to the questionnaire data, 65.63% of participants
said that they were able to make themselves pay attention during studying
English. This is related to the theory of behavioral aspect of attitude that students’
In English classroom, Oliver, Wehby, and Reschly (2011) emphasize that classroom management is based around a teacher’s ability to organize and plan in
the class. Besides, a teacher also has a power to affect students’ view about a
particular subject (Good & Brophy, 2003). To summarize, teaching style and
classroom management that the teachers create have a big role in term of students’
preference toward certain subject. Those might influence students in order to pay attention, finally influence how students act or behave in class.
According to the participants, two of them admitted that they could pay attention with the material although they still got any distraction, usually from their classmates. The reason why they tried to pay attention usually depended on the teacher, similar with the explanation above that teacher should manage the classroom management to make students interested with the material. Some added it was because of AVA, stands for Audio Visual Aid, such as video and PowerPoint. As student C said:
“Pelajaran di sekolah asik karena gurunya kasih liat video atau melakukan games”.
(English subject at school was very fun because the teacher played a video or did some games).
Even the student, who was inclined into the negative attitude, felt that games and AVA could make him to pay attention in class. VanGundy (2005)
points out “interactive techniques by using games are often perceived as “fun”, yet
they are frequently more effective than lectures at enabling student learning”
words, teachers have a power to use kinds of games or AVA as long as they do not leave out the value of the target language.
The Cognitive Aspect of Attitude
The last theme would present about the cognitive aspect of the participants towards learning English. Table 3 presented the finding on the cognitive aspect.
[image:34.595.99.509.221.734.2]Table 3
Students’ result on the cognitive aspect.
Statements Total Agree
Total Disagree
N % N %
14. English is an important world language to communicate.
32 100 0 0
15. English is easy to learn. 18 56.25 14 43.75
16. I believe I can go around the world when I learn English.
32 100 0 0
17. In my opinion, English should be the medium of instruction in Banyubiru 1 State Junior High School, in addition to Bahasa Indonesia.
19 59.38 13 40.62
18. Learning English make me obtain better education.
21 65.63 11 34.37
19. The teaching English should start in Indonesia earlier
20. I study English just to pass an exam. 17 53.13 15 46.87
Total Percentage - 70.98 - 29.02
70.98% of participants show their beliefs and opinions by learning English. This related to the theory of cognitive component that produces expressions of beliefs and ideas or opinions toward the object of the attitude. For
example, “I believe learning English will help me to trip around the world”
(Pickens, 2005, p.44).
Based on Table 3, which showed the highest percentage, all participants agreed that English is an important world language to communicate. This was
alike to Crystal’s statement (2013), “English nowadays comes as a global
language that comes to be used by more people than any language” (p.111).
Moreover, the discourse of ‘Education for All’ and the increase in the use of English in the global market have recently added a universalistic dimension to the teaching-learning of English (Shamim, 2011). Because of that, many students considered English as world language to communicate as well as to enable them to get better education. These below are what students said about English as communication. It is as what student A conveyed in the interview:
“Setuju (bahasa Inggris adalah bahasa untuk berkomunikasi), karena di dunia bahasanya macam-macam, ada yang Korea, Jepang, Cina. Tapi yang lebih umum digunakan untuk berkomunikasi bahasa Inggris karena bahasa Inggris bahasa Internasional”
“Karena bahasa Inggris kan bahasa Internasional, hampir semua simbol atau tulisan biasanya ada bahasa Inggris. Contohnya di bungkus mi instan atau di barang elektronik ada bahasa Inggrisnya.”
(Because English is International language, English is almost used in all symbols or words. For example, in instant noodles packaging or in electronics).
Similarly student C said like student A and B:
“Setuju. Karena sudah banyak orang luar negeri yang memakai bahasa Inggris.”
(I agree because many foreign people use English to communicate).
While these below are what students said about English as an entrance to get better education. Student A said:
“Iya bisa. Lagian pendidikan di luar negeri juga lebih bagus. Asalkan pintar di sekolahnya, baru bisa keluar negeri dan pasti mendapat pendidikan yang lebih baik.”
