ABSTRACT
Haryo Aji Pambudi. 2015. Beliefs about English Learning among Non-English
College Students. Yogyakarta: English Language Studies, Graduate Program,
Sanata Dharma University
Considering the importance of learners’ beliefs for the succes of language learning, this research aims at investigating the beliefs of non-English college students. This study is to answer the reserach question: What beliefs do students of
Faculty of Engineering Yogyakarta State University hold about English learning?
This research was conducted by using survey method. A questionaire was
developed and used to measure the students’ beliefs. The questionnaire was piloted for three times and Cronbach’s alpha coefficient was employed to measure internal consistency (reliability) of the questionnaire, with the help of the Statistical Package and Service Solution (SPSS) for Windows version 21.0 as well as to test the internal validity. The respondents of this study were 258 students of Faculty of Engineering Yogyakarta State University. The students’ responses were converted into numbers and tabulated using Microsoft Excel version 2010. The number of values were categorized based on “strongly agree”, “agree”,
“disagree” and “strongly disagree”. The scale ranges from 1 to 4, representing the degree to which the participants agreed with the statement (1–strongly disagreed to 4–strongly agreed). Those, then it were generated into SPSS and the results were presented in the table of data frequency, data percentage and mean. The
tables were organized into categories of students’ beliefs towards language learning. Finally, the data were analyzed descriptively to identify overall patterns of non-English major students' beliefs towards English learning.
ABSTRAK
Haryo Aji Pambudi. 2015. Beliefs about English Learning among Non-English
College Students. 2015. Yogyakarta: Universitas Sanata Dharma
Penelitian ini bertujuan untuk menginvestigasi beliefs mahasiswa yang bukan dari jurusan bahasa Inggris terhadap pembelajaran bahasa Inggris. Penelitian ini dilaksanakan untuk menjawab pertanyaan: Apa belifes yang dipegang mahasiswa Fakultas Teknik Universitas Negeri Yogyakarta tentang pembelajaran bahasa Inggris?
Penelitian ini dilaksanakan menggunakan metode survei. Teknik pengumpulan data menggunakan kuesioner atau angket. Kuesioner tersebut telah diujicobakan tiga kali dan Cronbach’s alpha coefficient digunakan untuk mengukur validitas dan realibilitas dengan paket statistik SPSS versi 21.0. Responden penelitian ini adalah 258 mahasiswa dari Fakultas Teknik Universitas Negeri Yogyakarta. Respon dari siswa diubah menjadi bentuk angka dan ditabulasikan kedalam Microsoft Excel versi 2010. jumlah skor tersebut kemudian dibagi kedalam kriteria "sangat setuju", "setuju", "tidak setuju", dan "sangat tidak setuju". skor berjangka dari 1 hingga 4 (1-sangat tidak setuju hingga 4 sangat setuju). Kemudian skor dimasukkan kedalam SPSS dan disajikan dalam bentuk tabel berdasarkan jumlah, persen dan nilai rerata. Table-tabel tersebut dikategorikan sesuai dengan belief terhadap pembelajaran bahasa Inggris. Akhrinya, data yang ada dianalisa secara dekriptif untuk mengidentifikasi pola-pola secara keseluruhan tentang beliefs mahasiswa yang bukan berasal dari jurusan bahasa Inggris terhadap pembelajaran bahasa Inggris.
Hasil dari penelitian ini mengungkap enam hal yang berkaitan erat dengan
beliefs mahasiswa. Pertama, siswa memandang bahasa sesuai dengan pandangan
tata bahasa fungsional. Kedua, dalam hal keterampilan berbahasa, siswa sadar tentang penggunaan strategi pembelajaran dalam sesi mendengarkan dan merka percaya jika aksen local lebih mudah dipahami, mereka juga memiliki kepercayaan diri dalam berbicara bahasa inggris, sadar akan pentingnya pengucapan yang benar, mereka juga percaya bahwa membaca dapat meningkatkan penguasaan kosakata dan menulis meningkatkan kesadaran kesadaran tata bahasa. Ketiga, dalam hal pembelajaran, siswa menunjukkan beliefs yang positif namun mereka ragu apakah usia dini merupakan waktu terbaik untuk belajar bahasa inggris. Keempat, dalam hal self-esteem, motivasi instrumental merupakan alasan utama dalam belajar bahasa inggris, mereka juga memiliki keinginan yang tinggi untuk belajar dan memiliki keyakinan terhadap kemampuan bahasa mereka. Tentang suber pembelajaran, siswa cenderung memilih sumber media yang autentik sebagai contoh film merupakan media favorit siswa. Kemudian, tentang menjadi seorang pembelajar bahasa Inggris mereka ingin menjadi pembelajar yang mandiri serta mereka merasa memperoleh nilai-nilai tentang kehidupan saat belajar bahasa Inggris serta keinginan menjadi pembelajar yang mandiri.
BELIEFS ABOUT ENGLISH LEARNING AMONG NON-ENGLISH COLLEGE STUDENTS
A Thesis Presented to
The Graduate Program in English Language Studies in Partial Fulfillment of the Requirements for the Degree of Magister Humaniora (M. Hum.)
in
English Language Studies
by
Haryo Aji Pambudi 126332007
SANATA DHARMA UNIVERSITY YOGYAKARTA
ACKNOWLEDGEMENTS
ALHAMDU LILLAHI RABBIL ALAMIN… All praise be to Allah Azza Wa Jalla, the Almighty, the Merciful, the Beneficial, the Ever Precious for the abundant blessing and ease given to me in accomplishing this thesis.
First of all, I would like to express the greatest gratitude to my advisor, FX. Mukarto, Ph.D, who has been willing to spare his valuable time not only for reading, correcting and improving my thesis but also for encouraging me to finish this thesis. I am deeply grateful for his significant suggestion, intelligent advice, support, and patience during the completion of this thesis. My gratitude also goes to the lecturers of Graduate Programe Sanata Dharma University, Yogyakarta who have guided and taught me very well.
My sincere gratitude goes to my beloved mother, Bu Purwanti, B.A and my great father, Bapak Drs. Suharsidi for their support, care, prayer and endless love. I thank them for every sacrifice they have done to make me what I am now. My Wife, Hilma Oktaviana Fajrin, S.Pd., thank you for your love and great support and, now, we are ready to welcome our first baby.
