ENGLISH STUDENTS’ ATTITUDES TOWARDS ENGLISH LANGUAGE TEACHING AND LEARNING AT IAIN PADANGSIDIMPUAN.

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ENGLISH STUDENTS’ ATTITUDES TOWARDS ENGLISH LANGUAGE TEACHING AND LEARNING AT IAIN

PADANGSIDIMPUAN

A Thesis

Submitted to English Applied Linguistics Study Program in Partial Fulfillment of the Requirements for the Degree of

Magister Humaniora

By :

IDA ROYANI

Registration Number : 8136111030

ENGLISH APPLIED LINGUISTICS STUDY PROGRAM POSTGRADUATE SCHOOL

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i ABSTRACT

Royani, Ida. 8136111030. English Students’ Attitudes towards English Language Teaching and Learning at IAIN Padangsidimpuan. English Applied Linguistics Study Program. Postgraduate School. State University of Medan. 2015

This study investigates the English students’ attitudes of IAIN Padangsidimpuan towards both English language teaching in terms of (a) language-centered, (b) learner-centered, and (c) learning-centered method; and learning English in terms of scales (a) attitudes toward long-term English learning, (b) interest in culture and communication, (c) perception about studying in school context, (d) images associated with English, (e) English learning activities, (f) exposure to English outside school, (g) self-rated four English skills, (h) self-reported academic English grade, and (i) identification of English role models. In addition, this study also investigates the role of gender in those students’ attitudes by explaining descriptively how gender account for affecting attitudes. By using qualitative descriptive design, data are gathered by questionnaire and interview from selected 10 students in which 4 male and 6 female students in 7th semester. Afterwards, obtained data have been analyzed by steps provided by Gay, L.R and Airasian (1996). Based on the data analysis, first, English students’ attitudes towards English language teaching had been found highly on learning-centered method, followed by learner-centered method in second range, and almost negative view in language-centered method. Second, English students’ attitudes towards English language learning were positive in scales; long-term English learning, interest in communication, and images associated with English. Moreover, English learning activities in which students expose to English outside school were found. Unfortunately, four English skills of students were rated at the beginner and intermediate level and data revealed that students depicted English has important role. Third, role of students’ gender on English language learning were not found. Reasons for this statement are (i) status of English as international language and (ii) equalization of getting education for male and female. Additionally, views on English language learning had been found different from male and female students and those had been explained by describing influential factors.

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ii ABSTRAK

Royani, Ida. NIM 8136111030. Sikap Mahasiswa Jurusan Bahasa Inggris terhadap Pengajaran Bahasa dan Belajar Bahasa Inggris di IAIN Padangsidimpuan. Tesis. Program Studi Linguistik Terapan Bahasa Inggris. Sekolah Pascasarjana. Universitas Negeri Medan. 2015.