(Yes, it was. Education in abroad was much better. As long as the students were clever at school, so they could go abroad and get a better education, for sure).
In addition student B agreed:
“Menurut saya sih jelas banget miss. Asal udah lancar bahasa Inggris terus niat belajar ke luar negeri pasti pendidikannya jauh lebih baik. Kan denger-denger pendidikan di luar lebih bagus.”
(In my opinion, it was true, miss (about learning English in abroad). As long as the students were fluent enough, and also had intention to learn English, hence their educations were much better. The reason was because
of people’s assumption that education in abroad was better).
Yet, student C was confused about this, he similarly said like student A:
“Kurang tau. Tapi mungkin bisa,miss. Karena kan bahasa Inggris mendunia. Dan asalkan anaknya pintar.”
(I am not sure about this, but probably it was possible because English has been being the world; provided that the students were clever).
Here, what student A and C mentioned ‘clever’ might refer to how well
agencies as the existing language for educational development in developing a country. Here, Coleman (2010a) mentioned some points that make English can play roles in educational development: “English enables international collaboration (exchange students), provides access to research and information, and facilitates the international mobility of students, tourists, workers and others” (p.15). By the accordance to Coleman, it can be presumed that the students have awareness toward the beneficial of English language, so they have positive attitude toward learning English and finally they will be more motivated to learn the language.
CONCLUSION
The study examined students' attitude toward learning English in the second year of Banyubiru 1 State Junior High School. Based on the questionnaire and the interview section, many participants had positive attitudes toward learning English at school although the characteristic of students mostly used native language (Indonesian) as their daily communication. Most of the participants (65,63%) had positive responses about learning English, while others had a negative attitude (34.37%). This result was equivalent with the previous studies conducted by King-fong’s (2004), Al-Tamimi and Shuib (2009), Chalak (2011) that most of the participants also had positive attitudes toward learning English.
Here the results were reflected from three aspects; affective, behavioral, and cognitive aspects. On the affective aspect, many participants showed their
attitudes. Those are language curiosity and teacher. For the language curiosity, students liked English based on the uniqueness of the language. Then for the teacher, it is due to the way teacher taught were attracted students to learn more English language. On the behavior aspect, a total 65.63% of participants said that they were able to pay attention during studying English since the teacher used AVA to assist the explanation, such as video and PowerPoint. Therefore, what
teachers created in class had a big role in term of students’ preference toward
certain subject because it influenced them to pay attention and to act or behave at class. Then, the last is cognitive aspect. From the result, all of the participants believe that English was a world language to communicate, even enabled them to get better education. Those increased students’ awareness about learning English and finally encouraged them to learn English more.
From the finding of this study, it may have some implications. As English teachers, this study can be used as a reference to increase their awareness toward
students’ attitude on English subject. Moreover, it probably improves the quality
of teaching and learning process in all Secondary schools.
A further study might be necessary to investigate if there is possibility
“attitude-changes” from positive to negative attitudes, especially with students that usually used their native language in daily communication. Hence, replicated this study to another Secondary School around Banyubiru or Salatiga may be
looking for in other future study to find out the differences in students’ attitudes.
ACKNOWLEDGEMENTS
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APPENDIX 1
I. Please write your contact number below: Student Number =
Class =
Age =
Sex = Male / Female
Phone number / email =
QUESTIONNAIRE
STUDENTS’ ATTITUDE TOWARD LEARNING ENGLISH IN THE SECOND YEAR OF BANYUBIRU 1 STATE JUNIOR HIGH SCHOOL
Dear participants,
My name is Freda Dyah Ayu Kusumaning Yandi. I am currently studying for my Bachelor of Education (S.Pd) degree at Faculty Language and Literature, Satya Wacana Christian University, Salatiga. As part of the final project, I am doing a research on Students' Attitudes towards Learning English in the Second Year (Grade 8) Banyubiru 1 State Junior High School. Therefore, on this occasion, I would like to ask your help to answer the questions in this questionnaire. I use these questions to obtain information about the attitudes that you have during your English learning process in SMP Negeri 1 Banyubiru.