My deepest thanks are also addressed to my Father-in-law, Bapak Basid and my mother-in-law, Ibu Siti Suwarti. I would also like to say my great thanks my older brother, Mas Bayu Adi Wirawan, S.E., my sister-in-law, Mbak Nur Wulan Uswatun Khasanah, S.Farm, Apt., as well as, my brother-in-law Mas Lilik Aulia Rahman and my sister-in-law, Mbak Aryati Dewi. Also, my cute nieces and nephew, Aqila, Bita, Ia, and Juna.
My best thanks are also delivered to the people of Faculty of Engineering Universitas Negeri Yogyakarta. I am deeply grateful for their encouragement, input, and support.
TABLE OF CONTENTS
COVER OF THESIS ... i
ADVISOR’S APPROVAL PAGE ... ii
DEFENSE APPROVAL PAGE ... iii
STATEMENT OF ORIGINALITY ... iv
ACKNOWLEDGMENTS ... v
TABLE OF CONTENTS ... vi
LIST OF APPENDICES ... ix
LIST OF TABLES ... x
ABSTRACT ... xi
ABSTRAK ... xii
CHAPTER I INTRODUCTION Background of the Problem ... 1
Identification of the Problem ... 3
Delimitation of the Problem ... 5
Formulation of the Problem ... 6
Objective of the Research ... 6
Research Benefits ... 6
CHAPTER II LITERATURE REVIEW A. Theoretical Review ... 8
1. Definitions of Beliefs... 8
2. Understanding Learner Beliefs on Language Learning ... 10
a. Beliefs about the Nature of Language ... 12
b. Beliefs about Language Skills ... 14
c. Beliefs about Language Learning ... 15
1) Behaviorist Theory ... 15
2) Krashen’s Monitor Hypotheis ... 16
3) Universal Grammar ... 17
5) Schumann's Acculturation ... 19
d. Beliefs about Self-esteem ... 19
e. Beliefs about Learning Resources ... 20
f. Beliefs about Being a Learner ... 23
3. The Factors Influencing Learners’ Beliefs ... 24
4. English Learning ... 26
a. English Learning at University Level ... 26
b. English at Non English Major ... 28
c. English at Faculty of Engineering-UNY ... 30
B. Review Related Studies ... 32
C. Conceptual Framework ... 35
CHAPTER III RESEARCH METHOD A. Research Type ... 37
B. Respondent ... 38
C. Instruments ... 39
D. Pilot Study ... 43
E. Data Collection ... 45
F. Data Analysis Technique ... 46
CHAPTER IV ANALYSIS 1. Beliefs about Language ... 49
2. Beliefs about Language Skills ... 53
3. Beliefs about Language Learning ... 57
4. Beliefs about Self-Esteem ... 60
5. Beliefs about Learning Resources ... 63
6. Beliefs about Being a Learner ... 65
CHAPTER V CONCLUSION, IMPLICATION AND RECOMMENDATION A.Conclusions ... 67
C. Recommendation ... 73
1. For Lecturers or Instructors ... 74
2. For Further Researchers ... 74
APPENDICES
APPENDIX 1 Questionnaire ... 81
APPENDIX 2 Questionnaire Result ... 83
APPENDIX 3 Pilot Study Score ... 92
APPENDIX 4 Questionnaire Modification 1 ... 95
APPENDIX 5 Questionnaire Modification 2 ... 97
APPENDIX 6 Questionnaire Modification 3 ... 99
APPENDIX 7 Sample of Syllabus ... 100
LIST OF TABLES
Table 3.1 Gender of Participants ... 39
Table 3.2 Academic Major of Participants ... 39
Table 3.3 Academic Qualification of Participants ... 39
Table 3.4 Questionnaire Blueprint ... 40
Table 3.5 Cronbach’s Alpha Score on the First Test ... 45
Table 3.6 Cronbach’s Alpha Score on the Second Test ... 45
Table 3.7 Cronbach’s Alpha Score on the Third Test ... 45
Table 4.1 Frequency of responses of Beliefs about Language ... 49
Table 4.2 Frequency of responses of Beliefs about Language Skills ... 52
Table 4.3 Frequency of responses of Beliefs about Language Learning . 56 Table 4.4 Frequency of responses of Beliefs about Self-Esteem ... 60
Table 4.5 Frequency of responses of Beliefs about Learning Resources 63
ABSTRACT
Haryo Aji Pambudi. 2015. Beliefs about English Learning among Non-English
College Students. Yogyakarta: English Language Studies, Graduate Program,
Sanata Dharma University
Considering the importance of learners’ beliefs for the succes of language learning, this research aims at investigating the beliefs of non-English college students. This study is to answer the reserach question: What beliefs do students of
Faculty of Engineering Yogyakarta State University hold about English learning?
This research was conducted by using survey method. A questionaire was developed and used to measure the students’ beliefs. The questionnaire was piloted for three times and Cronbach’s alpha coefficient was employed to measure internal consistency (reliability) of the questionnaire, with the help of the Statistical Package and Service Solution (SPSS) for Windows version 21.0 as well as to test the internal validity. The respondents of this study were 258 students of Faculty of Engineering Yogyakarta State University. The students’ responses were converted into numbers and tabulated using Microsoft Excel version 2010. The number of values were categorized based on “strongly agree”, “agree”, “disagree” and “strongly disagree”. The scale ranges from 1 to 4, representing the degree to which the participants agreed with the statement (1–strongly disagreed to 4–strongly agreed). Those, then it were generated into SPSS and the results were presented in the table of data frequency, data percentage and mean. The tables were organized into categories of students’ beliefs towards language learning. Finally, the data were analyzed descriptively to identify overall patterns of non-English major students' beliefs towards English learning.
ABSTRAK
Haryo Aji Pambudi. 2015. Beliefs about English Learning among Non-English
College Students. 2015. Yogyakarta: Universitas Sanata Dharma
Penelitian ini bertujuan untuk menginvestigasi beliefs mahasiswa yang bukan dari jurusan bahasa Inggris terhadap pembelajaran bahasa Inggris. Penelitian ini dilaksanakan untuk menjawab pertanyaan: Apa belifes yang dipegang mahasiswa Fakultas Teknik Universitas Negeri Yogyakarta tentang pembelajaran bahasa Inggris?