Penelitian ini menginvestigasi sikap mahasiswa jurusan Bahasa Inggris di IAIN Padangsidimpuan terhadap dua hal, yakni; pengajaran bahasa Inggris dengan (a) metode mengajar terpusat pada bahasa, (b) metode mengajar terpusat pada siswa, dan (c) metode mengajar terpusat pada proses pembelajaran; dan belajar bahasa Inggris dalam hal (a) sikap terhadap belajar bahasa Inggris jangka panjang, (b) ketertarikan terhadap budaya dan komunikasi, (c) persepsi mengenai pembelajaran di lingkungan sekolah, (d) pencitraan bahasa Inggris, (e) kegitan belajar bahasa Inggris, (f) pemerolehan bahasa Inggris di luar sekolah, (g) penilaian diri sendiri terhadap keempat kemampuan berbahasa, (h) laporan nilai akademik bahasa Inggris, dan (i) penjelasan peranan bahasa Inggris. Penelitian ini juga menginvestigasi peranan gender dalam sikap mahasiswa terhadap dua hal tersebut dengan menjelaskan secara deskriptif hal yang mempengaruhi sikap tersebut. Dengan menggunakan desain penelitian kualitatif, data dikumpulkan melalui angket dan wawancara dari 10 mahasiswa yang dipilih secara purposif, yakni, 4 laki-laki dan 6 perempuan di semester 7. Setelah itu, data yang terkumpulkan dianalisis menurut Gay, L.R dan Airasian (1996). Berdasarkan analisis, ditemukan bahwa pertama, sikap mahasiswa ditemukan positif terhadap pengajaran dengan metode mengajar yang terpusat pada proses pembelajaran, diikuti lagi dengan metode berpusat pada siswa dan hampir negatif terhadap metode berpusat pada bahasa. Kedua, ditemukan bahwa sikap mahasiswa terhadap belajar bahasa Inggris positif terhadap hal-hal; belajar bahasa Inggris untuk jangka panjang, ketertarikan dengan komunikasi, dan pencitraan bahasa Inggris. Selanjutnya, juga ditemukan kegiatan belajar bahasa Inggris yang banyak mengekspos Bahasa Inggris kepada mahasiswa di luar sekolah. Sayangnya, ke-empat kemampuan berbahasa Inggris mahasiswa masih dirangking pada level pemula dan menengah. Kemudian mahasiswa juga menyatakan bahwa bahasa Inggris memiliki peranan penting; baik untuk komunikasi dan pekerjaan. Ketiga, peranan gender mahasiswa terhadap belajar bahasa Inggris tidak ditemukan. Alas an pernyataan ini adalah (i) status Bahasa Inggris sebagai Bahasa Internasional dan (ii) persamaan memperoleh pendidikan baik laki-laki maupun perempuan. Selanjutnya penilaian mahasiswa terhadap belajar bahasa Inggris berbeda antara laki-laki dan perempuan yang dijelaskan dengan berbagai faktor-faktor yang berpengaruh.

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ACKNOWLEDGEMENT

Bismillahirrahmanirrahim

Alhamdulillahi rabbil alamin, allohumma shalli ala Muhammad wa ala ali Muhammad.

All praises to Allah. The writer’s highest gratitude is always expressed to Allah SWT for His Blessing and Mercy those have enabled her to finish writing up this research thesis.

In the process of writing of this thesis the writer confesses that people around her have given her the advice, time, help, and bright ideas especially for her advisers. Writer would like to express very special acknowledgement to Prof. T. Silvana Sinar, M.A, Ph.D as her first adviser and Prof. Dr. Busmin Gurning, M.Pd as her second adviser for suggestion, comments, support, understanding, and criticism so that thesis has finished.

Writer also would like to express her gratitude to the reviewers and examiners: Prof. Dr. Berlin Sibarani, M.Pd, Prof. Dr. Lince Sihombing, M.Pd, and Dr. Eddy Setia, M.Ed, TESP for the valuable input to make this thesis better. Writer also expresses gratitude to lecturers in English Applied Linguistics Study Program who have taught her during her study.

Writer’s gratefulness is also given to The Head of Tarbiyah and Teacher Training Faculty of IAIN Padangsidimpuan, H. Zulhimma, S, Ag, M.Pd, and Rayendriani Fahmei Lubis, M.Ag for their admittance so that data collection can be done in that campus. Also writer’s gratitude is expressed to students of English department who had participated as research data source.

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For all friends and classmates in LTBI A2 2013, writer expresses her sincere gratitude for their support, motivation, help, cooperation, and information during studying in class until working thesis writing. Thank you so much for all of you because you are highly appreciated.

Medan, 03 December 2015 The writer,

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LIST OF APPENDIX

Appendix Pages

Appendix A Questionnaire (English version) ...88

Appendix B Administered Questionnaire (Indonesian version) ...93

Appendix C Interview Questions ...98

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LIST OF FIGURES

Figures Pages

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CHAPTER I INTRODUCTION 1.1The Background of the Study

English has spread over the world in accordance with increasing global

communication which creates intelligibility of language in every nation. English

as international language also has affected every dimension of human life includes

education for teaching and learning that makes use of teaching and learning

English as mother tongue, second language and foreign language and it

educationally attempts to elevate the quality of human. There has been noted that

in one parts of region in globe i.e., Asia continent, „English as Asian language‟.