This questionnaire is not a test so that there are no right or wrong answers. In addition, the answers you give in this questionnaire will not affect your score in your English class. Therefore, you are allowed to response the questionnaire related to what you feel based on your condition right now. If you have any further questions relating to this research, you can contact me on:
0857 4220 0818
II. Please tick whether you agree or disagree
Component
of Attitude No. Statements
1 Strongly Disagree 2 Disagree 3 Agree 4 Strongly Agree Af fe ctive
1 I like to listen to all matters about English. 2 I feel proud when I study
English. 3
I feel excited when I communicate in English with others.
4 I enjoy doing activities in class.
5 I enjoy doing my English homework.
6 I like my English class very much.
7
I feel excited to come to class when English is being thought.
B
eh
avioral
8
I always practice English language by interacting with friends and teacher.
9
When I miss the class, I always ask to my friends about the homework on what has been taught, 10 I look forward to learn
more about English.
11
I would take English even it is not a
compulsory subject in school.
12
13
I am able to make myself to pay attention during studying English.
Cogni
tive
14
English is an important world language to communicate.
15 English is easy to learn. 16
I believe I can go around the world when I learn English.
17
In my opinion, English should be the medium of instruction in Banyubiru 1 State Junior High School, in addition to Bahasa Indonesia.
18
Learning English make me obtain better
education. 19
The teaching English should start in Indonesia earlier
APPENDIX 2
I. Isi di bawah ini. Nomor absen =
Kelas =
Umur =
Jenis Kelamin = Laki-Laki / Perempuan No. Telp / Email =
KUESIONER
SIKAP SISWA TERHADAP PEMBELAJARAN BAHASA INGGRIS DI TAHUN KEDUA SMPN 1 BANYUBIRU
Kepada Para Responden,
Nama saya adalah Freda Dyah Ayu Kusumaning Yandi. Pada saat ini saya sedang menempuh Sarjana Pendidikan Bahasa Inggris (S.Pd) di Fakultas Bahasa dan Sastra, Universitas Kristen Satya Wacana Salatiga. Sebagai bagian dari tugas akhir, saya sedang melakukan suatu penelitian tentang sikap siswa terhadap pembelajaran Bahasa Inggris di tahun kedua (kelas 8) SMP Negeri 1 Banyubiru. Oleh karena itu, pada kesempatan ini, saya meminta bantuan Anda untuk menjawab pertanyaan-pertanyaan dalam kuestioner ini. Saya menggunakan pertanyaan-pertanyaan tersebut untuk mendapatkan informasi tentang sikap yang Anda miliki selama pembelajaran Bahasa Inggris di SMP Negeri 1 Banyubiru.
Kuestioner ini bukanlah merupakan suatu tes sehingga tidak ada jawaban benar ataupun salah. Selain itu, jawaban yang Anda berikan pada kuesioner ini tidak akan mempengaruhi nilai Anda dalam kelas khususnya mata pelajaran Bahasa Inggris. Oleh karena itu, Anda diperkenakan untuk memberikan jawaban yang sesuai dengan apa yang Anda rasakan. Apabila Anda mempunyai pertanyaan lebih lanjut yang berkaitan dengan penelitian ini, Anda dapat menghubungi saya di nomor telepon berikut:
0857 4220 0818
II. Jawablah pertanyaan di bawah ini sesuai dengan pendapat responden dengan memberi tanda centang (√) pada kotak yang tersedia.
Komponen
Sikap No Pernyataan
1 Sangat Tidak Setuju 2 Tidak Setuju 3 Setuju 4 Sangat Setuju A fe k ti f 1
Saya suka mendengarkan segala hal tentang Bahasa Inggris.
2 Saya merasa bangga ketika saya belajar Bahasa Inggris.
3
Saya senang ketika saya berkomunikasi dengan orang lain dengan menggunakan Bahasa Inggris.
4 Saya menikmati kegiatan
Bahasa Inggris di kelas.