Penelitian ini dilaksanakan menggunakan metode survei. Teknik pengumpulan data menggunakan kuesioner atau angket. Kuesioner tersebut telah diujicobakan tiga kali dan Cronbach’s alpha coefficient digunakan untuk mengukur validitas dan realibilitas dengan paket statistik SPSS versi 21.0. Responden penelitian ini adalah 258 mahasiswa dari Fakultas Teknik Universitas Negeri Yogyakarta. Respon dari siswa diubah menjadi bentuk angka dan ditabulasikan kedalam Microsoft Excel versi 2010. jumlah skor tersebut kemudian dibagi kedalam kriteria "sangat setuju", "setuju", "tidak setuju", dan "sangat tidak setuju". skor berjangka dari 1 hingga 4 (1-sangat tidak setuju hingga 4 sangat setuju). Kemudian skor dimasukkan kedalam SPSS dan disajikan dalam bentuk tabel berdasarkan jumlah, persen dan nilai rerata. Table-tabel tersebut dikategorikan sesuai dengan belief terhadap pembelajaran bahasa Inggris. Akhrinya, data yang ada dianalisa secara dekriptif untuk mengidentifikasi pola-pola secara keseluruhan tentang beliefs mahasiswa yang bukan berasal dari jurusan bahasa Inggris terhadap pembelajaran bahasa Inggris.
Hasil dari penelitian ini mengungkap enam hal yang berkaitan erat dengan
beliefs mahasiswa. Pertama, siswa memandang bahasa sesuai dengan pandangan
tata bahasa fungsional. Kedua, dalam hal keterampilan berbahasa, siswa sadar tentang penggunaan strategi pembelajaran dalam sesi mendengarkan dan merka percaya jika aksen local lebih mudah dipahami, mereka juga memiliki kepercayaan diri dalam berbicara bahasa inggris, sadar akan pentingnya pengucapan yang benar, mereka juga percaya bahwa membaca dapat meningkatkan penguasaan kosakata dan menulis meningkatkan kesadaran kesadaran tata bahasa. Ketiga, dalam hal pembelajaran, siswa menunjukkan beliefs yang positif namun mereka ragu apakah usia dini merupakan waktu terbaik untuk belajar bahasa inggris. Keempat, dalam hal self-esteem, motivasi instrumental merupakan alasan utama dalam belajar bahasa inggris, mereka juga memiliki keinginan yang tinggi untuk belajar dan memiliki keyakinan terhadap kemampuan bahasa mereka. Tentang suber pembelajaran, siswa cenderung memilih sumber media yang autentik sebagai contoh film merupakan media favorit siswa. Kemudian, tentang menjadi seorang pembelajar bahasa Inggris mereka ingin menjadi pembelajar yang mandiri serta mereka merasa memperoleh nilai-nilai tentang kehidupan saat belajar bahasa Inggris serta keinginan menjadi pembelajar yang mandiri.
CHAPTER I INTRODUCTION
In this chapter, background of the study, problem identification,
delimitation of problem, formulation of problem, objective of research and
significance of research are going to be discussed.
A. Background of the Study
Beliefs about language learning have been one of popular topics for
language studies. Scholars have conducted more studies on learners’ beliefs in the
field of second language acquisition (SLA) to expand the scope of SLA theory.
Richardson (1996, p. 103) defines beliefs as “psychologically held
understandings, premises, or propositions about the world that are felt to be true”.
This claim shows that learner beliefs are very crucial on the process of language
learning. Rokeach (1968, p. 113) has urged the importance of assessing learner’s
beliefs for both language instructors and curriculum designers because “beliefs are
predispositions to action”. Here, Rokeach also emphasizes the role of learner’s
beliefs for the success of language learning.
Moreover, Vibulphol (2004) has listed a number of studies, in the past two
decades, which examined beliefs about language learning of various groups of
second language learners namely ESL learners and EFL learners. He clarifies that
“the studies from various learner context have revealed the relationships between
learners’ beliefs about language learning and factors that can affect language
anxiety”. He also adds that “beliefs about language learning have been found to
correlate with English proficiency as well”.
In the EFL context, Wu (2010) has also exposed a remarkable result on
beliefs about learning English from non-English major students in Taiwan. She
found that the students hold a variety of beliefs such as most of them believed that
some people have a special ability for learning foreign languages only few of
them believed that English is an easy language. Wu (2010) relies on Beliefs about
Language Learning Inventory (BALLI) Questionnaire from Horwitz’s as the main
instrument. BALLI was consequently used in a number of small and large-scale
research studies to assess student beliefs on a variety of issues and controversies
related to language learning.
Considering the phenomenon that students’ belief is an essential part for
language learning and knowing the students belief could be beneficial information
for improving English learning, this study is trying to clarify the beliefs of
non-English major students toward learning non-English. This study has a similar theme
with Wu, i.e. beliefs about language learning among non-English college students.
However, there are some critical differences. This is because this research is also
attempting to provide a new design instrument in the form of questionnaire based
on the criteria of language learning.
Moreover, Wu investigated the students’ beliefs from non-English major
students in Taiwan where English has been issued to be semi-official language
since 2008, especially for business purpose. Further, this following quotation by
Yuan (2003) is best illustrating the aim of English learning in Taiwan:
avenue toward increasing competitiveness of the country in terms of both commerce and technology”. (Yuan, 2003)
As a world-class leader country in technology, Taiwanese have been aware of the
importance of English for developing their business. This condition is quite
different with Indonesia context where English is still considered as a foreign
language. In Indonesia, English has been a primary subject starting from
elementary to the college level. Although Indonesia government has urged the
importance of learning English, the students seems to have a low spirit to develop
English proficiency for their future. Even, the college students of non-English
Major also seem to have a low passion in learning English. Many students of this
faculty do not appear to be active participants in classroom interactions of their
English class. For that reason, the students’ beliefs need to be clarified because it
influences the process of language learning.
B. Identification of Problem
Understanding learner’s beliefs is essential for profiling the effectiveness
of a classroom environment because “learners have their own agendas in the
language lessons they attend” (Nunan, 1989: 176). It means, learners bring
particular beliefs into classroom and they contribute to the effectiveness of
teaching and learning environment.
In learning context, beliefs have been defined as “implicit theories”
(Clarck, 1988), “self-constructed representational systems” (Rust, 1994) and
“general assumptions that learner hold about themselves as learners, about factors
influencing language learning and about the nature of language learning and
conducting study on students’ beliefs about language learning, it should examine
the factors influencing language learning such as self-esteem and learning
resources as well as the nature of language learning, i.e. what learner hold as
learner about language, language skills, language learning, and how they see their
selves as a learner.
