Before choosing the school the researcher had already done a simple observation by asking the English teacher and some of the students. Then, the researcher concluded some reasons to choose the school. First, the place of the school is far from the big city and get less of government attention. Second, the students rarely explore the outside of the place and do not really know the advancement of English. Third, the students are unmotivated in learning English, the students just make a little progress and learn English just for passing the exam. Furthermore, living in the rural area makes the students’ lack of opportunity to use English in daily lives. Those issues might be influenced by the students’ attitudetowardsEnglish. So, the issues of this research is investigating the students’ attitudetowardsEnglishlanguage learning in term of cognitive, affective and behavioral aspects. The function is to know the students’ emotion, perception and behavior deeper towardsEnglishlanguage learning. Therefore, the writer will conduct this study entitle “AttitudetowardsEnglishLanguage Learning” on the rural students of SMAN 2 Paloh in academic year 2016/2017.
little interest in my English class”, and 57 students disagree with that, and 12 students agree about that statement. It shows that 12 students did not interested to learn English in class. “If a learner is not interested acquiring the target language, he/she possesses a negative attitude and is not motivated and enthusiastic in language learning” according to Eshghinejad, 2016, p. 5. However, most of the students are interested that means that they have positive attitude. Based on Choy S. C &Troudi. S, 2006 attitude can help the learners to express whether they like or dislike the object or surrounding situations, it is agreed that the inner feelings and emotions of learners influence their perspectives and their attitudes towards the target language.
The discussion of code switching in Bahasa Indonesia can lead us to the other discussion which deals with the attitude of Indonesian people towards the use of code switching. Since Bahasa Indonesia was established as an official language which has important roles in Indonesia, Indonesian people who realize the occurrence of code switching in Bahasa Indonesia may show certain attitudetowards it. Their attitude is embodied either by their positive or negative emotional responses towards code switching (Thurstone 1931 cited in Garrett, 2010:19). The study of code switching and the attitudetowards code switching has been attracting many researchers’ attention. Hence, many studies of code switching have been conducted in various subjects of studies. The followings are some studies which have investigated code switching and the attitudetowards code switching.
that the students tend to have positive attitude toward technology use during the process of teaching and learning. The results showed that the students are familiar with the technology used in classroom context and they do not need to familiarize and learn how to use the tools; even if some of them do, it does not require any rigorous effort. Being millennials brought them benefits in terms of technology confidence. Further, with relatively high score on attitude to technology use in learning English, the students confirmed that the tools helped them in learning the language. The tools gave them context and provided them opportunities to practice the language.
Next, expression of thanks to my best lecturer and all at one my living inspiration and as the former Head of English Applied Linguistics, Prof. Dr. Busmin Gurning, M.Pd, has given much understanding, abundant knowledge, outstanding science precisely about applied linguistics schools, and generally the phenomenon phenomena in social life. You always inspire every single of person who listens to you in order to be able to get in to the unloaded phenomena by intention to be able to present the new breakthrough to many sides of society. I sometimes think who will be the next you a head. God bless him.
This study deals with languageattitude and motivation of Al-Manar Islamic Boarding School toward their English and Arabic language. It was aimed to investigate the language attitudes and motivations of the students of Al-Manar Islamic boarding school toward English and Arabic languages, realization of languageattitude and motivation and the reasons or the factors why they have the atitude and motivation such the way it is. This study used qualitative method then the design was descriptive qualitative research. The data of this study were students’ utterances, opinions and performances to their attitudes and motivations toward their English and Arabic language. The source of data of this was 8 students of Senior high school of Al-Manar Islamic Boarding School. Interview and observation were used to obtain the data. The data were analyzed by using Mile & Hubberman and Saldana’s interactive model (2014). Based on the data analysis, the students of Al-Manar Islamic Boarding School have positive attitude toward English and Arabic in Learning. They showed positive attitude on language loyalty, awareness of language norms and language pride. They realized their attitudetowardsEnglish and Arabic languages in learning English and Arabic in long-term, using English and Arabic in learning activities and outside school. They have positive attitude toward English and Arabic because of some reasons such as: they are loyal to use English and Arabic, they aware of language norms, and they are proud of speaking English and Arabic. They also have instrumental motivation in learning English and Arabic because of some reasons such as: they learn English and Arabic language because of education. English and Arabic languages can help them in learning school subjects, because mostly subject in this boarding school are written in English and Arabic.
