ABSTRACT
STUDENTS’ ATTITUDE TOWARD ENGLISH, LANGUAGE LEARNING, AND NATIVE SPEAKERS AT SECOND GRADE STUDENTS OF SENIOR
HIGH SCHOOLS IN GISTING SUBDISTRICT
By
Fadhil Arief Primadi
This study investigated students’ attitudes towards English, English language learning, and native speakers of English at second grade of senior high schools in Gisting subdistrict as the students’ feedback of the teaching and learning that they encounter during academic career. It also explored factors that may have influenced students’ attitudes toward those three variables mentioned earlier. This research employed a mixed-method methodology where the quantitative phase precedes the qualitative phase. The data were collected from questionnaires and focus group interview. There were 120 students of 2014-2015 academic year from four senior high schools namely SMK Muhamadiyah, M.A. Mathla’ul Anwar, SMAN 1 Gunung Alip, and SMA Muhammadiyah. Survey through questionnaire was used to obtain students’ attitude towards English, English language learning and English native speakers. Then, focus group interview was required to make the findings more comprehensible and represent the subject objectively and representatively.
The mean score of the population was 3.6684. It indicated that the students’ attitude toward English, students’ attitude toward English language learning, and students’ attitude toward English native speakers is positive. Further classifications of attitude mean score was also presented. The interview findings revealed that the students’ positive attitude shown toward three variables presented were may be caused by their motivation; instrumental and integrative. Regarding the their attitude toward English language and English language learning, the interview results provided evidence that instrumental motivation is the greater reason. On the other hand, integrative reason was the reason behind students’ positive attitude toward English native speakers.
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STUDENTS’ ATTITUDES TOWARD ENGLISH, LANGUAGE LEARNING, AND NATIVE SPEAKERS AT SECOND GRADE STUDENTS OF SENIOR HIGH SCHOOLS IN GISTING SUBDISTRICT
By
Fadhil Arief Primadi 1013042033
A Script
Submitted in a Partial Fulfillment of The requirement for S-1 Degree
in
The Department of Language and Arts Faculty of Teacher Training and Education
ENGLISH EDUCATION STUDY PROGRAM LANGUAGE AND ARTS EDUCATION DEPARTMENT FACULTY OF TEACHER TRAINING AND EDUCATION
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CURRICULUM VITAE
The writer, Fadhil Arief Primadi was born in Gisting on April 27th, 1992. He is the first son of Sumiardi and Aminah. His first formal career of education was taken in Kindergarten of his neighborhood, Taman Kanak Kanak Aisiyah Roudlotul Athfal Gisting for a year. At the age of six, he went to elementary school, Sekolah Dasar Muhammadiyah Gisting, and graduated in 2004.
DEDICATION
This script is proudly dedicated to
A special feeling of gratitude to my beloved parent, sister, and family
My second family in Pringsewu
Etika Indah Febriani; the only candidate of lifetime soul mate
and
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MOTTO
ACKNOWLEDGEMENTS
Finally, all hard work in three hundred and sixty five days has been paid. First and above all, the praise is merely to the mightiest Allah SWT, The Lord of the universe for granting me the capability to proceed successfully. This
undergraduate thesis entitled “Students‟ Attitude toward English, Language
Learning, and Native Speakers at Second Grade Students of Senior High Schools
in Gisting Subdistrict” is submitted as the final requirement in accomplishing
undergraduate degree at The Department of Language and Arts, Faculty of Teacher Training and Education, University of Lampung.
This Script appears in its current form due to the assistance and guidance of several people. It would not have been possible to write this undergraduate thesis without the help and support of the kind people around. By that time, I have worked with a great number of people whose contribution in assorted ways deserved special mention. I would therefore like to offer my sincere thanks to all of them.
This thesis would not have been possible without the help, support and patience of my principal supervisor, Prof. Ag. Bambang Setiyadi, M.A., Ph.D., for his supervision, advice, and guidance from the very early stage of this research as well as giving me extraordinary experiences throughout the past few years. The good advice, support and friendship of my second supervisor, Budi Kadaryanto, S.Pd. M.A. who has been so invaluable on both an academic and a personal level, for which I am extremely grateful. His truly linguist intuition has made him as a constant oasis of ideas and passions in linguistic, which exceptionally inspire and enrich my growth as a student. I am indebted to him more than he knows.
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person who put the fundamental learning character, showing me the value of life ever since I was a kid. My Mother, Aminah, is the one who sincerely raised me with her caring and gently love and touch, your loyalty as mother is priceless. Nobody is able to make a replacement of you. Aulia Putri Hapsari, the sister; it feels odd to completely mention your name. Someday you will be greater than you never imagine.
I am extraordinarily fortunate in having Samsul Bahri as my life professor of all times. I could never have been standing here without your prior inspiration motivation. Thank you.
There are no words enough to express my appreciation to my “lifetime personal
partner”, Etika Indah Febriani, whose dedication, love and confidence in me, has
taken the load off my shoulder. We do hope the vision and tons of wishes we have will come true very soon. InshaAllah.
It is a pleasure to pay tribute also to the Asrama 45 Grande Familia; Dani Erfan, Rachmat Pradikta, Luki Nugroho, Bayu Manggala, Ujang Setiawan, and Yoga Barep, thank you for being such a good neighbor in this universe, who always ready to lend a hand. To the entire academician of English Education Study Program, Dr. Muhammad Sukirlan, M.A., Rio Sanjaya, Siti Amalina Santi, and Nurina Ulfa, thank you.
Many thanks go in particular to Unit Database and Publikasi Ilmiah, Eduspot TV and Eduspot Magazine; Amarullah, Bayu Desmon, Yenisa, Riky Fernando, and Ardi Hardi Kurniawan.
Finally, I would like to thank everybody who was important to the successful realization of this undergraduate thesis. For any errors or inadequacies that may remain in this work, of course, the responsibility is entirely my own.