Schneider (2014) commented to this notion by saying that there is nothing

hesitation that Asia has the number of English speakers‟ mostly increased rapidly

and dynamic development is more pronounced than anywhere else on the globe.

He continuously said, “Based on the European Union affords 24 official

languages, into which all parliamentary proceedings have to be translated!

Notably, half of ASEAN‟s member states, including Cambodia, Laos, Thailand or

Indonesia, have had no British colonial background and no special relationship

with English before”. The interesting thing is that in those countries English now

enjoys learning as obligatory subject but it is not yet spoken widely especially in

Indonesia.

In Indonesia, teaching English is recognized as foreign language where

mostly of Indonesian English learners are bilingual for both local and national

languages. Teaching English in context of foreign language in Indonesia aims at

communicative competence. Competencies are inclusive to the literacy skills,

productive skills and receptive skills in which many scholars have investigated for

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many years over the regions in Indonesia, various types and levels of education,

and significantly in urban to rural areas (Budiawan: 2008).

In the level of university learners, English has its own department in which

hopefully Indonesian students will be English teachers, experts in English

literature, or others relevant to the job of English users. The only state higher

education institution in Padangsidimpuan, State Institute for Islamic Studies

(Institut Agama Islam Negeri: IAIN) Padangsidimpuan had become the interest of

the investigation for the practice of teaching English as foreign language.

There were many students found studying English who were going to be

English teachers at IAIN Padangsidimpuan. The students were expected to be

competent in three subjects areas: 1) language: structure and grammar,

vocabulary, pronunciation, pattern practice, error analysis, and so on, 2) the four

skills: reading, writing, speaking and listening, and 3) teaching practices:

micro-teaching, teachers‟ code and ethics in Indonesia, and TEFL, course design and so

on.

Considering that the students must be well acquainted with the three

subjects‟ areas as requirement to be English teacher, practices of learning the

subjects in and outside classroom should had been relevant with essence of each

in term of knowledge, ability and or skills. In the following there was

identification a number of problematic areas of the students practices in English

study program of IAIN Padangsidimpuan.

Firstly, learning English in the classroom was mostly done by presentation

with discussion session between lecturer and students. Nevertheless, presentation

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explanation and responses to presenter rarely found. In the discussion that was

expected to appear situation asking and giving opinion, stating argument, and

questioning, however, based on pre observation, desire to participate in the

classroom activity had not been found.

Secondly, learning English was also shown by one agenda of English

students organization known as HMJ TBI (Himpunan Mahasiswa Jurusan Tadris

Bahasa Inggris) by having study club three days a week done by group of five or

six students. Around several years ago, 2010-2012, this activity had followed by

several students by at least two groups of a class. They joined the club to study

English grammar, speaking and exercise. However, after it was observed, today

this activity had not be found because of unkown yet reason. It was indicated by

no activity report and learning view around English area. Then after it had been

confirmed, indeed it was still written in the annual program of HMJ TBI as agenda

of English students to improve English skills but out of realization.

Another problematic view was no English library visiting. Based on its place

which is easy to access and books shelf which provided English books for every

subject, probably English library will be visited day by day to accompany students

in learning. However, based on observation in five days the library was quite

where few students read or borrow English books. After confirming to librarian

who was also as the head of English study program, indeed the books here were

free to be read and borrowed by English students for a week without payment.

Additionally, the library was visited mostly by students who were writing

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Lastly, last year recently IAIN Padangsidimpuan emerged „Tutorial English

subject‟ to English students of a chosen class. Doing this class, students were

expected to have individual tutorial in four skills of English. However based on

obsevation and clarification of students and lecturer, only four female students

came to class to learn since fisrt meeting untill the rest of meeting before final

examination. After lecturer treated students by saying that those who were not

coming ten meetings of lecturing, students would not be passed. Then, three

meetings left all students of class come joining learning.

Preliminary data that had shown situation English learning in IAIN

Padangsidimpuan inspired to be studied in deep. Previously last year, one research

was conducted by one of English lecturer there in Reading subject focus. Based

on the result of the English subjects in the final semester, the learners‟

achievement were far from the expectation that is 70% of the grade standard.