Technology has an important role nowadays. Technology can be used for many subject such as, economics, politics, health, education and soon. But the usage of technology in Indonesia still little. In Surabaya as a big city the use of technology still not maximal. However, the introduction of technology itself started from young or from school. Education in Indonesia feels like ICT (Information, Communication, and Information) now is a need and obligation. English as a EFL (English as Foreign Language) in Indonesia are given from elementary school. In some kindergartens English already given to the students. The use of ICT in the English lesson can give more benefits for the teacher and student. The problems are the teacher as a students’ guide already know about the ICT or not. Teachers’ attitude will show the implementation of ICT. Teachers positively implement ICT for their teaching and learning activities. The teachers find more benefits when they use ICT. However, there still some challenges when using ICT in the English lesson. To suggest the complete ICT equipment can make ICT implementation more effective.
First, the writer would like to record his gratefully acknowledge to Dr. Rahmad Husein, M.Ed. as the Head of English Applied Linguistics in UNIMED the writer would like to record her gratefully acknowledgement to Prof. Dr. Busmin Gurning, M.Pd as the first advisor of the writer who has kindly assisted her in guiding, direction, revising and correcting the systematic or the concept of this thesis and also the writer would like to record her gratefully acknowledge to Prof. Amrin Saragih, Ph.D., M.A, as the second advisor of the writer who has also kindly assisted her in guiding, direction, revising and correcting the systematic or the concept of this thesis May Allah bless them.
English is a very important language today. However, many people find difficulties when they try to acquire it as their second or foreign language. The writers got a fact that many of the writer’s friends feel afraid towards grammar and have just given up in learning grammar. This fact makes the writer feels disappointed and worried, because the writer believes that when people want to acquire a new language well, they should also acquire the grammar of that language well. By conducting this thesis, the writer wants to know about the Faculty of Letters Soegijapranata Catholic University students’ attitude in general. The writer wants to find out whether they have the same attitude with the writer’s friends or not.
The factors which cast influences on the attitude toward English are the skill, experience, education background and gender (Grosjean & Soares, 1986). These hold true for teaching profession also. Teachers as speaker and students as listener skill are the consideration of both. Teacher has to know which class are ready to achieve English as well as possible. Teaching experience of the teacher contributes significantly in forming attitude. The teachers’ attitudetowards the subject and students is significant in creating desire to learn. Gender is the paramount factors influencing the attitude of the teacher (Bozdogen, 2007). It is found that male teacher have positive attitudetowards teaching profession.
The findings shown us there are twenty six students out of seventy students in the first semester students who held negative attitudetowards speaking English. It meant that they still had high language anxiety by having great fear to get involve in a conversation, great fear in evaluation and also great fear for taking an English test. Furthermore, anxiety is associated with feelings of uneasiness, frustration, self doubt, apprehension and worry (Brown, 2007). So, the less anxiety that students have, the more effort that students may do. It finally affected their performance in speaking English. Whereas, in speaking there are three functions of speaking those are speaking as interaction, speaking as transaction, and speaking as performance (Richards, 2008). The students are not only interact or having conversation with other as it is the function of speaking of interaction, but the students also need to deliver message and making oneself understood of the message clearly and accurately as it is the function of speaking as transaction. Besides that, the students also have to be able to transmits information before an audience, such as classroom presentations, public announcements, and speeches which are usually done in the classroom activities as it is the function of speaking as performance. Those are the three functions of speaking can not be reached by the students if they did less effort in speaking because of they had great language anxiety.
The study that had been conducted in IAIN Padangsidimpuan focused on the English students‟ attitudetowards the Englishlanguage 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 towardsEnglishlanguage teaching in terms of language teaching based Kumaravadivelu (2006) included language-centered method, learner-centered method and learning-centered method; attitudes towardsEnglish learning in terms of attitudetowards 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.