Bandar Lampung, October 2014 Writer,
TABLE OF CONTENTS
Pages
COVER ... i
ABSTRACT ... ii
APPROVAL ... iii
ADMISSION... iv
CURRICULUM VITAE ... v
DEDICATION ... vi
MOTTO... vii
ACKNOWLEDGEMENTS ... viii
TABLE OF CONTENTS ... x
LIST OF TABLES ... xii
LIST OF FIGURES... xiii
LIST OF APPENDICES ... xiv
INTRODUCTION ... 1
1.1Background of the Problem ... 1
1.2Research Questions... 8
1.3Objective of the Research ... 9
1.4Use of the Research ... 9
1.5Scope of the Research... 10
1.6Definitions of Terms ... 11
LITERATURE REVIEW ... 13
2.1Concept of Attitude ... 13
2.2Classifications of Attitude. ... 17
2.2.1 Attitudes to English ... 18
2.2.2 Attitudes to English Language Learning ... 19
2.2.3 Attitudes to Native Speakers ... 21
2.3Aspects of Attitudes... 21
2.3.1 Behavioral Aspect of Attitude ... 22
2.3.2 Cognitive Aspect of Attitude ... 22
2.3.3 Emotional Aspect of Attitude ... 23
2.4Concept of English ... 24
2.5Concept of English Language Learning ... 26
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2.7Attitude towards English, English Language Learning, and Native
Speakers of English ... 30
RESEARCH METHODS ... 33
3.1Research Design ... 33
3.2Research Sample... 34
3.3Research Administration ... 38
3.4Research Instrument ... 39
3.5Validity of The questionnaire ... 40
3.6Reliability of the Questionnaire ... 42
3.7Data Analysis ... 44
RESEARCH FINDINGS AND DISCUSSIONS ... 46
4.1 Questionnaire Results ... 46
4.1.1 Students‟ Attitude toward English Language ... 48
4.1.2 Students‟ Attitude toward English Language Learning ... 52
4.1.3 Students‟ Attitude toward English Native Speakers ... 57
4.2 Interview Results ... 62
4.3 Discussions ... 71
4.3.1 Students‟ Attitude toward English Language ... 72
4.3.2 Students‟ Attitude toward English Language Learning ... 74
4.3.3 Students‟ Attitude toward English Native Speakers... 78
CONCLUSSIONS AND SUGGESTIONS ... 82
5.1 Conclussions ... 82
5.2 Suggestions ... 83
REFERENCES ... 85
LIST OF TABLES
pages Table 1. Results of Cronbach‟s Alpha ... 43 Table 2. Ratified Results of Cronbach‟s Alpha... 44 Table 3. Overall Means Value... 47 Table 4. Mean of Students‟ Attitudes toward English in each school. 49 Table 5. Students‟ response on their Attitude to English in
positive wording. ... 50 Table 6. Students‟ response on their Attitude to English in
negative wording ... 51 Table 7. Mean of Students‟ Attitudes toward English language
learning each school ... 53 Table 8. Students‟ response on their attitude to English
Language Learning in positive wording ... 54 Table 9. Students‟ response on their attitude to English
Language Learning in negative wording... 56 Table 10. Students‟ response on their Attitude toward English
Native Speakers each school ... 58 Table 11. Students‟ response on their attitude to English Native
Speakers in positive wording ... 59 Table 12. Students‟ response on their attitude to English Native
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LIST OF FIGURES
pages Figure 1. Mean of Students‟ Attitudes toward English in
each school ... 49 Figure 2. Mean of Students‟ Attitudes toward English language
learning each school ... 53 Figure 3. Mean of Student‟s Attitude toward English Native
LIST OF APPENDICES
pages
1. Reliability Coefficient Analysis ... 90
2. Validity Judgment ... 91
3. Overall Questionnaire Analysis ... 106
4. Students‟ Attitudes toward English Language ANOVA Analysis. ... 109
5. Students‟ Attitudes toward English Language Learning ANOVA Analysis ... 112
6. Students‟ Attitude toward English Native Speakers ANOVA Analysis ... 115
7. Interview Transcript ... 118
8. Students‟ Questionnaire Score ... 148
1 INTRODUCTION
This chapter describes the background behind the problem, research questions, objectives, uses, and scope of the research. Definitions of terms are provided on the last part of this chapter to hinder inappropriate comprehension.
1.1 Background of the Problem
English language teaching has become one aspect of life that cannot be separated in the globalization era nowadays. The role of it seeks to develop learners‟ English proficiency for study, work, and leisure in order to provide them the opportunities for personal development in particular circumstances. It also helps non-English speaking countries to overcome the challenges of the rapidly changing and competitive knowledge in broader society. This perspective also enhances people knowledge and experience of life through the English medium. Hence, the area within teaching and learning process of English has become one special interest.
national language cannot currently be used as a means of communication with the outside world in the context of foreign policy and to develop relationship with other nations. The fact that English is the language of international communication, the language of science, modern technology, trade, politics, and used in almost all fields, force us to be able to communicate in English. Therefore, the Ministry of Education and Culture of Indonesia gives a clear priority towards English among other languages to learn in school.
The role of English expected by the government will possibly be achieved well if the education system and its component working well. Rachmajanti (2008) believes that education plays an important role in improving the quality of human resources, which supports the development of the nation. Related to that, the Ministry of Education and Culture of Indonesia implies it in law (Undang Undang) Number 20 on 2003 on National Education System Chapter II, Section 3; National Education aims to develop potential students to become a man of faith, devoted to Almighty God, noble, healthy, knowledgeable, skilled, creative, independent, and become democratic and accountable citizens. In addition to those goals, education is also expected to build proficient, professional, and aware of the universal development.
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English as a part of social aspect to comprehend world development progress better. Unfortunately, there is a difference between the objectives and its achievement of English learning results and process. There are many issues of English language learning to be fixed well by related sectors. Many studies had been addressed to found out where the problems rely. Yet, the findings barely cover and offer the best solution to the whole diversity of the problems faced by the students especially in Indonesia.
English in Indonesia has been taught since elementary school level up to the high school level. At least a student has gone through three levels of education namely elementary school, junior high school, and senior high school. Hence, it can be assumed that a single student in Indonesia has been studying English for nine years. Ideally, those years of learning experience could have created significant improvement in English usage, active or even passive. In fact, very few students achieved English well as expected by the curriculum. Moreover, based on the researcher experience during teaching practice, the researcher still found senior high school students who have difficulties to work on junior high school exercise. This phenomenon reflects a piece of problem appeared in Indonesia.
environment affectively influenced students attitude especially in Indonesia. This fact may at least lead to the result that English language learning problems remain unsolved for certain time up to this moment. Moreover, students‟ attitude towards English learning has never been investigated well, which clearly creates such a misconception of what curriculum expected, especially teachers and students expectation.