Harida (2014) found that the students‟ ability in understanding text was still low,

they had many problems in understanding English texts, and they also could not

apply the appropriate reading strategies in their reading activities. Their abilities

were still low in reading comprehension based on their capability to apply reading

strategies, actually reading strategies could increase students‟ ability in reading

comprehension.

Such situation in deed invited attention to investigate attitude of students

towards their English learning. As it was known, studying attitude was important

to do since attitudes, based on experts determined achievement and

underachievement of learning English language. According to Dehbozorgi (2012)

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variable. By dealing with Noels, et.al (2000: 35) it is agreed that in fact, attitude

as affective variables, it is also as well as orientations, anxiety, and motivation

which had been shown to be at least as important as language aptitude for

predicting second language achievement. Also, it was supported by some scholars

that there were seven areas which have been defined for affective factors

encompassing acculturation, ego, personality, emotion, beliefs, attitude, and

motivation (Dehbozorgi (2012).

Apple & Musyken, (2005: 92) agreed social-psychological factors related

strongly to achievement in second-language learning. This meant that the learner's

attitudes towards the language they learn were believed to affect learning success.

They also continuously said “Because the motivation to learn the second language

is determined by attitudes”. Inferring this statement, highly motivated learners

learn the language better than that of those who oriented to others such as

commercial, educational obligatory or other instrumental reasons.

Deriving from above scholars‟ definitive conclusions on attitude as one key

element that was very crucial and influential in language learning especially in

second and foreign language context, English students‟ attitudes towards the

learning and teaching at IAIN Padangsidimpuan had been investigated.

Many studies recently had been conducted that support this view empirically

(Hosseini and Pourmandnia (2014), Rukh (2014), and al Mamun, et.al (2012)).

For instance, priory Gardner et al. (1976) found positive correlations between

motivational factors and the achievement in French of English Canadians.

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showed that the first ones were consistently better predictors of second language

proficiency.

In Asian context, Chihara and Oller (1978) conducted research on attitudes.

They concluded that there was a relatively strong correlation between positive

attitudes and success in learning English. The study did not, however, focus on

different varieties of English or provide information about the sample on the basis

of variables such as sex or age.

Another point is female and male differences in viewing language learning.

There have been noted that female students were highly motivated than male

students which resulted more commitment in learning (Dornyei: 2006). It was also

in line with last issue that had been already observed in preliminary data above.

There showed male students came into English Tutorial subject fewer than that of

female students. This difference made interest in deep investigation.

These researches‟ recognition on the evidence that attitude was close related

to language learning above, so it was important to figure out the above

problematic issues in relation to the English students‟ attitude towards the English

language teaching and learning at IAIN Padangsidimpuan.

1.2The Problems of the Study

Based on the above background of the study, research questions were

directed as follows:

1. What are students‟ attitudes towards English language teaching?

2. What are students‟ attitudes towards English language learning?

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1.3The Scope of the Study

The study that had been conducted in IAIN Padangsidimpuan focused on the

English students‟ attitude towards the English language teaching and learning at

English study program in Tarbiyah and Teacher Training Faculty. Gathered data

from the English students in the seventh semester consisted of two parts; attitudes

towards English language teaching in terms of language teaching based

Kumaravadivelu (2006) included language-centered method, learner-centered

method and learning-centered method; attitudes towards English learning in terms

of attitude towards long-term English learning, interest in communication and

culture, perceptions about studying English in school context, images associated

with English, learning activities, self-rated four language skills, self-reported

academic English grade, exposure to English outside school, and identification of

English role; and the role of gender on those attitudes.

1.4The Objectives of the Study

The present research aimed at answering research questions above generally

and research objectives specifically were in the following:

1. To investigate students‟ attitude towards the English language teaching

2. To investigate students‟ attitude towards the English language learning

3. To describe role of students‟ gender in English language learning

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1.5The Significances of the Study

This research was significant in general to dimension of education and

research literature. For specific, the research was expected to be significant for:

1. Teachers/ lecturers: knowing that attitude as learners‟ personal traits that

is crucial and influential in English language learning, then teachers/

lecturers can make use of attitude to be more directed to improve the

learners‟ behavior better in learning English.