In learning English, the way the students behave in the classroom must be
affected by the way they view the language. For instance, if the students consider
that a language as a means of communication, they must more except to get the
language learning focus on English functions rather than English grammar.
Then, in case of language skills, it has divided into four separate skill
areas, namely listening, reading, speaking, and writing. Listening and reading are
known as the receptive skills; while speaking and writing are known as the
productive one. According to SIL International (1999), listening is the process of
hearing a new item; speaking is trying to repeat the new item; reading is seeing
the new item in written form and writing is reproducing the written form of the
item.
Meanwhile, belief about learning is related to how the students view the
process of language learning. The students must bring different expectation about
how they should learn English in the classroom. It is not only related to the
general learning process but also to what will be learned and how it will be
learned (Brindley, 1984) in Richards (1996). All the views owned by the students
are influenced by theories of learning that the students use and believe.
Dealing with the area on how the learners view their selves is more on
their own performance” (Nicol, & Macfarlane-Dick, 2006: 205). Also, to raise the
awareness that the major goal of education is to help students learn to monitor
their own performance. It means beliefs are important because the students need
to understand themselves as learners in order to understand their needs as
self-directed learning students.
For self-esteem, Horwitz (2008) suggests that it refers to how learners feel
about themselves and about language learning. Self-esteem affects an individual's
learning in a variety of ways: how he relates to others, what kind of risks he takes,
how he tolerates uncertainty and anxiety, and to what extent he feels able and
willing to assume responsibility for his learning (Kohonen, 1993: 268).
Related to learning sources, Tomlinson (1998: 02) defines it as anything
which is used by teacher or learner to facilitate the learning or a language, it could
obviously be cassettes, videos, CD-Rooms, dictionaries, grammar books,
workbooks or photocopied. It means that every student must have different
preference and expectation for their learning resources or materials in order to
increase their knowledge and experience of the language.
C. Delimitation of Problem
In the problem identification, it is stated that the focus of this study is on
the beliefs owned by the students about learning. This is because the beliefs about
learning are centered to the learners.
In elaborating the students’ beliefs about learning, this study put the focus
on how the students see themself as a learner towards language, language skills,
sources. This study will scrutinize learner beliefs in that way. Besides the scope of
beliefs, this study is also limited on the location. It has been mentioned above that
the focus is on the college students of non-English major. This study will be on
the university that the researcher is working in, i.e. Faculty of Engineering
Yogyakarta State University, in order to give useful feedback for better English
learning.
D. Formulation of Problem
From the problem limitation above, it is known that the research aims at
inquiring the following research problem: “What beliefs do students of Faculty of
Engineering Yogyakarta State University hold about English learning?”
E. Objective of the Research
Based on the formulation of problem, this study attempts to investigate the
beliefs about English learning among the students of Faculty of Engineering,
Yogyakarta State University. The investigation of beliefs, in this present research,
deals with six scopes like beliefs about language, beliefs about language skills,
beliefs about language learning, beliefs about self-esteem, beliefs about learning
resources and beliefs about being a learner.
F. Research Benefits
Reffering to many issues in the teching and learning of English in
Indonesian college level, this study is intended to contribute to the improvement
of non-English major provides valuable information that can be used as a
reference to develop the English learning for college students. The information
contains the view and expectation owned by the college students related to the
English learning. Then, by knowing the result of this research, the English
lecturers, especially in non-English major, could improve their method,
techniques as well as material in teaching English to accommodate the learner
beliefs. The research is also beneficial for the students since it makes their beliefs
observable so they can evaluate their learning process in order to have other
CHAPTER II
LITERATURE REVIEW AND CONCEPTUAL FRAMEWORK
There are two parts discussed in this chapter. They are the theoretical review
and the conceptual framework. In the theoretical review, the researcher discusses
some theories and research studies which are relevant with the topic. In the
conceptual framework, the researcher relates the theory to the study.
A.Theoretical Review
The review of literatures covers theories related to the research topic. They are
theories about learners’ beliefs and teaching English to college students, especially in
non-English major. Learners’ beliefs in English language learning are elaborated
through the heading of definitions of beliefs, understanding beliefs on language
learning and the factors influencing learners’ beliefs. Moving on to the next key
construct about teaching English to college students, the characteristics the students
and the implementation of English learning are discussed.
1. Definition of Beliefs
Richardson in Bernat (2005: 1) defines belief as, psychologically held
understandings, premises, or propositions about the world that are felt to be true and
it is called as strong filter of reality. In the same line, Puchta (1999) claimed that
beliefs are “guiding principles” of person’s behaviors. He elaborated that beliefs are
the world around us. “They help us to make sense of that world, and they determine
how we think and how we act” (pp. 68-69). Beliefs determine how people view their
world, and then it gives a big influence on their future action and behavior.
Moreover, Richardson (1996) says that attitude, knowledge, and belief are
able to drive what person does. Though based on the theory both belief and
knowledge are able to influence people’s action, there are some basic differences
between those both. Pajares (1992) and Borg (2001) mention some points that make
belief and knowledge different. Pajares (1992) states that there are four points to be
considered in distinguishing belief and knowledge, as follow:
First, compared to knowledge, the evaluative and affective components of belief are more powerful and stronger. It means that knowledge can be developed and improved. Second, it is still related to the first point. Stronger affective and evaluative components make belief more influential in a person’s behavior than knowledge. Third, it deals with a process in interpreting and perceiving new phenomena or information absorbed. A belief is considered as a better filter for the information obtained than knowledge. Fourth, in adulthood, changing belief is more impossible and rather than knowledge.
Moreover, Borg (2001) gives four other features of how to make both
different. First, knowledge is seen as a true thing in a number of external senses while
belief is accepted as a true by the internal or individual holding it. Second, belief is
considered as a guide that can affect the way people think and act. Third, people
sometimes are not conscious about their belief. Fourth, Borg agrees with Pajares
(1992) that belief has a strong evaluative aspect.
By reviewing those claims on beliefs, it can be concluded that beliefs are like
a strong filter for someone in defining their world and beliefs itself can be indicated
2. Understanding learner beliefs on language learning
Beliefs related language learning has been a popular issue for the researcher in
the field of second language acquisition. This is because the assumptions that “the
success depends less on materials, techniques, and linguistic analyses, and more on
‘what goes on inside’ and between the people in the classroom” (Stevick, 1980, p.4).