In the field of foreign language teaching especially English, one aspect that occasionally becomes a foundation is student‟s attitudes toward target language. Kara (2009) assumes that attitudes understood as a process by which individuals organize and interpret their sensory impressions in order to give meaning to their environment. This may lead to how students respond English as a new strange matter in their life from the very first beginning. From the researcher‟s experience with foreign language teaching, it would appear that the role of student‟s attitudes is often having denied by the teacher. Hence, this denial creates a problem with the process and the results expected at the end. It appears as a bonus if the teachers drive themselves to find time to explore a bit of student‟s attitude toward target language being learned.
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language learners to acquire the language to communicate with in it satisfactorily and to gain closer contact in English. The second is instrumental motivation, which refers to the functional need for learners to acquire the language in order to fulfill some utilitarian purpose, such as applying a job, or a place at a university. The fact shown on the field is based on students‟ willing on learning English as mentioned before, but vice versa. Most of Indonesian students consider English as something terrible that they do not want to face. Numerous responses come as a feedback when teacher deny how students react inside their mind confronting English, English Language Teaching, and native speaker of it. Finally, each response students have will affect their achievement in second language learning.
Learning second language require greater efforts since it covers many aspects in it. Tang (1999) states that language is culture. When someone decides to learn French, for example, he or she is not merely absorbing the linguistics aspects of the language, but everything to do with French and France. The same characteristics also happen to English language learning. The researcher assumes that the target language being learned by the learners may come with some cultural associations attached. By speaking the language, therefore, a learner automatically aligns themselves into the culture of the language (Tang, 1999). To speak a language correctly, one has to be able to think in that language, and thought is extremely powerful. The essence of this assumption would be greater if learners put themselves into the correct understanding of that language. It is merely difficult or even impossible if learners could not achieve English in his life. Therefore, to learn something new in students habit is needs further investigation on how they deal with it on the very first place.
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students‟ attitudes are to be included in the English language teaching or not. The
researcher could agree no more that English language teaching and student‟s attitudes are extremely linked, and therefore it may be pointless and perhaps even impossible to make them learn English without considering how they feel towards it.
Learning English has its own standard of whether someone has acquired it well or not. Wu (2009) claims that Native speakers have tended to be regarded as the model of how English is used well. Native English speakers are often viewed around the world as the embodiment of the English standard. On the other words,
non-native speakers are expected to have the native speaker‟s vocabulary,
learned in schools: listening, structure, and reading. Therefore, it creates such different paradigm of how English is should be learned from the very beginning.
This research try to found out causes that may greatly become sort of English learning obstacles in Lampung, especially in Gisting subdistrict since the role of English education systems across regions are similar. Through short survey data
analysis, students‟ attitudes about English, English language learning and native
speakers of English in students‟ previous experiences are documented. It is the
researcher‟s belief that better attitudes towards English and its aspects can have a beneficial impact on the process of attempting to help language learners in mastering English as a foreign language.
1.2 Research Questions
Concerning students‟ attitudes on English language learning, the researcher poses
two sets of formulation of the problems as follows:
1. What are the students‟ attitudes toward English, English language learning, and native speaker of English at second grade of senior high schools students in Gisting subdistrict?
2. What factors influence the students‟ attitudes toward English, English language learning, and native speaker of English at the second grade of senior high schools students in Gisting subdistrict?
1.3 Objective of the Research
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1. To figure out students‟ attitudes towards English, English language
learning, and native speaker of English at second grade of Senior High Schools in Gisting subdistrict as the students‟ feedback of the teaching and learning that they encounter during academic career.
2. The second objective of this research is to investigate some factors that may have influenced students‟ attitudes toward English, English language learning and native speaker of English at the second grade of senior high schools students in Gisting subdistrict.
1.4 Use of the Research
In this study, the researcher investigates student‟s attitudes towards English, English language learning, and native speaker of English in Gisting subdistrict. There are two uses which are considered contributive factors briefly described as follow.
Theoretically, this research figures out certain attitudes from the students as feedback of teaching and learning process. Furthermore, their attitudes toward English, English language learning, and native speaker of English are considered as valuable information of the results of teaching and learning of English. It may reflect the quality of English teaching and learning in Gisting subdistrict area or even wider. Therefore, the results of this research became a logical consideration for the next research. In addition, it also can be used as a reference for the next
researcher who will concentrate on students‟ attitudes, students‟ participation in
Practically, the use of the research is expected to become one important input for the teachers to improve their understanding towards students in terms of English as a feedback on the quality of the teaching that they encounter during their basic academic career. Additionally, the results of this study may have become one essential consideration on how the process of English language learning can bedeveloped under the real condition of the students. Therefore, it will provide contributive thoughts on how the strategy and development in planning in implementing English language learning become effective and efficient in achieving the goal simultaneously.
1.5 Scope of the Research
This research will investigate students‟ attitudes toward English, English language learning, and native speaker of English at second grade of four senior high schools in Gisting sub-district. It also figures out some causes that may have influence them. The object of the research covers four senior high schools with different background which will be further explained in the third chapter. The four senior high schools are SMA Muhammadiayah 1 Gisting, Madrasah Aliyah Mathla‟ul Anwar Gisting, SMA Negeri 1 Gunung Alip, and SMK Muhammadiyah 1 Gisting. This goal becomes the notion of asking students to provide feedback on the quality of the teaching that they encounter during academic career.
To answer the first research question, the researcher in this study presents 30-item
questionnaire designed specifically to examine students‟ attitudes. The
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English. The second part is also consisted by 10 items exploring students‟ attitudes towards English Language Learning. The rest of the last part concerns on their attitudes towards native speaker of English. Then, the results of the questionnaire will show us which students from which senior high schools have positive or negative attitude. Furthermore, five students with the highly negative attitude and five students with highly positive will have interview session. The interview session is taken to answer the second research question related to their attitude.
1.6 Definitions of Terms
In order to avoid misunderstanding, definitions or terms are provided as follows:
1. Attitude refers to the human tendency involving certain feelings in responding to an object and it is born as the effect of experiences (Mamun, 2012).