5 Saya senang mengerjakan tugas dalam Bahasa Inggris. 6
Saya sangat suka mata pelajaran Bahasa Inggris di kelas.
7
Saya merasa bersemangat untuk datang ke kelas ketika mata pelajaran Bahasa Inggris sedang diajarkan. B e h a v io ra l 8
Saya selalu berlatih bahasa Inggris dengan teman dan guru.
9
Ketika saya tidak masuk kelas, saya selalu bertanya teman tentang tugas dan materi yang diajarkan di kelas.
10
Saya berharap untuk belajar lebih banyak tentang Bahasa Inggris.
bukan mata pelajaran wajib di sekolah.
12
Saya selalu ingin memberikan pendapat saya (tanya - jawab) selama kelas bahasa Inggris.
13
Saya mampu untuk tetap memperhatikan penjelasan guru selama pelajaran bahasa Inggris. K o g n it if 14
Bahasa Inggris adalah bahasa yang sudah mendunia yang penting digunakan dalam hal komunikasi.
15 Bahasa Inggris mudah untuk dipelajari.
16
Saya percaya, saya bisa pergi jalan-jalan ke seluruh dunia ketika saya belajar Bahasa Inggris.
17
Menurut saya, bahasa Inggris seharusnya menjadi bahasa pengantar di SMP Negeri 1 Banyubiru, selain Bahasa Indonesia.
18
Melalui pembelajaran bahasa Inggris, saya percaya jika suatu hari nanti, saya dapat meraih pendidikan yang lebih baik. (Belajar ke luar negeri)
19
Pengajaran Bahasa Inggris di sekolah di Indonesia
seharusnya sudah dimulai sejak dini.
APPENDIX 3
INTERVIEW (STUDENT A, B, and C)
Student A = 16 minutes, 2 seconds.
Interviewer : Selamat siang. Student A : Siang.
Interviewer : Perkenalkan, saya Freda dari FBS, UKSW, Salatiga. Disini saya minta bantuan adik untuk menjadi partisipan saya. Apakah bersedia?
Student A : Ya, saya bersedia sekali.
Interviewer : Baiklah, tujuan dari research saya untuk mengetahui sikap siswa terhadap pembelajaran bahasa Inggris terutama di SMP N 1 Banyubiru. Sebelumnya, bolehkah adik memperkenalkan diri terlebih dahulu; nama, kelas, dan absen?
Student A : Nama saya ……. . Bisa dipanggil ……. kelas 8F, absen 30.
Interviewer : Mengenai Bahasa Inggris, apakah adik ……….... suka mendengarkan segala hal tentang bahasa Inggris?
Student A : Saya suka. Biasanya lagu berbahasa Inggris atau film barat. Interviewer : Alasannya apa sih?
Student A : Menarik. Bahasanya asik dan asing di dengar karena bahasa sehari-hari kita adalah bahasa Indonesia dan Jawa.
Interviewer : Adik belajar bahasa Inggris di sekolah? Atau ada tambahan misal les?
Student A : Kalau dari dulu saya sambil les, hanya semester ini yang di sekolah karena gurunya sedang ga buka les. Kalau di rumah, lebih suka pakai internet. Jadi belajar sambil bermain dan asik.
Interviewer : Lantas, apakah bahasa Inggris mudah untuk dipelajari? Student A : Ya ada yang susah dan ada yang mudah. Tergantung bagaimana
pengajaran materi yang disampaikan guru. Interviewer : Kalau yang susah? Terus yang mudah?
kalau thought /θɔ:t/. Kalau mudahnya karena aku suka belajar grammar ya pemahaman pattern lebih mudah dipahami.
Interviewer : Oya, menurut ..., apakah adik bangga bisa belajar bahasa Inggris?
Student A : Bangga. Karena itu bahasa asing jadi saya tertarik buat belajarnya. Dan kalau di luar negeri sering dipakai untuk bahasa sehari-hari. Interviewer : Oke, terus apakah adik menikmati mapel Bahasa Inggris di
sekolah?