The term ‘what goes inside’, here, indicates the students’ beliefs regarding to
language learning, which give significant contribution for the students to master the
target language.
When the students are in the language classroom, of course, each of them has
different expectation and assumption related to the learning process. “They have
some presumptions about what language learning is and how a second language
should be learned” (Horwitz, 1987). These preexisting beliefs are claimed to have
influential impacts on learner’s approaches and behaviors in the learning process
(Horwitz, 1987; White, 1999). It is also stated by Stevick that learners’ beliefs seem
to have a strong impact on learners’ learning process. It indicates that these beliefs
can influence the students’ understanding and reactions towards the new information.
In the literature, beliefs itself are usually defined as perception. However,
“learner beliefs have often been assumed to be more overarching and pervasive than
perceptions, which have tended to focus on specific experiences” (Wesely, 2012).
Learners’ perceptions of the learning situation have included how students experience
and understand aspects of the classroom, like instructor behaviors or the feedback
(Brown, 2009). Mills et al., (2007: 417) clarifies that beliefs seem to have broader
themselves, about the learning situation, and about the target community. For this
reason, Horwitz (1988) clarifies beliefs as “student opinions on a variety of issues and
controversies related to language learning” as well as Hosenfeld (1978) in Ellis
(2008:698) consider belief as ‘mini theories’ of L2 learning, which is formed by
language learner, and it shapes the way the students set about the learning tasks. It
means beliefs have more complete element than perception since it comes from the
student itself and any other component surround the learning process, such the
learning atmosphere and about the target community
Some researchers proposed that some beliefs are beneficial to learners while
others argue that some beliefs can lead to negative effects on language learning. For
instance, Mantle-Bromley (1995) suggested that learners who have positive attitudes
and realistic language-related beliefs are more likely to behave in a more productive
way in learning than those who have negative attitudes and mistaken beliefs.
Similarly, Mori (1999) claimed that positive beliefs can compensate for learners’
limited abilities. In contrast, Horwitz (1987) was concerned that some misconceptions
or erroneous beliefs may undermine learners’ success in language learning. Those
claims strengthen the potency of beliefs for the success of language learning.
“Although, learner beliefs may be regarded as a stable body of knowledge, they may
change over time” (Wenden, 1999). It means, though, the students beliefs are
negative at one time; still, it can be driven into the positive one. So, the classroom
atmosphere should facilitate the students to have positive beliefs.
With the great potency of learner beliefs in language learning context, many
decades in order to understand beliefs bring to class because this information may
help to design language classes and curricular that accommodates learners’ beliefs. In
investigating learner beliefs, there are several elements that need be considered as the
prominent one. This is based on the claim that beliefs consider as “implicit theories”
(Clarck, 1988), “self-constructed representational systems” (Rust, 1994) and general
assumptions that learner hold about themselves as learners, about factors influencing
language learning and about the nature of language learning and teaching" (Victori
and Lockhart, 1995 in Bernat, 2007:1). Therefore, in conducting a study on students’
beliefs about language learning, it should examine the nature of language learning,
i.e. (a) what learner hold as learner about language, (b) language skills, (c) language
learning, and (d) how they see their selves as a learner as well as the factors
influencing language learning such as (e) self-esteem and (f) learning sources.
a. Beliefs about the nature of language
This part related to how students view a language. Richards and Rodgers
(1986) describe three theoretical views of the theory of language into structural,
functional and interactional. These three views have each conception of what
language is.
Richards and Rodgers (Richards & Rodgers, 2001, p. 20-22) describe those
views as follow. The structural view sees language as a system of phonological,
grammatical and lexical elements for coding meaning. From the structuralist
perspective, language learning is mastering these elements. This early view gave rise
structural view give emphasis on learning language is to knowing its structural rules
and vocabulary. Then, the functional or communicative view sees language as a
vehicle for expressing functional meaning, emphasizing semantics and
communication over the grammatical characteristics of language while not excluding
that aspect. From the functionalist perspective, language learning is mastering
communicative functions and meaning. The functional view adds the need to know
how to use the rules and vocabulary to do whatever it is one wants to do. Meanwhile,
the interactional view sees language as the means of creating and maintaining social
relations. From this perspective, language learning is achieving competence in
initiating and maintaining conversations. This view gave rise to idea of language as a
social process characteristic of Community Language Learning (CLL). The
interactional view says that to know how to do what one wants to do involve also
knowing whether it is appropriate to do so, and where, when and how it is appropriate
to do it. In order to know this, the learner has to study the patterns and rules of
language above the sentence level to learn how language is used in different speech
contexts.
Also, beliefs about the nature of English refer to “what aspects of English
learners find as difficult or easy, and about the status of English comparison to other
language such as English is much more difficult to learn than other languages” and
“The most difficult part of learning English is learning grammar” (Richard &
b. Beliefs about language skills
In case of language skills, it has divided language ability into four separate
skill areas, namely listening, reading, speaking, and writing. Listening and reading
are known as the receptive skills; while speaking and writing are known as the
productive skills. According to SIL International (1999), those items have each own
process where listening is the process of hearing a new item; speaking is trying to
repeat the new item; reading is seeing the new item in written form and writing is
reproducing the written form of the item.
Moreover, listening and speaking is also categorized as oral language and it is
considered as the primary foundation of literacy. Through listening and speaking,
people communicate thoughts, feelings, experiences, information, and opinions, and
learn to understand themselves and others. Meanwhile, written language is a powerful
means of communicating and learning. Reading and writing enable students to extend
their knowledge and use of language, increase their understanding of themselves and
others, and experience enjoyment and personal satisfaction. Reading and writing
provide students with means of accessing ideas, views, and experiences. Both as
writers and readers, students need to experience a wide range of texts and use them
for a variety of purposes. Then, beliefs about four language skills refer to learners’
specific assumptions about the nature of listening, speaking, reading and writing”
(Richard & Lockhart, 2005:53). Examples are “You need to know a lot of idioms to
be good in speaking English and “The best way to improve listening is by watching
c. Beliefs about language learning
Beliefs about language learning refer to “very specific assumptions about how
to learn a language and about the kinds of activities and approaches they believe to be
useful” as The best way to learn a language is to mix with native speakers of the
language” and “You need to practice every day to improve your English” (Richard &
Lockhart, 2005:55). Beliefs about learning is also related to how the students view
the process of language learning. The students must bring different expectation about
how they should learn materials. It is not only related to the general learning process
but also to what will be learned and how it will be learned (Brindley, 1984) in
Richards (1996). All the views owned by the students are influenced by theories of
learning that the students use and believe.