2. English refers to the international language as lingua franca of the past century and considered as dominant language or in some instances even the required international language of communications, science, information technology, business, advertisement, aviation, entertainment, and diplomacy.
4. Native speaker of English refers to someone who has learned and used English from early childhood as the primary means of concept formation and communication. (Wong, 2009).
2 LITERATURE REVIEW
This chapter provides the explained patterns related to theories used in this study, such as; (1) concept of attitude, (2) classifications of attitude, (3) aspects of attitude, (4) concept of English, (5) Concept of English language learning, (6) concept of English native speakers, (7) attitude toward English, English language learning, and English native speakers.
2.1 Concept of Attitude
In education, attitude plays an important role in accepting or rejecting something. Attitude is a product of interaction process which somebody gives respond from the accepted stimulus. In other words, attitude closely related to object upon receptor. Researchers in the fields of psychology and education, especially language learning, consider several definitions of attitude which mention different meanings from different contexts and perspectives (Abidin, 2012).
“Attitude is determined by the individual’s beliefs about outcomes
or attributes of performing the behavior (behavioral beliefs), weighted by evaluations of those outcomes or attributes. Thus, a person who holds strong beliefs that positively valued outcomes will result from performing the behavior will have a positive attitude toward the behavior. Conversely, a person who holds strong beliefs that negatively valued outcomes will result from the behavior will have a negative attitude.”
Gardner and Lambert in Irawan (2013:8) points out that an individual attitude is an evaluative reaction to some referent or behavior of the object, inferred on the
basis of individual‟s belief or opinions about the referent. Practically, an attitude
understood as a constructive response derived from subject‟s answer to a number of questions about object. In line with Gardner and Lambert, Ardeo (2003) believes that attitude intuitively refers to positive approach or negative avoidance of an object. In addition, the role of attitude involves the concept of rejection or acceptance towards object faced.
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about their culture and many things even want to live with native speakers in their country. While the second one, the students with negative attitudes, will tend to stay away, avoid, hate, and dislike it. They do not want to do anything to improve or at least to follow English teaching and learning process well.
Al-Tamimi and Shuib (2009) state that attitude may be understood after observing the object. A positive attitude may be formed and appears for the first time as the observer reacts favorably towards object. It is strengthened in the condition of the
objects‟ behavior rewarded in the presence of the observer. The observer could
have complete information from the object. Then, the information would be analyzed and affecting the observer to decide whether he is going to accept or reject the object. If the subjects accept favorably the object, the output of their acceptance probably results positive impact in line with positive attitude. Whereas, if the subjects refuse the existence of the objects, negative attitude will probably appear as the negation.
Gardner and Lambert (1985) cited in Al-Tamimi and Shuib (2009) have concluded that the ability of the students to master a second language is not only influenced by the mental competence or, language skills, but also on the students‟ attitudes and perceptions towards the target language. They also advocated that attitude concept could enhance the process of language learning, influencing the
nature of student‟s behaviors and beliefs towards the other language, its culture
and community, and this will identify their tendency to acquire that language.
Further, Wenden (1991) cited in Al-Tamimi and Shuib (2009) proposed a broader description on attitudes. According to him, the term attitudes includes three components namely, cognitive, affective and behavioral. A cognitive component is made up of the beliefs and ideas or opinions about the object of the attitude. The
affective one refers to the feeling and emotions that one has towards an object, 'likes' or 'dislikes', 'with' or 'against'. Finally, the behavioral component refers to one's consisting actions or behavioral intentions towards the object.
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and will not be motivated and enthusiastic in language learning. Furthermore,
learners‟ attitudes could incorporate in language learning because it may influence
their performance in acquiring the target language.
2.2 Classifications of Attitude
Learning process is regarded as a positive change in the individual‟s personality in
terms of the emotional, psychomotor (behavioral) as well as cognitive domains, since when one has learned a specific subject, he/she is supposed to think and
behave in a different manner and one‟s beliefs have been distinguished (Abidin,
2012). Furthermore, the researcher assumes that the concept of attitude can be seen from these three kinds of classification. Each one of this classification has different features to bring out language attitude results. Accordingly, Setiyadi (2006) points out that the attitude is classified into three kinds of classification i.e., attitudes to English, attitudes to English language learning, and attitudes to native speakers of English. These three attitudinal classifications are based on the theoretical assumption that attitude in learning a target language may affect motivation in learning the language; motivation can mediate any relation between language attitudes and language achievement (Setiyadi, 2006:29).
2.2.1. Attitudes to English
Attitude to English deals with the way students behave and react in particular situations in terms of English use. In this point of view, students‟ attitudes toward English as international language that is often used in many kind of daily life are figured. Then, it also examines how they see it as a language that is often spoken by others, a community that communicates in different utterances from their mother tongue. Their understanding towards English generally may affect their perspective towards the importance of English for their possible future. Hence, it will create such paradigm for the students to be physically involved in the advance of the millennium in communicating in English among other nations.
Furthermore, student‟s reaction towards English is something that needs to be investigated. Teacher should deal with students with different attitude towards English. Then, the teacher must cooperate well with students in classrooms considering English is something they do not want to learn or with students who are psychologically interested in English but experientially and physically having difficulties in it which then ended with avoidance and negative attitudes. Gardner and Lambert (1972) in Abidin (2012) concludes that the ability of the students to master a second language is not only influenced by the mental competence or, language skills, but also by the
students‟ attitudes and perceptions towards the target language. They belief that attitude could affect the process of language learning and influence the
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culture and community, and this will identify their tendency to acquire that language.
Supportive actions would probably appear as the impact of positive attitudes students have such as motivation, eager, and desire to master English. Many researchers have tried to address it under the same issue including Gardner and Lambert (1972) in Abidin (2012) who claims that language learners may have motivation as an inner drive in learning language. The first is integrative motivation, which refers to the desire of language learners to acquire the language to communicate in it satisfactorily and to gain closer contact in English. The second is instrumental motivation. It refers to the functional need for learners to acquire the language in order to fulfill some utilitarian purpose, such as applying a job, or a place at a university. Those attitudes will create big impacts both on process and result of English language learning
2.2.2. Attitudes to English Language Learning
Kara (2009) states that attitudes towards learning besides opinions and beliefs
have an obvious influence on students‟ behaviors and consequently on their
performance. Accordingly it is argued that those students who possess positive beliefs about language learning have a tendency to increase more positive attitudes towards language learning. Conversely, negative attitudes could create results contrarily.