Al Tamimi, A., Shuin, M. (2009). Motivation and Attitudetowards Learning English: A study of Petroleum Engineering Undergraduates at Hadhramaut University of Sciences and Technology. GEMA Online Journal of Language Studies. Volume 9 (2) 2009. Al Wasilah, Chaedar. (2011). Pokoknya Action Research. Bandung: Kiblat.
Chamber (1999) asserts that learning occurs more easily, when the learner has a positive attitudetowards the language and learning. Student’s attitude is an integral part of learning and that it should, therefore become an essential component of second language learning pedagogy. Attitudes toward learning are believed to influence behaviors such as selecting and reading books, speaking in a foreign language etc. Especially in education, if the students have positive attitudetowards any subject, they can achieve many things in that specific area. Attitude can help the learners to express whether they like or dislike the objects or surrounding situations. It is agreed that the inner feelings and emotions of foreign language learners influence their perspectives and their attitudes towards the target language.
From the result of two researchers above, motivation and positive attitude has strong relationship to learn new language successfully. How attitudes towards learning are formed, how affect learning has been increasingly interest of language teachers and researchers as well. The reason is that attitude influence one’s behaviors, inner mood and therefore learning. So it is clear that there is an interaction between language learning and the environmental components in which the student grew up. Both negative and positive attitudes have a strong impact on the success of language learning. The attitude of an individual depends heavily upon different stimuli. Stern (1983) claims that “the affective component contributes at least as much and often more to language learning than the cognitive skills”, and this is supported by recent researches. All studies adduce that affective variables have significant influences on language success, (Eveyik, 1999; Skehan, 1989; Gardner, 1985; Spolsky, 1989). Discovering students’ attitude about language will help both teacher and student in the teaching-learning process. Therefore we have to consider the crucial role of affective domain.
In regard to IcLL, Scarino (2008) suggests that a shift in focus is needed, away from ‘content’ of language programs towards ‘learner needs and interests’. The suggestion is that there needs to be a focus on learners as creators of meaning through interaction. This thinking is consistent with engaging the ‘target culture’ so that students can find similarities and as- pects of personal interest. This helps in self discovery and linking an under- standing of self with the ‘target culture’ in a way that encourages learners to discover a ‘third place’. In this way, the target culture and language need no longer be viewed as ‘foreign’.
Bambang Untoro: “Teachers’ AttitudeTowards Teaching Reading Comprehension And Its Implementation In English Classroom (A Case Study at SMP Negeri 1 Sambi, Kabupaten Boyolali )”. Thesis, English Education Department, Teacher Training and Education Faculty, Sebelas Maret University, Surakarta, 2015. Advisors: I. Prof. Dr. Joko Nurkamto, M.Pd., II. Dr, Sujoko, M.A.
Attitudetowards environment is the center of our model which is viewed as “cognitive and affective evaluation of the object of environmental protection” (Bamberg, 2003, p.21). Many studies establish attitude as one of the strong antecedents influencing behavior (e.g., Ballantyne & Packer, 2005). In most models of pro-environmental behavior, attitude is placed as the central variable between environmental knowledge and behavior (Davies et al., 2002; Polonsky et al., 2012) where environmental knowledge and pro-environmental attitudes are highly interconnected (Bamberg, 2003). In this study, attitudetowards environment is measured in terms of both consumers’ level of environmental concern and their views on environmental protection.
`This research aim to identify the effect of maternal communication pattern on mothers attitude toward advertising, mother’s mediation behaviours toward children with television. Maternal communication pattern as independent variable, mother’s attitude toward advertising, mother’s mediation behaviours toward children with television as dependent variables. Mothers who has children at 3-7 years old in Yogyakarta was used as sample in this research. The result show that there is different effect of attitude toward advertising, coviewing and discussion about TV advertising and also control of TV viewing among leissez faire, pluralistic, concensual and protective maternal communication pattern. Protective mothers tend to have more negative attitude toward advertising than others family communication pattern. Pluralistic and Concensual mothers tend to have more frequently time to coviewing and discuss about content of TV advertising than others family communication pattern.