This area is closely related to the students’ beliefs about approaches to
language learning (Tanaka, 2003:3). Nellie (2013) proposes five main theories of
language learning, i.e. behaviorist, universal grammar, Krashen’s monitor hypothesis,
cognitive, and Schumann’s acculturation
1) Behaviorist theory
The key elements of behaviorist theory are the stimulus, the response, and the
association between the two. The primary concern is how the association between the
stimulus and response is made, strengthened, and maintained (Ertmer & Newby,
2013:48). Behaviorism focuses on the importance of the consequences of those
performances and contends that responses that are followed by reinforcement are
student’s knowledge nor to assess which mental processes it is necessary for them to
use (Winn, 1990 in Ertmer & Newby, 2013:48). This means, in the learning process,
behaviorist give emphasis on repetition and imitation the similar structure
continuously.
2) Krashen’s Monitor Hypotheis
Krashen in Schutz (2006:12) proposes that the product of a subconscious
process very similar to the process children undergo when they acquire their first
language. Here, Krashen believes that there is no fundamental difference between the
way learners acquire their first language and their subsequent languages. He claims
that humans have an innate ability that guides the language learning process. Infants
learn their mother tongue simply by listening attentively to spoken language that is
meaningful to them. Foreign languages are acquired in the similar way. One of five
hypotheses from Krashen (1985) is known as Krashen's monitor hypothesis.
Human ability to produce utterances in another language comes from their acquired competence, from their subconscious knowledge. Learning, conscious knowledge, serves only as editor, or monitor. (Krashen, 1985:02)
This part suggests that to maintain accuracy, learners should be encouraged to
activate their conscious learning to monitor their production of the language.
However, it might hinder the fluency. More focus on form may seriously disrupt
communication in conversation. According to the researches of Gass and Selinker
(1994) there are three conditions to apply the monitor hypothesis in a new learned
3) Universal Grammar
Universal grammar (UG) is a linguistic theory, proposed by Noam Chomsky,
argues that “the ability to learn language is innate, distinctly human and distinct from
all other aspects of human cognition” (Chomsky 1986: 3). Further he explains that
The Universal Grammar hypothesis – the idea that human languages, as superficially
diverse as they are, share some fundamental similarities, and that these are
attributable to innate principles unique to language: that deep down, there is only one
human language (Chomsky 1995: 131). This theory states that all children are born
with an innate aptitude to acquire, develop, and understand language.
Through this view, Chomsky emphasizes on the existence of Language
Acquisition Device (LAD), i.e. a system of universal principles and parameters fixed
through the available data. It means, in order to learn a language, children need the
incoming data, but also something that allows them to process the data they are
exposed to.
In Chomskyan tradition, grammar of a language is an account of the
grammatical competence (rather than performance) of the native speakers of that
language. Grammatical competence is defined as the native speakers’ tacit knowledge
of the grammar of their language (Chomsky, 1965 in Bavali and Sadighi, 2008: 12).
In other words, Chomsky does not view language as speech to be used in real-life
communication with others. Chomsky, however, views language as a set of pure,
pure, formal properties that are inherent in any natural language grammar (Prince and
Metzger,2009).
4) Cognitive
Cognitive learning strategy is one of popular learning strategies which focus
to “develop the necessary skills to be self-regulated learners” (Reid, 2005). In line
with this, Iskandarwahid (2009) states that cognitive strategy as an integral ability
that can assist the students in learning process, the process of problem solving and
decision making.
Schneider & Stern (2010) also suggests that the cognitive perspective on
learning is based on the assumption that knowledge acquisition lies at the very heart
of learning. Once children acquire new information in learning environments, they
are supposed to use that information in completely different situations later in life.
This is only possible if they have understood it correctly and stored it in a
well-organized manner in their long-term memory. In this view, learning is cumulative in
nature: nothing has meaning or is learned in isolation. Cognitive conceptions of
learning place considerable importance on the role played by prior knowledge in the
acquisition of new knowledge (Rumelhart 1980). In view of the cognitive approach to
learning, the notion of effective language learning requires the active involvement of
the learner in the process. The approach emphasizes learning as a process resulting in
an extension of meanings the learner is capable of, as something that learners do,
5) Schumann's acculturation
Another language acquisition theory is Schumann’s theory (1978). According
to him: “second language acquisition is just one aspect of acculturation and the
degree to which a learner acculturates to the target-language group will control the
degree to which he acquires the second language.’’ Further, Schumann (1978: 34)
emphasizes that second language acquisition is truly affected by the degree of social
and psychological distance between the learner and the target-language
culture. Another important point is the social distance which depends to the learner as
a member of a social group that is in contact with another social group whose
members speak a different language. Also, Schumann claim in Brown ( 1980) that
second language acquisition is “just one aspect of acculturation” and that the more
learners acculturates to the target group, the better he will acquire the second
language.
Schumann model of social distance describes the relationships of the learner's
group to target culture group and identifies different factors which bring about best
language learning context. It means that acculturation is determined by the level or
degree of social and psychological distance between the learner and the culture of the
second language.
d. Beliefs about self esteem
Self-esteem refers to how a person feels and thinks about him or herself. It
her past accomplishments, the evaluation of present actions, and on the perception of
his and her ability to achieve the goals set for the future.
Self-esteem affects learning in a variety ways: how one relates to others, what
kinds of risks one takes, how one tolerates uncertainty and anxiety, and to what
extend one feels able and willing to assume responsibility for one's learning
(Kohonen 1992a: 1993). In line with this view, (Richard & Lockhart, 2005:56) state
that beliefs about self refers to “specific beliefs about their own abilities as language
learners” as “I’m not a good language learner. I can’t pick up the language naturally”
and “Remembering vocabulary is easy for me”
Reasoner and Dusa (1991) suggest a helpful framework to promote learner's
self-esteem, involving concrete learning materials. They discuss self-esteem in terms
of the following five basic components, i.e. a sense of (1) security, (2) belonging, (3)
personal identity, (4) purpose and (5) a sense of competence. Further, Kohonen,
(1993) explains the correlations between those components as follow:
“Each component has an effect one another. If a person generally feels safe, she is likely to feel closer to the others, and the feeling of belonging and connectedness increase her/his personal security. Similarly, getting support and realistic feedback has a positive impact on her personal identity. A positive self-concept allows the person to meet new challenges and set increasingly higher goals. Developing a sense of purpose in life helps her/ him become a more competent person. A person with basically strong sense of competence is willing and able to take risks in language
learning.”