In 2013, the new English curriculum “Curriculum 2013” based on
Education states that this curriculum represents an outstanding change, compared to the previous one, “Unit Level Education Curriculum” (KTSP) 2006. “The curriculum recommends that English to be conquered in communication correctly.” (Direktorat Pembinaan Kursus dan Kelembagaan
Kemendiknas, 2009). Yet, the new curriculum is not applied as planned mainly to the whole element of education because of the obvious differences between the main standards and the readiness of every single aspect involved in teaching and learning. Apart from that case, the new curriculum emphasizes on students ability to push them onto independent effort of learning.
Furthermore, it is strengthen by the vision of the curriculum that it guides the students to find out, not to be told (Discovery Learning) (Direktorat Pembinaan Kursus dan Kelembagaan Kemendiknas 2009). The eager of the students of the students to discover in learning second language depends
heavily on student‟s perspective towards the case they faced. In this situation, a motive to be involved in learning depends heavily on students‟ attitudes upfront as attitude is one of the key predominant factors for success in language learning (Abidin, 2012).
2.2.3. Attitudes to English Native Speakers
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curriculum, creativity and understanding the nature of students and their needs of English. The advance of the technology allows the spread of information through audio and visual; movies, songs, product, advertisements, etc. This fact forces the students to recognize English through facilities which do not necessarily require English language learning taken in classroom.
One factor included in those is the existence of Native Speakers of English. As claimed by Wu (2009) that the existence of Native Speakers of English is believed as the model of English use. Native Speakers of English are considered as the embodiment of the English standard. Accordingly, English language learners are expected to have at least standard the native speakers‟ vocabulary, grammar, idioms and culture. Furthermore, Ja-Park (2008) claims that English teaching and learning aimed the target language learners to speak like a native speakers of English (NSE) seem to be well matched with the timing of globalization.
2.3 Aspects of Attitude
Learning process is regarded as a positive change in the individual‟s personality in
those three aspects. Each one of these aspects has different characteristics which then it will show different attitude results. Accordingly, the attitude concept has three components i.e., behavioral, cognitive, and affective (Abidin, 2012). In the following, the three aspects of attitude concept i.e., behavioral, cognitive, and emotional aspects are briefly described.
2.3.1. Behavioral Aspect of Attitude
The behavioral aspect of attitude refers to someone behave as he or she behaves and reacts in certain circumstances, Kara (2009). In fact, the successful language learning enhances the learners to identify themselves with the native speakers of that language and acquire or adopt various aspects of behaviors which characterize the members of the target language community. Kara (2009) stated that,
“Positive attitudes lead to the exhibition of positive behaviors toward
courses of study, with participants absorbing themselves in courses and striving to learn more. Such students are also observed to be more eager to solve problems, to acquire the information and skills useful for daily life and to engage themselves emotionally.”
2.3.2. Cognitive Aspect of Attitude
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2.3.3. Emotional Aspect of Attitude
Feng and Chen (2009) state that, “Learning process is an emotional process.
It is affected by different emotional factors. The teacher and his students
engage in various emotional activities in it and varied fruits of emotions are
yield.” Attitudes can help the learners to express whether they like or dislike the objects or surrounding situations. Inner feelings considered as aspect influenced the attitudes of target language learning.
Norris-Holt (2001) beliefs that emotional aspect on learning covers effort, desire and affect. Effort refers to the time spent in studying the language and the drive of the learner. Desire indicates how much the learner wants to be more proficient in the target language. Affect illustrates the learner's emotional reactions favorably to language learning. It is agreed that the inner feelings and emotions of foreign language learners influence their perspectives and their attitudes towards the target language (Choy & Troudi, 2006).
2.4 Concept of English Language
many kind of business such as politics, science, technology, education, and international negotiation involving many hand of nations provoke the society to master English. In other words, the following headings together may constitute the necessary of English mastery in this globalization era.
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English in Indonesia is generally recognized as foreign language. English is designated as the first foreign language in accordance with the Decree of the Ministry of Education and Culture No. 096/1967 December 12, 1967. (Rahmajanti, 2008). The decision of English as the first foreign language in Indonesia among other foreign languages is based on several considerations. Rahmajanti (2008) states that our national language cannot currently be used as a means of communication with the outside world in the context of foreign policy and to develop relationship with other nations. The fact that English is the language of international communication, the language of science, modern technology, trade, politics, and used in almost all fields, give a clear priority that it should forcibly be acquired well by Indonesian society. In other words, Indonesian people should realize that their participations on English language learning could create beneficial impact for themselves in line with the purpose of this nation postulated in its constitution.
of National Education that the final goal of the English language learning at the elementary school is to enable the students to be functionally proficient in English in the globalization era, Rahmajanti (2008). In other words, English language learning should forcibly be handled well by many sides to provoke better mastery proposing better human resources capability of communication. Thus, In the Indonesian context, a good mastery of English will indeed support the acceleration of the country development.
2.5 Concept of English Language Learning
Since English is widely regarded as the world‟s language, the number of people who learn English is increased. Yufrizal (2008:5) states that Foreign Language Learning is generally differentiated from second language acquisition. Krashen (1985) in Yufrizal, (2008:5) assumes that language learning refers to „knowing the
rules‟ having a conscious knowledge about grammar. Then, Setiyadi (2006:21)
tries to address this term onto two classifications in the context of target language mastery based on Krashen argument. He assumes that there are two ways of gaining a target language. They are acquisition and learning. He further states that
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side, those language learners considered as learning, they have bigger proportion on the rule of the language.
Furthermore, Krashen (in Yufrizal, 2008:5) assumes that acquisition occurs on natural communicative situations. It is believed that people who are categorized in
acquisition are only aware of the fact that they are using the language for communication. Meanwhile, in language learning, language learners have conscious knowledge of the language. They focused on how to use and apply it in proper grammatical rules. Most of them who are concerning on grammatical rules does not always end in good speaking. Setiyadi (2006). The students who memorized the rules of the language may not be able to speak fluently but perhaps they are able to succeed on a standardized test of English language.