2. Learners: considering that attitude can affect the English language

learning, and then learners with their own awareness of it make controls

of attitude to build positively view and value on English learning

inclusively to three aspects of attitude to English language learning.

3. Researcher: having investigated for English language learning, then

attitude towards attitudinal objects can be widened broadly to other

related variables. This will provide a frontier to other researcher forwards

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CHAPTER V

CONCLUSIONS, IMPLICATIONS, AND SUGGESTIONS

5.1Conclusions

Based on research findings presented in the previous chapters, the

conclusion of the study can be stated as in the following which according to the

answer of the research problem.

1. English students’ attitudes towards English language teaching have been

found positive in learning-centered method followed by learner-centered

method and language-centered method.

2. English students’ attitudes towards English language learning were

positive. Otherwise, specifically, students attitudes towards learning

English can be shown by each indicator.

1) Attitude towards long-term English learning is viewed positively

2) Interest in culture and communication indicator students were evaluated

positively and negatively view which viewed interest in communication

mostly and harmful to attached to culture and life style of western

English-speaking countries.

3) Perception on studying in school context have been viewed pleasant but

also it depends on lecturers’ teaching.

4) Images associated with English have demostrated English as cool,

intelligent, and educated language, also beneficial for successful job and

worthy to earn money.

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5) English Learning activities and (6) exposure to English outside school

were found from extra course, internet, book,film, chatting, music,

TV,banner, advertisement, dictionary, hospital, office, radio, videos,

songs, ga. jme, library, family, and friend.

7) Self-rated four English skills’ students were at the beginner and

intermediate level.

8) Self-reported academic English grade of students were spread evenly from

2.75 to 3.80, and higher grade was directed to female students.

9) Identification of English role was argued as important for future such as

being professional English teacher, getting easiness for occupation, being

modern, great and cool woman and interacting globally with people abroad

as it is international language and choosing ‘halal’ foods means good based

on Islam because of using English ingredients.

3. Role of students’ gender on English language learning were not found. Some

reasons are equalization of opportunity to get knowledge and rights to master

international language as well as English. Differences of students’

achievements in learning English in which female students have higher grade

than that of male students dealt with laziness and personal effortless and

nothing to do with gender.

However, their views on English learning differ from male and female

students. Male students likely viewed English for communication target,

linguistics, and personal satisfaction on language, whereas female viewed

English learning as intrumental and character attachment similar to English

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there were things account for it differently to direct their behaviors negatively

or positively as presented in Table 4.7 and also male or female students had

affirmed environmental and pedagogical factors had related-influence to those

attitudes.

5.2Implications

Based on reserach findings and discssion, there are some implications that

can be generated in order to develop attitudes towards English teaching and

learning, as follows.

1. Teachers can make a valuable contribution in developing a friendly

relationship with their students,in order to develop a positive attitude towards

learning English language, and to conduct English teaching as

learning-centered and learner-learning-centered methods.

2. Positive psychological classroom atmosphere needed for learning language,

and the errors are considered as a natural part of the process of learning

English language.

3. Teachers should motivate the students to learn better English, by highlighting

its importance as they need English for getting employment purpose in future,

even it is with compulsion.

4. Educators and parents should always encourage learners to read materials

written in English like newspapers and magazines as known their exposure of

learning English outside campus contributed more.

5. Educators who qualify to teach English must have received a relevant training

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would receive proper knowledge which would help them to develop

confidence and they will be competent in the world.

5.3Suggestions

In accordance with research findings and discussion, there are some

suggestions that can be derived for the next research in the attitudes dimension on

applied linguistics as follows.

1. There should be studies which conduct in depth qualitative approach in order

finding can investigate more pattern and reason that is participatory of

researcher to enter research context and research data source.

2. There should be studies which announce importance of learner’s motivation

and other related traits.

3. There should be studies which collaborate English teaching attitude to

learning styles.

4. There should be studies which investigate the students-lecturer/teacher

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ENGLISH STUDENTS’ ATTITUDES TOWARDS ENGLISH LANGUAGE TEACHING AND LEARNING AT IAIN PADANGSIDIMPUAN.