Taylor and Francis (2001) state that the learners’ self-esteem and their view of
themselves as a person and language learner are important characteristics that
correlates with successful foreign language learning. Language learning requires
ambiguity. In a sense, the learner appears childish and makes a fool of himself when
he makes mistakes. A person with reasonably balanced self-concept can cope with
this demand better. This point was already emphasized by Stern (1983), who notes
that a person who is ready to accept with tolerance and patience the frustrations of
ambiguity is in a better position to cope with them than a learner who feels frustrated
in ambiguous situations.
e. Beliefs about learning resources
Related to learning resources, Tomlinson (1998: 02) defines it as anything
which is used by teacher or learner to facilitate the learning or a language, it could
obviously be cassettes, videos, CD-Rooms, dictionaries, grammar books, workbooks
or photocopied. It means that every student must have different preference and
expectation for their learning resources or materials in order to increase their
knowledge and experience of the language.
Learning resources have an important role in teaching learning process.
Learning resources can help students to achieve self-discovery by providing them
with choice of focus and activity by giving them topic control and by engaging them
in learner centered discovery activities (Tomlinson, 1998:11). In line with this view,
Graves (1996: 27) points out that teaching learning resources are a tool that can be
figuratively cut up into component pieces and then rearranged to suit the needs,
abilities, and interests of the students in the course. Ellis and Sinclair (1989: 2) stress
that learning resources should cover learning training activities which help learner to
suit them best so they may become more effective learner and take on more
responsibility for their own learning. It means that the learning resources should place
the learner as the center of learning process to make them more autonomous.
f. Beliefs about being a learner
Dealing with the area on how the learners view their selves as a learner is
require to strengthen the students’ capacity to self-regulate their own performance”
(Nicol and Macfarlane-Dick, 2006: 205). Also, they assume that a major goal of
education is to help students learn to monitor their own performance. It means the
beliefs are important because the students need to understand themselves as learners
in order to understand their needs as self-directed learning students. Further, learning
language is not only matters of knowledge but also they could learn positive value for
their life and it supports the claim that learning new languages helps to create
understanding and encourage a respect of others. It endorsed the concept of “the
intercultural dimension” in language teaching by Byram, Gribkova and Starkey
(2002). They proposed that all language teaching should promote: a position which
acknowledges respect for human dignity and equality of human rights as the
democratic basis for social interaction (p.13).
This part is also related to students as an autonomous learner. Autonomy has
been discussed as a factor that can lead to success in language learning. As Rubin
(1987) noted, learning is best achieved when students play an important role in the
process. In this vein, Holec (1987) claimed that good learners are those who “know
Holec (1987) proposed that learners may become autonomous if their
representations (beliefs) about the role of the learner, the teacher, and materials
accommodate the notion that they themselves are the manager of the learning. The
findings from Holec studies revealed that there may be an association between learner
beliefs and their readiness to become autonomous learners. Nevertheless, little
evidence has been shown to support the conclusions. The two studies by Cotterall
reviewed here (Cotterall, 1995, 1999) drew conclusions about the relationship
without any empirical evidence whereas Holec (1987) based his conclusion from
interview data. So far, there has not been a study that investigates beliefs about
language learning of learners who are considered autonomous learners and those who
are not. Accordingly, a particular set of beliefs about language learning that
autonomous learners may possess has not been proposed. However, learners’
perceptions about themselves in the learning process regarding their role and their
ability seem to be the key to their autonomy.
3. The factors influencing learners’ belief
As stated before that, learner must have different beliefs towards the language
learning. Their beliefs are formed and influence through a process which many factor
influence it. Mills et al., (2007) mentions that learner’s belief get influence from three
aspects, i.e. the student internal factor (what learners think about themselves), the
learning situation, and the target community. Student internal factor can be identified
as how students understand and make sense of themselves and their own learning
these beliefs differ across language learners, particularly in terms of individual
differences such as gender, age, nationality, learning style, and personality type
(Bernat & Gvozdenko, 2005; Wenden, 1999; Horwitz, 1999; Rifkin, 2000). A study
from Daif (2012) showed that statistical significant gender differences were found in
the areas of English language aptitude, learning and communication, and motivation
and expectations. In addition, Ellis (2008:701) proposes “cultural background could
also manipulate varied learner beliefs systematically even though it needs further
investigation”. She argues, “general factors, such as personality and cognitive style,
could be more substantially influence learners’ beliefs”.
Meanwhile, the learning situation has included how students experience and
understand aspects of the classroom, like instructor behaviors (Brown, 2009). “It also
often encompasses the instructor as well as the instructional techniques used”
(Gardner, 2005). Little and Silvius (1984) reported that “past experience, both of
education in general and of language learning in particular, played a major role in
shaping attitude language learning where attitude defines as a complex mental
orientation involving beliefs and feelings and values and dispositions to act in certain
ways”. It can be inferred students’ experience in case of learning has strong influence
on their belief.
Then, the target community also contributes to how student hold their belief
about language learning. Gardner, (2005) states that learner attitudes have often been
addressed in the literature in relation to two different targets: attitudes toward the
learning situation (often encompassing the instructor as well as the instructional
target community have been addressed in recent work by Yashima (2009), who
developed the idea into the notion of “international posture,” which relates to how
students see themselves as “connected to the international community, with concerns
for international affairs and their readiness to interact with people from the target
cultures” (Yashima, 2009, p. 146).
4. English Learning
As a subject of the study, literature about English learning should be provided
in this chapter. The discussion falls into three main headings, they are English
learning at university level, English at non-English major, and English at Faculty of
Engineering Yogyakarta State University. Moreover, a number of theories will be
incorporated to construct comprehensible information of those aspects.
a. English learning at University Level
English has been an important language for the global society. Many people
have considered English as a requirement imposed by globalization (Zacharias, 2003;
Yuwono, 2005). With the emergence of today’s role of English as an International
language and even a global lingua franca, it is not surprising that English has become
the main subject range from elementary level till university level.