Both second language mastery classifications mentioned above have their own characteristics in terms of how learners respond English language learning alongside their English learning period. Hence, those characteristics believed as it has been taken care by linguists whether the place learners learnt the language consider as English as foreign language or English as second language. Krashen (1982 (in Setiyadi 2006:20)) assumes that there is no specific distinction between the patterns of second language learning or foreign language learning. He claims that second language learning recognized as learning a new language in a foreign language context. Some countries consider English as a second language; Malaysia, Brunei Darussalam, and Singapore, due to their language environment.
separated from their mother tongue, Malay. Therefore, the term of English as second language is fairly recognized. Meanwhile, what appear in the countries considering English as foreign language is vice versa. Indonesia is one of few countries applied this pattern. Here, the societies consist by multicultural tribes. Even though Bahasa Indonesia has been nationally established as national language, society prefers to use their kind as their second language. Hence, this perspective towards English creates varies approach on learning it. The problem of the process and learning results may possibly cause by some factors. i.e. psychological factors. Additionally, people also have different attitudes and responses facing the learning approaches, methodologies, and possibly techniques of the language learning. Different types of process of acquiring the language may produce different problems and finally provide different opportunities for learning success (Setiyadi 2006:30).
2.6 Concept of English Native Speakers
People are becoming more interconnected in the fast-growing trend of globalization era through cultural and technological advancement. English has become the primary medium of international communication (Talebinezhad, 2001). With the overwhelming influence of English, it is apparent that the number of English learners soars among the globalization era. Therefore, the discussion of English teaching and learning is taking into account as a consequence.
According to Ja-Park (2008), Bloomfield used the term, „the native language‟
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mother‟s tongue” or “the firstlanguage one learns to speak.” In this case, there is a relationship between the native speaker and the first language/ or mother tongue acquired by human. A native speaker can be regarded as a speaker of his or her mother tongue. However, it was the early part of the 20th century when
Bloomfield used the term relating one‟s mother tongue. In line with that, he adds
that it means that we are native speakers of our language uttered in everyday life.
According to Wong (2009) a "native speakers of English" refers to someone who has learned and used English from early childhood. He adds that it does not necessarily mean that it is the speaker's only language, but it means it is and has been the primary means of concept formation and communication. It means having lived in a truly English-speaking culture during one's formative years, so that English has been absorbed effortlessly as mother tongue.
Traditionally, native speakers have tended to be regarded as the model (Wu, 2009). Native English speakers have the advantage over non-native speakers and are often considered around the world as the embodiment of the English standard. He further states that accordingly non-native speakers are expected to mimic the native speakers‟ vocabulary, grammar, idioms and culture. Even if it is doubtful for the students to recognize the concept of English native speakers directly because of they barely ever taught, meet, or even interact with native speakers of
English, the researcher believes that student‟s background knowledge bout native
2.7 Attitudes toward English, English Language Learning, and Native Speakers of English
Based on the relevant theories, attitude is crucial elements to determine success in learning English Foreign Language. The researcher assumes that student‟ attitudes towards English, English language learning, and native speakers of English would affect the achievement on English language learning taken. The more positive attitude students have the better achievement on target language learning. Shams (2008) shows that attitude is considered as significant predictors of academic success rather than school entrance examinations. There are several supportive possibilities of that phenomenon could occur. English language learner with positive attitudes would probably enhance themselves to have better performance whether they have it towards English, English language learning or even native speakers of English. Each of it would have different influence towards students. Yet, the positive one is considered as beneficial aspect rather than another one that teacher should take into account.
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paradigm worth on students‟ performance to be observed since the subject
existence would determine the success of English language learning.
Despite of the other aspects such as facilities, teacher, and circumstances of language learning take place, student‟s attitudes towards learning considered matter in it. Abidin (2012) argues that attitude is one of the key predominant success factors in language learning. English language learning comes as the second since the students have already recognize English generally. English language learning considered as the next phase as students have already determine their attitudes towards English. The perceptions of individuals about language learning, their motives for learning the language, the feelings they have of themselves and their attitudes may influence how well they will eventually learn the language (Troudi, 2006). Of course, the attitude owned by the students will affect the process and the results of the learning. Students claimed that they have already had attitudes towards English which then it affect their performance in English language learning. Abidin (2012) also shows that student‟s achievement in English language learning not only depends on the capacity of the students obtaining English, but also on the learner‟s attitudes towards language learning.
The attitudes towards learning besides opinions and beliefs have an obvious
influence on students‟ behaviors and consequently on their performance (Troudi,
tendency to increase more positive attitudes towards language learning. Conversely, negative beliefs may lead to class anxiety, or even low cognitive achievement, and negative attitudes which then lead the students onto poor mastery of target language learning. Tella (2010) in her investigation claims 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.
English Native speakers are believed that they also take part in supporting
student‟s English mastery. Wu (2009) claims that English native speakers have the advantage over non-native speakers and are often viewed around the world as the embodiment of the English standard. The existence of English native speakers through the advance of technology may help the students to construct their background knowledge about English native speakers look like even though students barely ever meet or even interact with them. The matter of students like or dislike towards English native speakers would affect students‟ mastery of English. In line with that, the English native speakers also often found as role model of how English is recognized in its use. Therefore, those possibilities are predicted as one of many factors influencing the mastery of the target language.
3 RESEARCH METHODS
In order to answer the research question and achieve the objective of the research, research method should be constructed thoroughly. The research method consists of research design, research sample, research administration, research instrument, validity of the questionnaire, reliability of the questionnaire, and data analysis.
3.1 Research Design
To answer the research questions proposed in the very beginning, the researcher administers a mixed-method methodology where the quantitative phase (questionnaire) precedes the qualitative phase (focus group interview). This methodology is chosen for complementary purposes to seek further elaboration, illustration, and clarification of the questionnaire data with the interview to get
fieldnotes (Bogdan and Biklen, 1982:74). This pattern of research is required due to the complexity of the human behavior to obtain. The mixed-method methodology in this study uses survey questionnaire to obtain quantitative data in
which in the researcher‟s beliefs of what profiled in the quantitative data may not
Survey through questionnaire is selected to investigate as it is considered the best in obtaining personal and social facts, attitudes, beliefs, motivations, approach and concerns (Shams, 2008). He also adds that it may vary in scope from large-scale investigations to small-scale studies carried out by a single researcher. Yet, the data that found by survey questionnaire also require another methodology to be analyzed further which then focus group interview way of research is required to make it more comprehensible and represent the subject objectively and representatively. This design seems suitable to present the fact found during the study and to interpret of how the facts related to the problem under investigation.