Student A : Sejauh ini sih suka mapel bahasa Inggris, dan belajarnya bareng sama temen-temen. Tapi lebih condong sama cara guru mengajar di kelas.
Interviewer : Bisa lebih detailnya?
Student A : Kalau misal gurunya tegang (spaneng), murid malah jadi stress dan ujung-ujungnya malah enggak nyambung ke materi yang diajarkan. Beda kalau gurunya santai, ajak ngobrol, ajak diskusi kelompok, ajak cerita lucu, atau ada games, maka kita sebagai murid malah nyambung ke materinya.
Interviewer : Kalau mapel bahasa Inggris di kelas, apakah tetap bisa fokus dalam memperhatikan penjelasan? Sekalipun sambil cerita atau games?
Student A : Ya, gimana ya. Tetap fokus memperhatikan walaupun kadang-kadang juga ngobrol ke temennya. Capek miss, kalau terus ngliatin gurunya 2 jam pelajaran.
Interviewer : Oya, singgung dikit tentang materi. Apakah adik senang pada materi yang diajakan dikelas? Bagaimana dengan tugas yang diberikan?
Maksudnya kalau materinya gampang dicerna, tugasnya jadi gampang dikerjakan.
Interviewer : Bagaimana dengan latihan, apakah adik ... sering berlatih bahasa Inggris dengan teman?
Student A : Ya, kalau di sekolah sama temen. Tapi kalau di rumah saya saya bapak, sama mas.
Interviewer : Kalau sama guru?
Student A : Kalau guru jarang sih, lebih ke pas mapel aja kalau di kelas. Sama guru ya rada canggung. Akrab sih. Kerasa takut aja kalau salah miss. Makanya lebih enak ke temen.
Interviewer : Oya, di kelas ada sesi tanya jawab sewaktu jam pelajaran? Apakah adik selalu ingin memberikan pendapat anda atau lebih suka mendengarkan saja?
Student A : Saya sih suka banget sama bahasa Inggris. Jadi selalu pengen tanya di kelas.
Interviewer : Semisal adik ... enggak masuk kelas, apakah adik selalu bertanya teman tentang tugas/materi yang diajarkan? Lebih cenderung ke tugas atau materi?
Student A : Lebih ke materinya, karena kalau materinya sudah paham duluan, ngerjain tugasnya ya jauh lebih mudah.
Interviewer : Miss mau tanya, setuju kalau bahasa Inggris adalah bahasa yang mendunia untuk berkomunikasi?
Student A : Setuju, karena di dunia bahasanya macam-macam, ada yang Korea, Jepang, Cina. Tapi yang lebih umum digunakan untuk berkomunikasi bahasa Inggris karena bahasa Inggris bahasa Internasional.
Student A : Bisa, seperti yang sebutkan tadi. Bahasa Inggris bahasa yang umum digunakan di seluruh dunia jadi pasti bisa jalan-jalan keluar negeri.
Interviewer : Kalau belajar bahasa Inggris, apa anda percaya kalau di masa depan anda bisa dapat pendidikan lebih baik? Misal belajar ke luar negeri?
Student A : Iya, bisa. Lagian pendidikan di luar negeri juga lebih bagus. Asalkan pintar di sekolahnya, baru bisa keluar negeri dan pasti mendapat pendidikan yang lebih baik.
Interviewer : Oke. Lantas, gimana pendapatnya tentang pengajaran bahasa Inggris. Kira-kira pentingkah diajarkan sejak dini?
Student A : Tergantung orang tuanya sih. Tapi kalau saya sarankan “iya”, karena anak-anak yang bisa bahasa Inggris lebih bisa membanggakan orang tua, terus kerjanya bisa kemana-mana kayak di luar negeri gitu, miss.
Interviewer : Di SMP N 1 Banyubiru, setujukah adik Bahasa Inggris dijadikan pengantar selain bahasa Indonesia?
Student A : Ya setuju. Ya, buat melatih siswa juga. Jadi ga cuma belajar dikelas tapi bisa diaplikasikan ke kehidupan sehari-hari, dan bisa lebih pinter dalam bahasa Inggrisnya.