As a global lingua franca, universities are aware to provide the students with
an adequate competence of English in order to support their future carrier. The most
important role for teachers of a foreign language at some universities is to aid
students to be effective and strategic readers as well as speaker. This is based on the
“A university-level curriculum for teaching English as a foreign or second language should establish and schedule contents and strategies so that the learners will develop the linguistic communication competences regarding their professional needs and objectives. The main English teaching method tendencies have evolved in recent decades from the traditional methods like grammar translation to the communicative like social constructivism
approach” (Windschilt, 2002; Richardson, 2003)
However, Hudson (2011) states that, in universities, English often become the
object of observation, reflection and comparison with the mother tongue.
Consequently, production activities like listening and responding to an audio, creative
writing and speaking are usually overlooked. Based on this claim, it seems that most
universities focus on reading comprehension and grammar instruction.
As many pieces of texts are written in English, Hudson (2011) adds that
universities understand that critical reading is essential to be success in the societies.
This is because the ability to read is becoming the crucial element to be emphasized
to the students for their personal and professional development in life. Further, he
proposes that, “at universities, EFL teachers are frequently asked to teach English
through reading comprehension and grammar instruction”.
That circumstance is quite similar to Indonesia where teaching English is
more to facilitate the students to be able to read English texts. In the context of EFL
reading instruction in Indonesian universities, Cahyono and Widiati (2006) found that
the issue becomes more complicated since reading in tertiary level demands flexible
and independent learning requiring students to read English texts from different
sources independently and effectively. For Indonesian students who are generally
(Lamb & Coleman, 2008; Setiono, 2004), the demand of the EFL reading is not easy
to accomplish.
However, Masduqi (2014:390) also explains that in the most current
development, some Indonesian universities have started giving more priority in
English, such as supporting the establishment of English clubs and self-access centre
and encouraging students to do academic presentations in English. Sukono (2002)
found that such a constructive effort tend s to be successful in well-established state
and private universities where the enrolled students have had quite good language
proficiency from their secondary schools and can afford better supporting ELT
facilities. In this case, the success of English can be a factor of equality access
between the haves and the have-nots (Lamb & Coleman, 2008; Lie, 2007; Nunan,
2003).
b. English at Non English Major
In this study, non-English major students define as university students who
are specialized in any field except English language such as law, engineering, social
sciences, etc. The demand of English learning is to meet the requirements of students
to support their future carrier. In order to fulfill the students need in learning English,
“English for Specific Purposes (ESP) has grown to become one of the most
prominent areas of EFL teaching for college level” (Choroleeva, 2010). Some
described ESP as simply being the teaching of English for any purpose that could be
content and method are based on the learner's reason for learning” (Hutchinson et al.,
1987:19)
Further, Masduqi (2014:390) says that, at Indonesian universities, English in
non-English departments is only taught once or twice a week, each meeting is 100
minutes during the first two semesters. In few universities, English is taught at the
first semester only since it is not a part of the university core courses. In line with
this, Lowenberg, (1991) and Dardjowidjojo (2000) propose that at the university level
of Indonesia, students in non-language departments have to take English for two
semesters and for two to three hours a week. Based on their explanations, since the
goal of English at this level is to assist students to develop their reading ability relates
to their fields of study, the kind of English taught is ESP (English for Specific
Purposes).
Kirkpatrick (2007), in case of ELT situation in university level in Indonesia,
suggests that as the entry level of most students is very low, the class focuses on
grammar and translation. Thus, most of English learning fail to develop students’
proficiency in English. In agreement with Kirkpatrick (2007) and Nur (2004) asserts
that university graduates who have studied six years of English in both junior and
senior high schools and another year in university generally cannot communicate
adequately in English.
Dardjowidjojo (2000) and Nur (2004) recognize that since independence,
Indonesia has experienced several changes in curriculum with different teaching
approaches or methods from grammar-translation method and audio-lingual method
approach). By 1984, the revised curriculum for English had adopted the
communicative approach with an emphasis on the development of speaking skills.
However, the practice did not reflect the communicative learning (Dardjowidjojo,
2000; Musthafa, 2001; Nur, 2004). Therefore, although the four skills remained as the
targets for learning, the order of priority was changed to reading as the most
important, then listening, writing and speaking.
c. English at Faculty of Engineering- Yogyakarta State University
As one of seven faculties in Yogyakarta State University, Faculty of
Engineering has focused on education, research, and services to society as roles of the
university (Tri Dharma Perguruan Tinggi, or “Three Services of Higher Education”).
The Faculty of Engineering- Yogyakarta State University aims at becoming an
excellent faculty in technical and vocational education based on conscience,
autonomy and intelligence as well as producing pious, autonomous, and intellectual
Bachelor of Education and Diploma in the field of technology and vocation in
accordance with the development of science and technology in the global era.
The main focus of this Faculty of Engineering Yogyakarta State University is
to support and to enhance the vocational education in Indonesia. Haryanta (2010)
states that students at vocational area typically receive more hand-on, career minded
education that requires practical expertise than students in general high school.
Individuals are given the opportunity to explore and identify potential career goals.
This includes specific trades such as welding, blacksmithing, mechanics. Other
designer, motorcycle repair technician, etc. He states that there are more than one
hundred and fifty different skill programs in Indonesia.
Faculty of Engineering- Yogyakarta State University itself has six major
which consists of nine study programs for bachelor level and eight study programs
for diploma. The study program for bachelor level consist of Elcterical Engineering,
Mechatronic Engineering Education, Electronic Engineering Education, Information
and Technology Engineering Education, Mechanical Engineering Education,
Automotive Engineering Education, Civil Engineering and Planning Education,
Fashion Design Engineering Education Study Program, and Culinary Education.
Meanwhile the diploma level covers Electrical Engineering, Electronic Engineering,
Mechanical Engineering, Automotive Engineering, Civil Engineering, Fashion
Design Engineering, Culinary, and Cosmetology.
With respect to the role of English in technical education, Adedeji (2005)
observes that English is very crucial to the success of the technical and vocational
education program. It is stated that,
English language has vital roles to play for vocational education to be effective. This is because all the textbooks and technical manuals are written in English and it is also the language of instruction for all the subjects being offered by the students. It then follows that for graduates of technical colleges to be skilled and competent and to function adequately in their chosen careers, they must have sufficient knowledge of English lexical items, especially those that are relevant to technical registers (Adedeji 2005: 15).
According to 2014 Curriculum of Faculty of Engineering Yogyakarta State