3.2 Research Sample
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The participants in this research are 120 students in four Senior High Schools in Gisting Sub district: SMA Muhammadiyah 1 Gisting, SMK Muhammadyah 1
Gisting, Madrasah Aliyah Mathla‟ul Anwar Gisting, and SMA Negeri 1 Gunung
Alip. Thirty students in the same level of study are taken as sample from each school selected. That is in accordance to Suryabrata (2009) who claims that research is done towards sample which then generalized into population. They are the second year students, aged 17 up to 19 years old. Most of the classes in the schools here mostly amount more than one class. Therefore, the researcher uses
proportional random sampling proposed by Suryabrata (2009:37) to determine which classes is selected as the object of research. Those particular classes are chosen as the participants due to the following reasons. The first is because of technical notion. The second grade students of this school are in the middle year during length of study in senior high school period. The researcher assumes that they are ideal sample of research due to their senior high school environmental experiences rather than other grades. The first grade is assumed that they still need more adaptation towards new educational circumstances around. Meanwhile, the third grade is considered in the critical year of graduation where they will be judged successful to pass national exams or not. Hence, the second grade would be the most suitable object of related research.
Besides the technique sampling taken to determine the sample in this research, there are several parameters to reach the level of objective sample represent the true condition of population. The characteristics of representativeness of the sample taken in research are impossible to be proven. Yet, it can only be achieved through parameters known theoretically and experimentally (Suryabrata, 2003:36). There are four types of parameters posed in this sampling technique taken according to Suryabrata (2003) listed as follows:
1. Population Variability
There are three private Islamic senior high schools and one state senior high school. The three private Islamic senior high schools are consisted by two Muhammadiyah organizations background and one Nadhlatul Ulama organization Background. The rest is state senior high school of Gunung Alip managed by the state. The existence of variability of population refers to the real circumstances of the sample taken (Suryabrata, 2003:36). Here, the entire aspects of the sample should be accepted as it is. The researcher could not make up or manipulate the condition captured in the research.
2. Sample Size
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3. Sampling Technique
The sample taken in this research consists of 120 students from four different senior high schools in Gisting Sub-district area. As it has already mentioned before that each school is different from others; two Muhammadiyah organizational background, one Nadhlatul Ulama organizational background, and one state senior high school. These various samples are assumed that it will affect the random level of the research positively. In other words, the researcher could say that the greater level of random of the sample, the greater level of representativeness of the sample. This condition also influences positively as long as the sample is not perfectly homogeneity categorized. Moreover, the researcher uses two different techniques in determining the sample; proportional random sampling and purposive sample. Therefore, the high level of representativeness of the sample taken could possibly be achieved.
4. Sample Characteristics
students may be Sundanese, Padangnese, Semendonese, Palembangese, and Chinese. They live in the same sub district which eventually draws the same condition of level study and educational circumstances. Mostly, students in this sub district come from low capacity to communicate in English since it is barely spoken or learned as a very constructive means of communication at this level of age. It is proven by the absence of English course or group of study which indicates the less of willing to learn it. Moreover, each school selected does not have group of English learning it i.e. English Club, English conversation class etc. Mostly, students in this district recognize English mainly from formal education level.
3.3 Research Administration
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Then, the second phase of collecting the data, the researcher administer focus group interview to gain the complemented data from the survey questionnaire. Having completed fulfilling the questionnaire, twelve students from four schools are going to be interviewed. Those numbers of students consist of three students from each class. Each student is interviewed concerning the results appear on their survey questionnaire sheet.
3.4 Research Instrument
The measuring instrument is an attitude questionnaire which is focused on the attitudes towards English, English language learning, and English native speakers. Additionally, it is aimed to explore the differences in the participants‟ attitudes towards those variables affecting their performance in English learning achievement. The questionnaire items are also modified as to focus English as the target language, simplifying the language of instructions and item constructs, in order to make it more meaningful and contextually relevant for the participant respondents. To do so, the questionnaires are written in Bahasa Indonesia to avoid the misconception of the students in comprehending the meaning of each item asked. The items are adapted from the attitude questionnaire test proposed in a study by Setiyadi et al. (2006). The researcher in this study presents 30 items
questionnaire designed specifically to examine students‟ attitudes of those that
require students to fulfill. The questionnaire consisted of three parts, targeting the two sets of research questions in this study. Total 30 items are gauged to explore
students‟ attitudes towards English (10 items); students attitudes towards English
speakers (10 items). The questionnaire is consisted by items created in positive and negative wording. There are 16 items in positive wording (1, 2, 4, 8, 9, 10, 11, 14, 18, 20, 21, 22, 23, 27, 28, and 29) and 14 items in negative wording (3, 5, 6, 7, 12, 13, 15, 16, 17, 19, 24, 25, 26, and 30). Students‟ attitudes questionnaire was a five-point Likert scale, ranging from 1 (strongly disagree) to 5 (strongly agree). On, a negative wording item, the scoring system is valued conversely in order to make it similar to other. On the whole, there were 30 items concerning language attitudes in terms of: behavioral, cognitive, and emotional aspects of attitude. Overall, 20 items were positive and 10 items were negative. Furthermore, three aspects of attitudes are dropped into designed items on the questionnaire.
3.5 Validity of the Questionnaire
To investigate the validity of the questionnaire items, the researcher uses
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the questionnaire proposed. It also make students easier to understand each items orderly arranged in three variables investigated.
These reviewers are asked to rate the 30 survey items on a 2-point rating scale ranging from 1 (important) to 2 (not important); to internally validate and examine the item assembled and its relevance to the research literature. The criteria for keeping the items in the final questionnaire is based on the experts‟ rating i.e. if any item was rated below 60% of the three experts, then it would be removed. All the items are rated at-least reached 60% of the reviewers and therefore, no item was detached from the questionnaire.