Interviewer : Untuk di Indonesia, jika di kelas pelajaran bahasa inggris tidak wajib untuk dipelajari, apakah dik ... akan mengambil kelasnya atau tidak?
Student A : Kalau saya tetep ambil. Karena belajar bahasa Inggris adalah sesuatu yang sangat istimewa.
Interviewer : Bahasa Inggris di Indonesia kan salah satu kriteria kelulusan di UN. Apakah adik hanya belajar agar lulus?
Interviewer : Yang terakhir, adik ... berharap untuk mempelajari lebih dalam tentang bahasa Inggris?
Student A : Berharap untuk lebih mempelajari bahasa Inggris untuk keluarga, diri sendiri, dan sekolah. Bisa membanggakan untuk mendapat sekolah dan pekerjaan lebih baik.
Interviewer : Baiklah, jawaban adik …... membantu saya mendapat gambaran lain tentang penelitian ini. Sekiranya itu interview siang hari ini cukup, terimakasih atas waktu nya, dan kesedian nya menjadi partisipan kami. Selamat siang.
Student A : Siang miss, hati-hati dijalan. Student B = 16 minutes, 8 seconds.
Interviewer : Selamat siang. Student B : Siang.
Interviewer : Perkenalkan, saya Freda dari FBS, UKSW, Salatiga. Disini saya minta bantuan adik untuk menjadi partisipan saya. Apakah bersedia?
Student B : Ya, bersedia
Interviewer : Baiklah, tujuan dari research saya untuk mengetahui sikap siswa terhadap pembelajaran bahasa Inggris terutama di SMP N 1 Banyubiru. Sebelumnya, bolehkah adik memperkenalkan diri terlebih dahulu; nama, kelas, dan absen?
Student B : Nama saya ……... Dipanggil …… kelas 8F, nomor absen 3. Interviewer : Mengenai Bahasa Inggris, apakah anda suka mendengarkan
segala hal tentang bahasa Inggris?
Student B : Lumayan suka miss karena keren aja kata-katanya. Ada yang aneh jadi bisa kepo nyari-nyari di kamus.
Interviewer : Terus, adik ... belajar bahasa Inggris di sekolah? Atau ada tambahan misal les?
Student B : Tergantung. Kalau yang mudah biasanya cara guru mengajarnya asik. Jadi saya lebih mudah nyantol isi materi. Kalau susah pronunciationnya. Kadang salah-salah. Dan paling susah yang /th/. Yang kata ini ngucapin gini. Yang itu ngucapin beda lagi miss.
Interviewer : Terus, banggakah adik belajar bahasa Inggris? Student B : Bangga banget. Bisa dapet materi baru.
Interviewer : Oke, terus apakah adik ... menikmati mapel Bahasa Inggris di sekolah?
Student B : Kalau saya sih, tergantung guru. Kalau dia enak, ya saya menikmati kelasnya miss.
Interviewer : Bisa lebih detailnya?
Student B : Ya sambil cerita-cerita gitu miss atau nonton video singkat. Enggak hanya diskusi dan ngerjain tugas.
Interviewer : Kalau mapel bahasa Inggris di kelas, apakah tetap bisa fokus dalam memperhatikan penjelasan?
Student B : Terkadang ada bisikan-bisikan gitu miss. Tapi untungnya saya masih bisa perhatikan materi yang diajarkan.
Interviewer : Terus, apakah adik senang pada materi yang diajakan dikelas? Bagaimana dengan tugas yang diberikan?
Student B : Kalau saya tergantung materinya. Kalau materinya udah paham ya saya seneng dan tugasnya langsung jalan.
Interviewer : Bagaimana dengan latihan, apakah adik ... sering berlatih bahasa Inggris dengan teman?
Student B : Kalau sama temen setiap hari Jumat ngobrol biasa. Enggak wajib sih miss. Sekedar ngobrol aja biasa tapi dicampur pake bahasa Indonesia. Ya kayak iseng-iseng sendiri gitu miss.