The item questionnaires are modified according to the feedback acknowledged by the experts to make the items simpler and shorter in order to make the research participants to comprehend well. Descriptive feedback is also obtained from the reviewers. There are three factors the reviewers should notice namely Face Validity, Content Validity, and Construct Validity. The reviewers gave the feedback through column given related to those issues. For example, on the column of Face Validity, the reviewer suggested to make the identity column in better arrangement by giving the example how to fulfill identity column well. The reviewer also suggested reformulating some items. There were two items which has a similarity. Number 9 states “Mendengarkan orang menggunakan Bahasa Inggris adalah Aktivitas yang menyenangkan”. Meanwhile, number 10 states
“Penuturan Bahasa Inggris terdengar indah”. Both of the items have similar
meaning which then number 10 changed into “Bahasa Inggris adalah bahasa yang
menigkatkan harga diri kita”. Finally, the 30 items survey questionnaire was ready
3.6 Reliability of the Questionnaire
By using The Statistical Package for the Social Science Program (SPSS) version 17.0, an analysis of item reliability was determined through the reliability coefficient test. The result of the questionnaire is scored based on Likert scale with range of score is 1 to 5. Then, in order to measure the consistency of items in the questionnaire, the writer used Cronbach Alpha Coefficient since it is the most commonly used one. The alpha ranges between 0 and 1. The higher the alpha, the more reliable the questionnaire is.
And for knowing the classification of reliability, the following scale is used:
Between 0.800 to 1.00 = very high reliability Between 0.600 to 0.800 = high reliability Between 0.400 to 0.600 = moderate reliability Between 0.200 to 0.400 = low reliability Between 0.000 to 0.200 = very low reliability
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Table 1 : Results of Cronbach‟s Alpha
Sub-Scales Number of
Items
Alpha Value
Students‟ Attitudes toward English 10 0.477
Students‟ Attitudes toward English
Learning 10 0.633
Students‟ Attitudes toward English Native
Speakers 10 0.540
Overall values for the instrument 30 0.756
Reliability on those two sub-scales can also be increased by revising the items of the questionnaires. Those items calculated may be focused on the same aspect of attitude rather than various aspect since Cronbach‟s Alpha is not appropriate for inspecting the reliability if different features involved in a sub-scale (Kamata, et.al. 2003). For Example, 10 items stated in „Attitude towards English‟ sub -scales; 4 items focused on „cognitive aspect of attitude,‟ 4 items on „behavioral aspect of attitude,‟ and 2 items on „emotional aspect of attitude‟ which can be the reason of the low reliability. It can further be improved by revisiting all the items in this sub-scale focusing only on one aspect of attitude.
[image:58.595.124.500.100.222.2]same technique of increasing reliability was also implemented in the sub-scale of
Students‟ Attitude toward English native speakers. There were two items removed
[image:59.595.120.511.255.344.2]in this scale; item 2 and 7. Accordingly, by omitting those items, this sub-scale improved the alpha into 0.643. An identic process was carried out to determine the reliability coefficient for each sub-scales portrayed in table 1 below:
Table 2: Ratified Results of Cronbach‟s Alpha
Sub-Scales Number
of Items
Alpha Value
Students‟ Attitudes toward English 8 0.605
Students‟ Attitudes toward English Learning 8 0.729
Students‟ Attitudes toward English Native Speakers 8 0.643
Overall Alpha Value 24 0.817
Though Student‟s Attitude toward English Language Learning had already
reached high reliability (0.633), removing two items in this sub-scale was still carried out. The items number 3 and 8 were removed and increased the alpha to 0.729. This technique was applied in this sub-scale to maintain the balance of number of the items where it related critically to face validity of the questionnaire.
3.7 Data Analysis
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the frequency, the mean, the variance and the standard deviation of the gathered data. It is done to determine the variance of the students who have different attitudes in different school. Then, the results of the gathered data which is resulted in mean from each school will be compared to others by using ANOVA.
5. CONCLUSIONS AND SUGGESTIONS
This chapter presents conclusions and suggestions based on the result of the research and discussion.
5.1 Conclusions
Based on the result of the questionnaires and interview, the researcher draws several conclusions briefly described as follows:
1. Approximately 120 students from four senior high schools in Gisting subdistrict namely SMK Muhammadiyah 1 Gisting, Madrasah Aliyah
Mathla‟ul Anwar 1 Gisting, SMA Negeri 1 Gunung Alip, and SMA
Muhammadiyah 1 Gisting possess positive attitude toward three variables offered; attitude toward English, attitude toward English language learning, and attitude toward English native speakers.
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motives to the students‟ attitude toward the three variables mentioned especially their attitude toward English native speakers. In addition, students‟ attitude toward English and English language learning are also impacted by their well awareness of the role of English in international circumstances. Other factors such as globalization era and teacher teaching style their awareness also reinforce the students‟ positive attitude toward three variables presented.
5.2 Suggestions
The research findings can be used as a starting point for providing some pedagogical implications that should be taken into consideration by both English teacher and syllabus designers. The implications are provided as follows:
1. The study shows that students from four different schools possess positive attitude toward three variables presented namely attitude toward English, attitude toward English language learning, and attitude toward English native speakers. The students have high awareness of the vital role of English and English language learning. Most of the students‟ positive attitude may be resulted primarily because they are instrumentally and integratively motivated. Therefore, English language courses should be designed according
to the students‟ need, passion, and affection especially attitude. The teachers
should respect and carefully investigate students‟ attitude before designing English courses.
2. English curriculum, syllabus, lesson plan, and classroom activities should
differences to maintain the positive attitudes towards English and English language learning. For their positive attitude toward English native speakers, it can be handled well as bonus if the teacher could provide more authentic materials for instance. For that reason, the affective perspective, especially attitude, should be considered in language research. In other words, the teacher should at least design English courses based on academic and occupational settings.
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Al Mamun, Sk. Abdullah, et al. 2012. Student‟s Attitude towards English: The
case of Life Science School in Khulna University. International Review of Social Sciences and Humanities, Vol. 3, No. 1, pp 200-209. Retrieved from http://www.wrssh.com/ on January, 15th 2014 at 3:13 pm.
Ardeo, Joseba Mikel Gonzalez. 2003. Attitude towards English and English for Spesific Purpose Acquisition as an L2 or L3 at University. Iberica Journal, Vol. 6. Pp 109-130.
At-Tamimi, Atef and Shuib, Munir. 2009. Motivation and
